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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???
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