A Comprehensive Process Linking Accreditation and Long-term Assessment Efforts

1. A Comprehensive Process Linking Accreditation and Long-term Assessment Efforts Bill Neal Helena Hannonen Johnson Mak Paul Freebairn 2009 AIR Forum, Atlanta, GA June 2, 2009

2. Brigham Young University–Hawaii • Small, 4-year comprehensive university • About 2400 students • Highly international campus • Programs in art, business, computing, education and science • Located near Oahu’s north shore

3. Our presentation today… • Nuts and Bolts of BYUH’s Assessment Process • Department Portfolio (a work in progress) • Impact of Assessment at the Department Level • Linking Assessment to Accreditation • Sharing “Best Practices” • Summary and Q&A

4. Institutional Change is Challenging Click on the box below to view movie.

5. PART 1BYUH’s Assessment Process

6. Campus-wide assessment begins(Continuous Process) • 1996 Accreditation & 2000 Interim Report • Realignment • Director of University Assessment & Testing (Fall 2000) • Search for an assessment model • Nichol’s visit to campus (March 2001) • University Assessment Committee (UAC) • Organized in June 2001 • Now in our eighth assessment cycle

7. Accreditation Documents & Processes • Searched for simplified processes and documents • Developed an online website and portfolio system to showcase results

8. Assessment Model Criteria • Short • Simple • Mission-driven • Results focused • Leads to continuous improvement (on-going) • Used for academic and administrative units

9. BYUH Annual Assessment Plan(Template)

10. Faculty/Staff Engagement • Nichols workshops training (2001) • Meetings with key faculty & admin. Leaders • Accreditation (faculty survey, focus groups & writing team) • Assessment Website • Assessment Guidebook • Other online resources • Mary Allen workshops (2005) • Assessment/accreditation Conferences & Workshops • “Best Practices” (awards, luncheon & posters) • Assessment Budget

11. BYUH Multi-year Assessment Plan(Template)

12. University Assessment Committee • 12 members (including 4-6 faculty) • Advisory capacity (our strength) • Each member helps 3-4 other departments • Simplified assessment plan template • Sharing the rubric in advance (what to expect) • Accountability • annual report • 30-minute presentation • What did you learn? What actions did you take? • January to March (2-3 review teams)

13. Developing & Using a Rubric • A way to formalize feedback to departments • Last year’s results • Next year’s outcomes & means of assessment • Linked to the multi-year assessment plan

14. Developing & Using a Rubric

15. PART 2Assessment WebsiteandOnline Department Portfolios

16. Portfolio Development • Internship (Web programmer) • Input from departments • Depository for key elements • Tied to Faculty Portfolio system • Access to key documents • Display for accreditation

17. Key Portfolio Elements • Assessment Plan • Multi-year Assessment Plan • Assessment Rubric • Outcomes and Matrix—Course Alignment • Self-study/Department Review • Syllabi (course alignment) • Sample Student Work/Displays • Reflection and Usage of Data • Faculty Profile

27. PART 3Impact of Assessment(at the Department Level)BUSINESS MANAGEMENT

28. Mission Statement Develop principled and innovative business leaders for Asia, the Pacific and beyond.

29. Introduction • Number of students: 518 from 48 countries • BUSM 362 (246 in January 2008) • HMT 156 • Number of full-time faculty: • BUSM 8 • HTM 3 • Majors in Bachelor’s degree: • International Business Management • Hospitality and Tourism • Business Management • Developed A.S. in Business Management in 2008-09

30. Business Management Major

31. Business Management Tracks

32. Assessment Outcomes: Students will . . . 1. Demonstrate a knowledge of fundamental areas of business 2. Have a knowledge of international business fundamentals 3. Have a knowledge of inter-cultural understanding basics 4. Demonstrate commitment of ethical behavior 5. Be able to solve problems 6. Work effectively in teams 7. Communicate effectively 8. Demonstrate commitment to service-mindedness 9. Demonstrate the ability to lead 10. Be able to prepare a business plan.

33. Annual and Multi-Year Plans • Multi-year plans cover 8-10 years • Quick matrix which summarizes outcomes and means of assessment • Annual plans focus on 2-3 outcomes • Detailed matrix which covers outcome, means of assessment, findings and actions • Outcomes are rotated every year • Report results and findings • Plan for the upcoming year

34. Outcome #1:Demonstrate a knowledge of fundamental areas of business • Reinstituted the national Major Field Test in 2008 (administered in capstone course) • Added a management course to IBM major in January 2008 • Discontinued Integrated Business Core in December 2008 (refocused teaching on business fundamentals)

35. Major Field Test Scores 2008-09

36. Mean Scores of Major Field Test

37. Areas for Improvement • Improve legal, quantitative, finance, and information systems categories • Monitor testing process in HTM and BUSM • All students need to take MFT seriously • Study differences in scores among students from different geographic areas • Reward students for excellence • Dean’s Award of Excellence

38. Major Field Testby Gender and Ethnicity

39. Major Field Test Resultsby Ethnicity

40. Outcome #7: Communicate effectivelyMeans of Assessment 90% of students communicate virtually on Blackboard • Provided training for faculty, teaching assistants, and students • Used Bb as a teaching and faculty development tool • Results: • 97% of students use Blackboard • 100% of IBM faculty use Blackboard • Courses are offered in F2F, hybrid, and online formats

41. Sample of Student Work

42. Faculty Involvement • Goal: Assessment is a way of life, not a program • Assessment is on every department agenda. • Faculty members attend assessment conference and share lessons learned with others. • “Add assessment to lesson plans” • Syllabi, rubrics, reflection • Share assessment tools and tips formally and informally. • Blackboard site for sharing, e-portfolio for administration and learning

43. Online Department Portfolios • Easy to access, review and revise • Quick search of other departments’ assessment information • Provides transparency of the process and results • Prepares for self-study/program review • Reduces stress 

44. PART 4Linking Assessment to Accreditation

45. Web Resources • Online Department Portfolios • Assessment website • Accreditation website • Institutional Research website

46. Web Resources • Online Department Portfolios • Assessment website • Academic and administrative departments • Empowers departments • Training tools and document templates • Encourages sharing of best practices • Provides a user-friendly process (easy at all levels to administer, change or update) • http://www.byuh.edu/pirat/Assessment/ • Accreditation website • Institutional Research website

48. Web Resources • Online Department Portfolios • Assessment website • Accreditation website • Emphasizes accountability (both internal & external) • Documents processes and engagement • Encourages campus dialog • Supports WASC standards • Highlights themes and reports • http://www.byuh.edu/pirat/Accreditation/ • Institutional Research website