An Overview of NADE Accreditation

Equation for Successful Program Change & Redesign:

Data + Self-Study + Theory

Presented by the NADE Accreditation

Commission

NADE ConferenceThursday, February 22, 2018

National Harbor, MD

Overview of Today’s Session

oWhat is and why choose NADE Accreditation?

oWhy does NADE offer and promote accreditation?

oWhat are the essential actions for NADE Accreditation?

oData Collection and Analysis

oSelf Study

oPresentation of Theoretical Foundation

oWhy should your institution promote

the accreditation process?

What is NADE Accreditation?Accreditation is a process by which programs demonstrate their academic quality; i.e., they make decisions for programmatic changes based on:

• Sound theoretical foundation• Self-study and thoughtful

use of best practices• Consistent, systematic data

collection and analysis, baseline and comparative

PROGRAM IMPROVEMENT

THEORY + BASELINE DATA +

SELF-STUDY BASED ON BEST

PRACTICES =IMPLEMENT ACTION PLANS

COMPARATIVE DATA

Leads to program improvement and student success!

Why Choose NADE Accreditation?

Vehicle, Validity, Value, Voice NADE Accreditation serves as a vehicle to validatethe quality of what you do.

NADE Accreditation promotes the value of your program with internal and external stakeholders.

NADE Accreditation gives you a voice to speak with authority about student success and program design.

Why does NADE Offer and Promote Accreditation?

•To support students at all levels

•To support professionals in coursework, tutoring, and support programs

o Tutoring Services

o Course-based Learning Assistance (formal study sessions attached to coursework, like SI and SLA)

o Developmental Coursework (developmental, transitional, co-requisite)

What Program Components does NADE Accredit?

What are the Essential Actions for NADE Accreditation?

Required from the faculty, staff and administrators most intimately involved with the program:

oTheoretical Foundation

oSelf Study

oData Collection and Analysis

oAction Plans

PROGRAM IMPROVEMENT

THEORY + BASELINE DATA +

SELF-STUDY BASED ON BEST

PRACTICES =IMPLEMENT ACTION PLANS

COMPARATIVE DATA

Equation for Successful Program Change

(Data) + (Self-Study) + (Theory)

THE DATA

Getting Ready for Assessment and Evaluation: Terms to Understand

• Assessment: The act of taking a measurement of some element of a program or individual.

• Evaluation: The process of establishing the utility or value of an activity or program.

• Goal: the specific aspects of learning [or a service] that shall be improved by the program (skills, content knowledge, and affective domain). [to be measured by data]

• Measurable Objective: Those goals that have been expressed as specific learning outcomes, can be objectively assessed, and from which relevant performance data can be obtained at a reasonable cost.

Arendale, D. Glossary. NADE Self-Evaluation Guides (2nd Ed.): Best Practice in Academic

Support Programs, Fl: H&H Publishing Co.

Goals Activity1) Identify several program strengths

a) What services does your program provide for students?

b) What do your students achieve as a result of participating in your program?

(2) Identify several program weaknesses

(3) Suggestions on writing goals

a) Write a goal that deals with providing or improving services.

b) Write a goal that deals with improving student outcomes.

Sample Program Goals

Pick two from the samples below or create your own:

1. Offer Saturday (alternative day/evening) courses

2. Offer tutoring for more courses

3. Initiate an SI for a nursing course

4. Offer more sections of (ALP) courses

5. Determine the number of students placed into developmental courses

Sample Student Goals

Pick two from the samples below or create your own:

1. All students who place will enroll in the course

2. Students will persist to the end of the class

3. Students will pass the class

4. Students will return for the subsequent term

Program Data (Service to Students Data)Data that show the program component is operational, is providing

services to students and conducting the business it is intended to do.

Student Outcomes Data and Student Learning Outcomes DataData that show the impact of the program on students. This can be both

in student outcomes and student learning outcomes.

Differentiate Goals and Data: Program goals, program data v.s.

Student goals, student data

Student Outcomes Data Student Learning Outcomes Data

Traditional success measures: course completion, persistence, retention,

graduation

What have students learned as a result of participating in the program? How have they grown, developed, or matured?

1. Determine which General-Level and/or Advanced-Level data you currently have. Mark it as such. Does it help you measure your goals? Which one(s)?

2. Decide if there is other, required or recommended, data listed here that might be available to you. Mark it as such. Does it help you measure your goals? Which one(s)?

3. Which of your stated goals cannot be measured with the MDT data types? What data will help you measure that goal, and where will you find it?

4. Given your goals, is General-Level or Advanced-Level accreditation the most appropriate to pursue?

Minimum Data Templates Activity & Handout

Matching (and Measuring) Apples to Apples and Oranges to Oranges

Baseline Data Data collected before a program begins or in the early years of a program before a (significant) change. Use baseline data to drive program changes.

