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Assessment & Accreditation

Assessment & Accreditation. A Presentation to the WSU Higher Education Academy. Assessment & Accreditation. Part I: Introduction What’s in it for me?. Assessment & Accreditation. Part II: External Validation: Accreditation and other Recognitions. Question?.

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Assessment & Accreditation

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  1. Assessment & Accreditation A Presentation to the WSU Higher Education Academy

  2. Assessment & Accreditation Part I: Introduction What’s in it for me?

  3. Assessment & Accreditation Part II: External Validation: Accreditation and other Recognitions

  4. Question? Name five excellent colleges or universities and state why these schools are excellent.

  5. Assessment & Accreditation Measures of quality

  6. Assessment & Accreditation Middle States Association of Colleges and Schools, Commission on Higher Education Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands New England Association of Schools and Colleges, Commission on Institutions of Higher Education Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont North Central Association of Colleges and Schools, The Higher Learning Commission Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming, including schools of the Navajo Nation Northwest Commission on Colleges and Universities Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington Southern Association of Colleges and Schools, Commission on Colleges Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia, Western Association of Schools and Colleges, Accrediting Commission for Senior (Junior) Colleges and Universities California, Hawaii, the United States territories of Guam and American Samoa, the Republic of Palau, the Federated States of Micronesia, the Commonwealth of the Northern Mariana Islands and the Republic of the Marshall Islands

  7. Northwest Accreditation Standards

  8. The Accreditation Process

  9. Accreditation When granted, accreditation by the Northwest Commission on Colleges and Universities is not partial. It applies to the entire institution in operation at the time of the most recent comprehensive evaluation. It indicates that the institution as a whole is substantially achieving its mission and that it meets the Commission's expectations for compliance with the accreditation criteria.

  10. Does Accreditation Matter?

  11. Does Accreditation Matter?

  12. Does Accreditation Matter? Earning regional accreditation is important for colleges because it allows students to receive federal financial aid and helps students transfer credits to other institutions.

  13. Does Accreditation Matter? Compton Community College, in California, a large two-year public institution--Action: Accreditation removed. The institution remains accredited pending an appeal. Barber-Scotia College, in Concord, N.C., a small, historically black, four-year Presbyterian institution--Action: accreditation rescinded. D-Q University, in Davis, Calif., a small, comprehensive community college and California's only tribal institution--Action: show cause -- the last step before loss of accreditation

  14. Other Types of Accreditation

  15. College of Applied Science & Technology Automotive Service Technology [AAS programs] (National Automotive Technicians Education Foundation) Electronics Engineering Technology, Manufacturing Engineering Technology, Mechanical Engineering Technology (Technology Accreditation Commission of the Accreditation Board for Engineering and Technology) Interior Design Technology (National Kitchen & Bath Association) [Endorsement]

  16. College of Arts & Humanities Music (National Association of Schools of Music)

  17. John B. Goddard School of Business & Economics All undergraduate and graduate programs in business (AACSB - Association to Advance Collegiate Schools of Business) School of Accountancy--all undergraduate and graduate programs in accounting (AACSB - Association to Advance Collegiate Schools of Business)

  18. Jerry and Vickie Moyes College of Education Athletic Training (Commission on Accreditation of Allied Health Education Programs) Early Childhood Education (National Association for the Education of Young Children Teacher Education, National Council for Accreditation of Teacher Education) Elementary Education (Association of Childhood Education International) Family Studies (National Council on Family Relations Standards for the Certified Family Life Educator) Melba S. Lehner Children's School (National Association for the Education of Young Children Standards) Physical Education Teaching (National Association for Sport and Physical Education) Teacher Education (National Council for Accreditation of Teacher Education, Utah State Board of Education Standards)

  19. Dr. Ezekiel R. Dumke College of Health Professions Clinical Laboratory Sciences (National Accrediting Agency for Clinical Laboratory Science) Dental Hygiene (Commission on Dental Accreditation of the American Dental Association) Emergency Care & Rescue (Committee on Accreditation of Educational Programs in the Emergency Medical Services Professions) Health Administrative Services (Association of University Programs in Health Administration) Health Information Management, Health Information Technology (Council on Accreditation of the American Health Information Management Association) Nursing (National League for Nursing Accrediting Commission) Respiratory Therapy (Committee on Accreditation for Respiratory Care)

  20. College of Science Chemistry (American Chemical Society)

  21. College of Social & Behavioral Sciences Social Work (Council on Social Work Education)

  22. Professional AccreditationPrescriptive Standards In 2001, the Foster College of Business Administration at Bradley received its third reaffirmation of full accreditation from AACSB International - The Association to Advance Collegiate Schools of Business for both business and accounting programs. With only…163 having achieved both accounting and business accreditation. This puts Bradley in an elite groups of schools.

