Reaffirmation of Accreditation: Institutional Effectiveness

1. Stephen F. Austin State University Reaffirmation of Accreditation:Institutional Effectiveness Southern Association of Colleges and Schools February 2008

2. Introduction SFASU is preparing for reaffirmation of accreditation in 2011 The accrediting body istheSouthern Association of Colleges and Schools (SACS). Accreditation serves two major purposes: • to assure qualityof programs • to assist in the improvement of programs.

3. SACS accreditation standards have changed since last visit in 2000. Changes include • Assessment of learning outcomes • Quality Enhancement Plan (QEP) • Submitted electronically • Reviewed off-site

4. Overview • Institutional Effectiveness as defined by SACS • Student Learning Outcomes and accreditation • Learning Outcomes: Guidelines • Timeline for development

5. Institutional Effectiveness Institutional Effectiveness is the extent to which an institution achieves its mission and goals. The demonstration of institutional effectiveness is a critically important component of the SACS accreditation process. Institutional effectiveness involves the entire university community.

6. Institutional Effectiveness SACS Principles of Accreditation Core Requirements 2.5 The institution engages in ongoing, integrated, and institution-wide,research-basedplanningand evaluation processes that include • a systematic review of institutional mission, goals, and outcomes; • results that show continuing improvement in institutional quality; and • data that documents that the institution is effectively accomplishing its mission.

7. Institutional Effectiveness SACS Principles of Accreditation Comprehensive Standard 3.3.1 The institution identifies expected outcomes for: • educational programs (including student learning outcomes for educational programs) and its administrative and educational support services; • assesses whether it achieves these outcomes; and • provides evidenceof improvement based on analysis of those results.

8. Institutional Effectiveness SACS Principles of Accreditation Programs 3.4  Educational Program Standards for All Educational Programs: (Includes all on-campus, off-campus and distance learning programs)  The institution demonstrates that each educational program for which academic credit is awarded is • approved by the faculty and the administration, and • establishes and evaluates program and learning outcomes.   

9. Institutional Effectiveness The focus of Institutional Effectiveness has changed from Instructor-focused Teaching To Student-focused Learning

10. Student Learning Outcomes What should an SFASU graduate in _______ know and be able to do? Do they know it? How do I know? How does this information help improve the quality of my program at SFASU?

11. Student Learning Outcomes SFASU faculty have a critical role in the Institutional Effectiveness process through: • Identification of desired learning outcomes for programs and courses. • Development of appropriate assessments to document learning. • Review of assessment data to identify the extent of student learning. • Implementation ofappropriate changes to improvethe quality of student learning at SFASU.

12. Student Learning Outcomes What are Student Learning Outcomes? (SLOs) Statements that specify what learners willknow, be able to do or be able to demonstratewhen they complete or participate in a program/activity/course/project. Outcomes are expressed asknowledge, skills, attitudes or values.

13. Student Learning Outcomes Outcomes are: • Measurable or observable, • Manageable, and • Meaningful

14. Student Learning Outcomes Outcomes focus on the end result of your program • How do you know the students have learned what you want them to learn? • What does it look like? • How will you identify it?

15. Student Learning Outcomes Learning outcomes relate to the mission of SFASU, the mission and goals of your college and/or your department or program. Learning outcomes define what the graduate should know and be able to do at the end of your program.

16. Student Learning Outcomes Use simple, specific action verbs to describe what the students are expected to demonstrate upon completion of your program. • Action verbs result in overt behavior that can be observed and measured. • Avoid verbs that are unclear and call for behavior that cannot be observed or measured.

17. Student Learning Outcomes Action verbs • Analyze, apply, compare, create, estimate, demonstrate, illustrate (see Bloom’s Taxonomy) Verbs to avoid • Appreciate, understand, learn, know, become familiar with • Avoid compound outcomes

18. Student Learning Outcomes Examples • Students will appreciate the benefits of exercise. • Students will value exercise as a stress reduction tool. • Students will be able to explain how exercise affects stress.

19. Student Learning Outcomes Evaluate the learning outcomes with these questions Can it be measured? Is learning being demonstrated?

20. Student Learning Outcomes Examples Too general and hard to measure • Students will appreciate the benefits of exercise. General and hard to measure • Students will value exercise as a stress reduction tool. Specific and easy to measure • Students will be able to explain how exercise affects stress.

21. Student Learning Outcomes Evaluate your learning outcomes with these questions Can it be measured? Is learning being demonstrated?

22. Student Learning Outcomes Assessment of Learning Outcomes • A variety of appropriate methods are used • The selected assessment measures the extent the outcome has been achieved • Assessment is meaningful • Assessment guides program changes to improve quality of the program

23. Student Learning Outcomes Appropriate measures of Learning Outcomes include: Direct Measures (all students) • Capstone projects/senior projects • Samples of student work • Project-embedded assessment • Observations of student behavior (internships) • Performance on a case study/problem • Pre-and post-tests

24. Student Learning Outcomes Appropriate measures of Learning Outcomes: Indirect Measures (sample) • Alumni, employer, student surveys • Focus groups • Job placement statistics • Exit interviews with graduates

25. Student Learning Outcomes Common problems with assessment reports reviewed by SACS Using grades, final exam scores or student GPAs as a criteria for success. These indicators do not provide sufficient information to guide program improvement.

26. Learning Outcomes: Guidelines • Identify 5-8 student learning outcomes for your program to serve as benchmark assessments for completion of your program • Write outcomes that are Measurable, Manageable, Meaningful • Identify 2 appropriate assessment strategies for each learning outcome (at least one direct) • Develop a scoring guide/rubric • Identify the criteria for success • Identify the course/s where assessment will occur

27. Learning Outcomes: Guidelines Program Assessment answers these questions: • What should an SFASU graduate in -------- know and be able to do at the end of the program that they could not do before? • Do they know it? • How do I know? • How does this information help improve the quality of this program at SFASU?

28. Learning Outcomes: Guidelines SACS does not mandate a particular method of demonstrating institutional effectiveness for accreditation.

29. Learning Outcomes: Guidelines Each institution is expected to determine institutional effectiveness by implementing an assessment plan which is • broad based; • derived from the institution’s purpose and goals; • uses a variety of assessment methods, and • demonstrates the use of results for the improvement of both academic programs and administrative support units.

30. Learning Outcomes: Guidelines February, March • Identify program learning outcomes • Identify appropriate assessments • Determine success standards • Identify course/s to administer assessments April • Submit document to Department Chair for review • Submit to Dean for review

31. Learning Outcomes: Guidelines May 2 • Dean submits all program reports to Provost Office Fall 2008 • Begin development of course learning outcomes to support program learning goals • Develop course matrix • Program assessment begins

32. Learning Outcomes: Guidelines Spring 2009 • First assessment cycle complete • Data review and analysis reports compiled Fall 2009 • Assessment loop continues

33. Institutional Effectiveness Successful documentation of Institutional Effectiveness involves the entire university. Institutional Effectiveness is an on-going process.

34. Thank you for all you do to improve Institutional Effectiveness at SFASU