Comparative DataData collected after making a (significant) change in the program. Compare to baseline to see if the change made a difference! USE EQUIVALENT COMPARISON GROUPS.

Benchmarking Data

RELEVANT AND ACCURATE local, state, or national averages for student outcomes data (useful to compare to one’s

own data)

Data are not the end products…

Data are the tools one

uses to make good

decisions.

Equation for Successful Program Change

(Data) + (Self-Study) + (Theory)

THE SELF-STUDY

UnknownNot

applicable

1 2 34

5UK NA

Scoring Scale

Discussion and Supporting Evidence:

Score:

IV.E.10.

Developmental CourseworkPart IV: Content and Delivery of Courses

Needs

immediate

attention

Needs

workAdequate

GoodOutstanding

Goals, student learning objectives, materials, activities, and

assessment tool for each course are appropriate for the target

student population(s) and are carefully sequenced so that

students progress along a skill continuum.

Course–Based Learning Assistance (CLA) Program: Total Scoring Summary and Comprehensive Action Plans

Self-Study SectionPercentage

Score for Section

Part I Mission and Goals 60 %

Part II Assessment and Evaluation 40%

Part III Program Design and Activities 88 %

Part IV Program Administration 93%

Part V Human Resources 45 %

Part VI Value System 68 %

A. Major Areas of Strength:

B. Major Areas Needing Improvement:

C. Comprehensive Action Plans:

Assessment & Evaluation Are Not Products; They Are

Processes

THE VALUE OF SELF-EVALUATION IS IN

THE THINKING AND THE DECISIONS IT

GENERATES.

Equation for Successful Program Change

(Data) + (Self-Study) + (Theory)

THEORY & MODEL BASE

Sample Areas to Explore for Theoretical FoundationLearning Development Theory Areas:

Cognitive Development Theorists

Learning Styles & Preferences

Ways of Knowing

Brain-based Learning

Others?

Student Development Theory Areas: Self & Identity

Motivation

Interaction with Environment

Self Regulation & Goal Setting

Others?Casazza M, Silverman S. (2000). Learning &

Development, Jossey-Bass.

More Sample Theories

Bandura, Self-efficacy beliefs’ impact on learning

Vygotsky, cognitive dissonance is necessary for learning

Perry, the 9 stages college students go through to intellectual and ethical development

Bloom’s Taxonomy, which scaffolds student learning objectives

Piaget’s constructivism; learners construct new knowledge based on previous experiences

Ausabel’s Advance Organizers

Sample Content TheoristsWriting Jerome Bruner, scaffolding

Flower & Hayes, problem-solving approach; intercultural rhetoric

Bruffe, Bartholomae, Elbow, Yancey

Reading Frank Smith, reading is context-dependent

Michael Pressley, comprehension strategy instruction

Mathematics Dubinsky, Action-Process-Object Schema

Lakoff and Nunez, conceptual metaphors’ effect on learning

Learning assistance P. David Pearson gradual release of responsibility

Vygotsky Zone of Proximal Development

Zimmerman & Paulsen, self-regulated learning; self-monitoring

Well-Conceived Theory Base

1. * Is based on relevant and recent theories found in cited authoritative literature

2. Includes theories supportive of major elements (e.g., learning, student development, and as appropriate, disciplinary theory (reading, writing, math)

3. Demonstrates the connections between and provides a synthesis of cited theories

4. Cites in-text sources and includes References page

5. Makes accurate distinctions between theory and practice

6. Explicitly connects theory to practice

I’m Interested! What are My Next Steps?

oAttend an Accreditation Institute.

oVisit website for application packet and applicant resources: www.nadeaccreditation.net; Consider requesting a mentor –electronic or site mentors.

oGather program component information.

oCollect and analyze baseline data and conduct self-study.

oCreate and implement Action Plans by combining findings from baseline data and self-study.

oCollect and analyze comparative data.

oGather and organize materials; submit the application package.

Generally, the process takes two years.

Why Should Your Institution Support the NADE Accreditation Process?

Vehicle, Validity, Value, Voice

o STUDENTS BENEFIT

• Increases emphasis on student success and learning

• Improves services offered to students

o PROGRAMS BENEFIT

• Increases access to student outcomes & demographic data

• Provide strong template for successful program redesigns

• Engages multiple stakeholders in focusing on success

o INSTITUTIONS BENEFIT

• Promotes accountability

• Assists in preparing for regional accreditation

• Demonstrates excellence to external stakeholders

Need More Information?

oAccreditation Commission Website: www.nadeaccreditation.net

oNADE Self-evaluation Guides, 2nd Edition: Best Practice In Academic Support Programs

oThe CAS Book Of Professional Standards For Higher Education

oWhat Works: Research-based Best Practices In Developmental Education (Hunter Boylan)

Thank You for Coming!oQuestions? Just ask us!

oLet us know how we can assist you.

Please complete your evaluations.