Accreditation, SLOs and You – What are the patient

outcomes? or Will the patient survive?

Facilitators: Janet Fulks and Phillip Maynard

Self analysis and evaluation are essential to good health.

How do you take your institutional vital signs? Who makes the diagnosis and writes up the

treatment plan? Accreditation provides the perfect opportunity

to diagnose and heal chronic problems.SLO and outcomes provide a health check

on our curriculum and programs. These essential processes are areas of

faculty primacy; they need to be understood and driven by faculty leadership through the local senate.

What is the blood pressure and temperature on your campus?

Accreditation

What it is and What it is NOT!

Handout with summary of 2002 Standards

National scene and efforts to support accreditation

Look at the recent Accreditation Actions handout – it is not business as usual

Review of the annual report that now requires reporting on SLOs

ACCJC Annual Report2006-2007 Institutional Annual Report Update on Student Learning Outcomes

Part I: Student Learning Outcomes for Courses

Yes

No

Percentage (%) of all courses/programs

Courses/Programs Disciplines

1. Defining Expected Student Learning Outcomes

Has the college defined expected student learning outcomes for all courses?

% of Courses________

List the courses for which identification of expected student learning outcomes is complete.

List the disciplines for which identification of expected student learning outcomes is complete.

2. Defining Assessment of Expected Student Learning Outcomes

Has the college identified appropriate assessment methodologies for defined expected student learning outcomes for all courses?

% of Courses________

List the courses for which identification of appropriate assessment methodologies for courses with defined expected student learning outcomes is complete.

List the disciplines for which identification of appropriate assessment methodologies for courses with defined expected student learning outcomes is complete.

3. Assessing Student Learning Outcomes

Has the college assessed student learning outcomes for all courses?

% of Courses________

List the courses for which assessment of student learning outcomes is complete.

List the disciplines in which assessment of student learning outcomes is complete for all of its courses.

4. Analyzing the Results of Assessment

Has the college analyzed assessment results for the student learning outcomes for all courses?

% of Courses________

List the courses for which analyzing assessment results for student learning outcomes is complete.

List the disciplines in which analyzing assessment results for student learning outcomes is complete.

5. Planning and implementing changes to pedagogy, facilities, etc. to improve learning.

Using assessment results, has the college planned and implemented changes to pedagogy, facilities, etc. to improve learning for all courses?

% of Courses_______

List the courses for which the college has used assessment results to plan and make changes to improve learning; and describe the changes implemented.

N/A

Accreditation

What it can provide for an institution if faculty are involved - Vital Signs

Do and Don’ts

A means to get things done – the lever or the hammer

Importance of campus –wide involvement.

Why Student Learning Outcomes Assessment?

What is Student Learning Outcomes Assessment?

An ONGOING process to:Understand student learningSet appropriate criteria and high standards for learning qualityCollect evidence that makes learning visibleDocument and improve performance

ONGOING Assessment Prompts deep learning for students, faculty, and the institution

So Who Owns SLO Assessment? Not Accreditation!

Accreditation simply validates that SLO Assessment is:

Locally appropriate and meaningful

Crafted to institutional culture

Enables diverse student populations to succeed

Identifies what is meaningful to our campuses

Who Owns SLO Assessment?Not Administration!

They enable and help implement

Faculty collaborate and cooperate with administration

SLO Assessment is important to curriculum and programs -- Faculty must lead

Local senates must support SLO Assessment

See handout with resolutions and Assessment Philosophy Statements

Benefits of Assessment

Knowledge

Comprehension

Application

Analysis Synthesis Evaluation

Interrelationships between Bloom’s cognitive levels

Hall, C. & Johnson, A. (1994)

Benefits of Assessment

.

Kearsley, G. (2003).   http://tip.psychology.org/feedback.html

Benefits of Assessment

Assessment motivates and invigorates dialogue between

Faculty & Students

Faculty & Administration

Faculty and Faculty

Institutions and their Boards

SLO Coordinators

Over 100 facultyVarious levels of training and experienceHeavy workload with varied reassignVaried knowledge of governanceVery few explicit job descriptions Selection process very murkySome supported by Senates and some not

THEY NEED YOUR HELP!

-

ACCJC Annual Report2006-2007 Institutional Annual Report Update on Student Learning Outcomes

Part I: Student Learning Outcomes for Courses

Yes

No

Percentage (%) of all courses/programs

Courses/Programs Disciplines

1. Defining Expected Student Learning Outcomes

Has the college defined expected student learning outcomes for all courses?

% of Courses________

List the courses for which identification of expected student learning outcomes is complete.

List the disciplines for which identification of expected student learning outcomes is complete.

2. Defining Assessment of Expected Student Learning Outcomes

Has the college identified appropriate assessment methodologies for defined expected student learning outcomes for all courses?