  23. Assessment & Accreditation The Rankings

  24. U.S. News—What Factors Matter

  25. WSU’s Categorical Ratings America’s Best Colleges 2006 Edition (released Aug. 19, 2005) 3680 Weber State University Category: Universities Master’s (West) Final Tier: 1 Final Rank: 49 Final Overall Score: 36 Peer Assessment Rank: 34 Financial Resources Rank: 119 Graduate and Retention Rank: 54 Student Selectivity Rank: 36 Faculty Resources Rank: 71 Alumni Giving Rank: 78 Graduation Rate Performance Rank: (National Universities and Liberal Arts Colleges only): Not Applicable

  26. Assessment & Accreditation Part III: Assessment

  27. Assessment: Basic Questions Do we know how we are doing? Are we doing a good job?

  28. Possibilities 1) We believe we know something, and we have evidence to support our belief. 2) We believe we know something, but we don’t have evidence to support our belief. 3) We don’t know anything, but we could know something if we had evidence. 4) We don’t know anything, and we believe knowledge is unattainable.

  29. The Path to Knowledge

  30. The Scientific Method 1. Observe some aspect of the universe. 2. Invent a tentative description, called a hypothesis, that is consistent with what you have observed. 3. Use the hypothesis to make predictions. 4. Test those predictions by experiments or further observations and modify the hypothesis in the light of your results. 5. Repeat steps until there are no discrepancies between theory and experiment and/or observation.

  31. An Accreditor’s View of Assessment Concerned with Student Learning Focused on Outcomes Oriented Toward the Assessment Process

  32. Is Student Learning the Only Thing? Student satisfaction Student placement Student retention Student graduation

  33. Do Inputs Matter? Accrediting standards, which are overwhelmingly concerned with institutional inputs and processes rather than academic results, have done nothing to arrest any of those trends.

  34. Do inputs matter?

  35. Do inputs matter? Lemon Spaghetti Recipe courtesy Giada De Laurentiis 1 pound spaghetti 2/3 cup olive oil 2/3 cup grated Parmesan 1/2 cup fresh lemon juice (about 3 lemons) Salt and freshly ground black pepper 1 tablespoon lemon zest 1/3 cup chopped fresh basil leaves Cook the pasta in a large pot of boiling salted water until tender but still firm to the bite, stirring occasionally, about 8 minutes. Meanwhile, whisk the oil, Parmesan, and lemon juice in a large bowl to blend. Drain the pasta, reserving 1 cup of the cooking liquid. Toss the pasta with the lemon sauce, and the reserved cooking liquid, adding 1/4 cup at a time as needed to moisten. Season with salt and pepper. Garnish with lemon zest and chopped basil.

  36. SEVEN PRINCIPLES FOR GOOD PRACTICEIN UNDERGRADUATE EDUCATION Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning. By Arthur W. Chickering and Zelda F. Gamson

  37. Question? Should you examine inputs, process, or outcomes?

  38. The Issue of Process

  39. Question? How much does the process matter?

  40. Assessment & Accreditation If it is that easy what’s the problem.

  41. Assessment & Accreditation Setting goals

  42. Where are we going?

  43. Assessment & Accreditation Gathering data Everyone’s an expert

  44. Assessment & Accreditation Interpreting the data

  45. Assessment & Accreditation Observation: In many parts of Europe, medieval farmers stored grain in barns with thatched roofs (like Shakespeare’s house). As a roof aged, it was not uncommon for it to start leaking. This could lead to spoiled or moldy grain, and of course there were lots of mice around. “Conclusion”: It was obvious to them that the mice came from the moldy grain.

  46. The Scientific Method 1. Observe some aspect of the universe. 2. Invent a tentative description, called a hypothesis, that is consistent with what you have observed. 3. Use the hypothesis to make predictions. 4. Test those predictions by experiments or further observations and modify the hypothesis in the light of your results. 5. Repeat steps until there are no discrepancies between theory and experiment and/or observation.

  47. Assessment & Accreditation Using the information for improvement Time to go to Work

  48. Assessment & Accreditation Let’s look at some data

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