president’s campus forum
DESCRIPTION
PRESIDENT’S Campus forum. November 9, 2010. Demystifying NEASC. Key Elements of the Self Study Process. Dr. Shirley Wagner and Dr. Paul Weizer NEASC Self Study Co-Chairs. What you’ll hear at this session. The basics of accreditation: How does it work? - PowerPoint PPT PresentationTRANSCRIPT
PRESIDENT’S PRESIDENT’S Campus forumCampus forum
November 9, 2010November 9, 2010
Dr. Shirley Wagner and Dr. Paul Weizer
NEASC Self Study Co-Chairs
Key Elements of the Self Study Process
Demystifying NEASC
What you’ll hear at this session
1. The basics of accreditation: How does it work?
2. Changes to Process and Current Issues
3. Areas of Emphasis from our Last Review
4. How can you get involved?
How does it work? What
are the basics of
accreditation?
Accreditation = Standards + Mission
+Standards of higher education community
Mission of the
institution
evidence, evidence, evidence, evidence, evidence, evidence, evidence, evidence, evidence, evidence
Accreditation fulfills 2 functions1. Quality improvement: private
function
The accreditation process helps the institution improve
2. Quality assurance: public function
Does the institution deserve the public trust?
An articulation by the higher education community of what a
college or university must do in order to deserve the public trust
A framework for institutional development and self-evaluation
What are the standards for accreditation?
An articulation by the higher education community of what a
college or university must do in order to deserve the public trust
A framework for institutional development and self-evaluation
What are the standards for accreditation?
Quality assurance
Quality improveme
nt
candor candor candor candor candor candor candor candor
Development of Accreditation in the U.S.Input Are there enough books in the library?
Are the faculty well qualified?
Is the curriculum appropriate?
…………………………………….
………………………………………..
Development of Accreditation in the U.S.Input Process
Are there enough books in the library?
Are students using the books?
Are the faculty well qualified?
Is the curriculum appropriate?
Is there good instructional practice?
Do students get practice and feedback?
…………………………………….
………………………………………..
Development of Accreditation in the U.S.Input Process OutcomeAre there enough books in the library?
Are students using the books?
Are students gaining skills of information literacy?
Are the faculty well qualified?
Is the curriculum appropriate?
Is there good instructional practice?
Do students get practice and feedback?
Are students achieving the learning outcomes of the program and institution?
…………………………………….
………………………………………..
Mission-driven Standards1. Mission and Purposes
2. Planning and Evaluation3. Organization and Governance4. The Academic Program5. Faculty6. Students7. Library and Other Information
Resources8. Physical and Technological
Resources9. Financial Resources10.Public Disclosure11.Integrity
Institutional Self-Study
Product: The Self-Study Report: 100 pages plus forms
Process: Studying the institution against the standards
• How do we meet the standards?• How well do we meet the
standards?• What are our plans for
improvement?
• Strengthen the culture of inquiry• Using evidence• Community reflecting together
3-PART FORMAT
DESCRIPTIONDESCRIPTION: : what do we dowhat do we do??Succinct!Succinct!
APPRAISALAPPRAISAL: : how well do we do ithow well do we do it??Analysis of strengths, concernsAnalysis of strengths, concerns
PROJECTIONPROJECTION: : what do we commit to dowhat do we commit to do??Specific plans to address challengesSpecific plans to address challenges
What is new this review cycle?
Data First FormsA series of forms (at least one for each Standard)
designed to allow you to report key institutional data. Many forms ask you to report trends over time.
New!
A few examples …Std 3: Off-campus locations, distance educationStd 4: Enrollment at all levels & locationsStd 5: Faculty salaries & assignmentsStd 6: Admissions, student debtStd 7: Library collections, personnel, instruction, useStd 10: Public disclosure
.
What is Data First? – The name says it all!What is Data First? – The name says it all!
Each section will begin with a statement of data bringing focus to the report.
What do we have? What’s missing? Will be distributed to committees for their
use as they work on their chapters.
“You can see a lot just by looking.” Yogi Berra
ANALYZE THE EVIDENCEANALYZE THE EVIDENCEWHAT STORY DOES THE DATA TELL?
Not just numbers, but Not just numbers, but how you interpret themhow you interpret them
Not just what you did, but what you Not just what you did, but what you learned from what learned from what you didyou did
How you How you usedused findings to improve (CLOSING THE LOOP) findings to improve (CLOSING THE LOOP)
Process – what we DIDProcess – what we DID Ex: administered survey Ex: administered survey
Findings – what we LEARNEDFindings – what we LEARNED Ex: faculty and student concerns about advising Ex: faculty and student concerns about advising
Results – what we CHANGEDResults – what we CHANGED Ex: new student orientation, recognition for advisorsEx: new student orientation, recognition for advisors
Evidence Analysis“There are 754,700 volumes in the library.”