% of Courses________

List the courses for which identification of appropriate assessment methodologies for courses with defined expected student learning outcomes is complete.

List the disciplines for which identification of appropriate assessment methodologies for courses with defined expected student learning outcomes is complete.

3. Assessing Student Learning Outcomes

Has the college assessed student learning outcomes for all courses?

% of Courses________

List the courses for which assessment of student learning outcomes is complete.

List the disciplines in which assessment of student learning outcomes is complete for all of its courses.

4. Analyzing the Results of Assessment

Has the college analyzed assessment results for the student learning outcomes for all courses?

% of Courses________

List the courses for which analyzing assessment results for student learning outcomes is complete.

List the disciplines in which analyzing assessment results for student learning outcomes is complete.

5. Planning and implementing changes to pedagogy, facilities, etc. to improve learning.

Using assessment results, has the college planned and implemented changes to pedagogy, facilities, etc. to improve learning for all courses?

% of Courses_______

List the courses for which the college has used assessment results to plan and make changes to improve learning; and describe the changes implemented.

N/A

SLO Coordinator Role

Must be a faculty lead

Lead a shared responsibility

Must work cooperatively with the administrators and staff

Who chooses them and who do they report to?

Board

College President

Vice President of Instruction

Senate

Curriculum

Program Review

ACCJC Annual Report

These same questions must be filled in for:

Courses (As above)

Certificates and Degrees

General Education

Instructional Support

Student Services

Accreditation and Assessment can

Link educational tracks

Create cohesive student pathways

Encourage interdisciplinary discussions

Assessment can

Help students think about their own learning

Create deep long-lasting learning

Target skills, values and behaviors not JUST content

Faculty and Assessment

“Classroom assessment is the purest form of assessment-for-improvement, because the information gleaned can be immediately used to improve teaching and learning …the further away from the individual classroom you get, the harder it becomes to turn assessment data into useable information” (Miller, 1997)

Assessment Done Right

Faculty and Assessment

Faculty are NOT motivated to do assessment because of accreditation.

Faculty ARE motivated to do assessment:

to see measurable improvement

to discover what works and what does not

To produce consistency and fairness in grading

Assessment in Action

• Grass Roots Approach to Change:

Nichols Model Focuses on Faculty Ownership of the Process

Nichols Model Extends Outcomes

Assessment Beyond Academic

Departments (SLOs)

into Service Units (AUOs)

Mt SAC Steering Committee Creates SLOs/AUOs Implementation Plan Framework:

• “Grass Roots” Approach to Change

• Campus-Wide Participation

• Clear Roles for All Constituents

• Integration of SLOs with Existing Processes

• Variety of Communication Methods

• Financial Support

Mt SAC Develops Clear Roles for All Constituents

Board ratifies implementation plan

President approves implementation plan and assesses AUOs in his

office

President’s Advisory Council advises President on implementation

plan

Institutional Effectiveness Committee assesses progress toward goals

through SLOs/AUOs

Vice Presidents assess AUOs in their areas

Deans/Managers assess AUOs in their divisions/units

Academic Senate approves plan and supports faculty participation

Faculty/Staff assess SLOs/AUOs in disciplines and units

Faculty/Staff SLOs/AUOs Implementation Team Members and

Researcher facilitate assessment in departments/units

Mt SAC SLOs/AUOs Integrated with Existing Processes:

Annual Program Review Process (Planning for Institutional Effectiveness)

Annual Review of Governance and Operational Committees

Institutional Effectiveness Efforts

Mt SAC Communication MethodsSLOs Coordinator Communicates to Campus through:

Updates onSLOs web siteCampus Update Spread sheetsSLOs/AUOs newsletters

Appearances inTeams/Divisions/Units

Institutional Effectiveness CommitteeCurriculum and Instruction CouncilClassified Senate

Reports to

Academic SenatePresident’s Advisory Council

Financial SupportBoard Approves Financial Support for Implementation Plan

2004-07220% Released Time for Faculty Facilitators and Coordinator in Implementation Phase

2005-06

Educational Research Assessment Analyst PositionTrac Dat Software System PurchaseFunds for Workshops/Staff Development

2007-Ongoing

100% Released Time for Institutionalized Faculty SLOs and Gen Ed Coordinator PositionsFunds for Workshops/ Staff Development

Final Note

Be Prepared: Changes in faculty and administrative leadership may require adjustments to the implementation plan

Be Aware: This will not be the only major initiative on campus!

Be Flexible: Modifications to plan components may be necessary before, during, and after implementation

Be Patient: Revolutionary change takes time!

Who Owns SLO Assessment and Accreditation?

YOU must – you own your own course and program

YOUR CAMPUS must – own their own institutional outcomes, processes, and self study report

YOUR SENATE must – take the lead in the accreditation self study, support and help define the SLO coordinator position and committee

Thank You

Questions???