the role of ir in supporting the accreditation process: a chair’s perspective
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The Role of IR in Supporting the Accreditation Process: A Chair’s Perspective. Dr. Barbara R. Sadowski Chief Planning Officer Marywood University http://www.marywood.edu. Two Distinct Roles for IR. Support for the self-study process Preparing for the self-study (Year 1) - PowerPoint PPT PresentationTRANSCRIPT
NEAIR November 2005
The Role of IR in Supporting The Role of IR in Supporting the Accreditation Process:the Accreditation Process:
A Chair’s Perspective A Chair’s Perspective
Dr. Barbara R. SadowskiChief Planning OfficerMarywood University
http://www.marywood.edu
NEAIR November 2005
Two Distinct Roles for IRTwo Distinct Roles for IR
Support for the self-study process Preparing for the self-study (Year 1) During the self-study (Year 2) Preparing for the campus visit (Year 3)
Documenting Institutional Effectiveness Critical Success Factors/benchmarks Developing a plan
NEAIR November 2005
Preparing for the Self-Preparing for the Self-studystudy
Start early – at least three years before expected visit (2003 summer for spring 2006 visit)
Activities: (Year 1) Determine what accreditation process and standards
require as evidence – MSA Website Inventory current survey coverage
Conduct surveys where necessary – plan for funding Sign up for surveys where needed, e.g., faculty, CLA,
alumni Scan important documents, e.g., accreditation reports
NEAIR November 2005
Preparing for the Self-Preparing for the Self-StudyStudy
Make survey data readily accessible to campus users
Provide campus with organized and easily interpreted data
Suggestions that worked: Intranet IR site for campus users
• Scanned documents as PDF files • Survey reports across years • Survey data in easily interpreted format, e.g,
Excel files with multiple years, use conditional formatting for significant differences
NEAIR November 2005
Preparing for the Self-Preparing for the Self-StudyStudy
Link accreditation standards to survey results Cross-walk between MSA elements and NSSE items
Organize list of IR resources by MSA standards Table of Resources for Self-study Design Organize resources by study group
Relate items from surveys, e.g., SSI, CSS to MSA elements
Special topics self-study requires a roadmap relating documentation evidence to elements of MSA standards
NEAIR November 2005
Example of Cross-walk Example of Cross-walk betweenbetween
Survey data and StandardsSurvey data and StandardsNSSE Item
Worked on a research project with faculty outside of course…
Quality of relationships w/ faculty
Community Service
Attending campus events and activities
MSA Standards
10, 13, 14
6, 9, 10
6, 13, 14
1, 11
NEAIR November 2005
During the Self-StudyDuring the Self-Study
Use on-line surveys to handle ad hoc requests for data, e.g., Survey Monkey
Refer requests for survey data to website with resources for self-study accreditation
Check initial drafts of self-study for correct interpretation of survey data
IR staff serve on relevant study groups as resource person(s)
NEAIR November 2005
Preparing for the Team Preparing for the Team VisitVisit
Two distinct aspects to supporting evidence: Charts and graphs in appendices to self-study document Evidence for documentation room
Assemble the documentation room evidence
Create a CD with self-study text and links to supporting material
If a special topics self-study, then a roadmap linking elements and evidence needs to be developed
NEAIR November 2005
Documenting Institutional Documenting Institutional EffectivenessEffectiveness
MSA standard on assessment of institutional effectiveness
Role of IR is not as support for accreditation process but rather as the primary source for documentation of institutional effectiveness
Mission statement including goals and objectives determines what needs to be documented as evidence of institutional effectiveness
NEAIR November 2005
Documenting Institutional Documenting Institutional EffectivenessEffectiveness
Institutional Assessment is more comprehensive than Student Learning Outcomes Assessment
A distinction between direct and indirect evidence of outcomes needs to be clear
NSSE data provide direct evidence of institutional environment for learning, not evidence of learning outcomes.
NEAIR November 2005
Documenting Institutional Documenting Institutional EffectivenessEffectiveness
Benchmarks comparing institution indicators against a peer group
Dashboard indicators track self-referenced critical success factors Selection of no more than 10 indicators - very
important Across institution finance, enrollment, quality,
advancement Relate to both institutional goals and strategic
goals
NEAIR November 2005
Documenting Institutional Documenting Institutional EffectivenessEffectiveness
Dashboard indicators Provide 5 years worth of data (hidden
graph) Indicate high and low points Indicate current year’s value and
assessment of change from previous year (color-coded)
PositiveNegativeStable