“This is a 20% increase in 5 years and puts us at the median of our peers.”
“A syllabus study shows that students in 65% of their classes have assignments that require them to use information resources.”
“It was not clear that students are expected to use increasingly sophisticated sources of information.”
EVIDENCE & EVIDENCE & ANALYSISANALYSIS
GOOD EVIDENCE IS …GOOD EVIDENCE IS …Intentional, purposefulIntentional, purposeful
Addresses relevant, useful questions Addresses relevant, useful questions Part of ongoing dialogue, cumulativePart of ongoing dialogue, cumulative
Interpreted Interpreted Numbers don’t stand alone Numbers don’t stand alone What do you make of what you What do you make of what you
see?see? Integrated, holisticIntegrated, holistic Not just “data dump”Not just “data dump” Shows that data is Shows that data is usedused
• Advising supports students with special needs.
• Faculty use effective teaching styles and techniques.
• Our campus supports people of diverse backgrounds.
• The institution ensures the integrity of its finances.
Evidence answers Evidence answers ““How Do You How Do You Know?Know?””
How do you know??
EMPHASIZE EMPHASIZE ANALYSIS AND PLANNINGANALYSIS AND PLANNING
DESCRIPTION, APPRAISAL, PROJECTION
not Description, Appraisal, Projection
APPRAISAL = APPRAISAL = analysis analysis What are our strengths?What are our strengths?
Where do we need to improve?Where do we need to improve?
EvidenceEvidence How do we know …?How do we know …? What story do our numbers tell?What story do our numbers tell? What are our trends? What are our trends? How do we compare to our peer institutions?How do we compare to our peer institutions?
Reflecting on Reflecting on learninglearning = institutional effectiveness = institutional effectiveness Why do we do it this way?Why do we do it this way? What have we experimented with?What have we experimented with? What surprises have occurred?What surprises have occurred? What did we learn the last time we tried XXX?What did we learn the last time we tried XXX?
Candor demonstrates institutional strength, Candor demonstrates institutional strength, credibilitycredibility
PROJECTION = PROJECTION = planningplanning Relates directly to Appraisal sectionRelates directly to Appraisal section Institutional Institutional commitments tocommitments to
Maintain strengthsMaintain strengthsAddress areas identified for Address areas identified for
improvementimprovement Planned follow-up from self-studyPlanned follow-up from self-study Your “To-Do List”Your “To-Do List”
Areas of Emphasis from our Last Review
Issues Raised Ten Years Ago
1. Engaging in institutional planning that is systematic, broad-based and participatory
2. The continued development of a governance system that supports the accomplishment of the institution’s mission and purpose
3. Continued development of the Leadership College emphasis
4. Using the results of assessment of student learning for improvement
5. Systematically strengthening the systems of academic advising for students
What Have We Done Since?• Five Year Report was submitted in
2007• The Report analyzed how each of
the five cited areas of emphasis in the 2002 report have been addressed.
• The Report identified goals for the future which must now be evaluated.
• We are in much better shape today than we were during our last review. Most of the concerns identified ten years ago are no longer serious issues for us.
Future Plans from our 2007 Five Year Report• Review of the college mission, goals, and objectives
• Continuation of the strategic planning process
• Development of a comprehensive academic plan and continuation of the program review process
• Implementation of the newly approved Liberal Arts and Sciences core requirements
• Further development of the culture of assessment, including annual analyses of the data
• Annual audits; a capital campaign; the construction of new campus facilities and improvement of existing physical and technological resources
• Regular review of the college web site for accuracy
How can you help with the accreditation
process?
How can you help with the accreditation process?
• Get Involved! This process can only work if it is broad based and inclusive.
• Provide thoughts and feedback via:• The subcommittees• The NEASC web site and email
address• Talk to your colleagues and
remain engaged.
THE VISITTHE VISIT THE VISITING TEAM WILL BE ON THE VISITING TEAM WILL BE ON
CAMPUS MARCH 4 -7, 2012!!!!CAMPUS MARCH 4 -7, 2012!!!! THEY WILL MEET WITH GROUPS OF THEY WILL MEET WITH GROUPS OF
FACULTY, STUDENTS AND STAFF.FACULTY, STUDENTS AND STAFF. THEY WILL WANT TO KNOW WHETHER THEY WILL WANT TO KNOW WHETHER
WE FULFILL OUR MISSION.WE FULFILL OUR MISSION. THEY WILL WANT TO KNOW THAT THE THEY WILL WANT TO KNOW THAT THE
SELF-STUDY REFLECTS WHAT THEY SELF-STUDY REFLECTS WHAT THEY SEE ON-CAMPUS.SEE ON-CAMPUS.
Time for your comments and
questions.