Preparing for the NWCCU 10-year Self-Study

Preparing for the NWCCU 10-year Self-Study Faculty In-Service June 6, 2005

We have achieved a lot! • For many departments this was a new endeavor • Awareness that those areas with secondary accreditation have been at theirs for a long time. • Now, prepare for the Self-Study.

Time Line Jan. 2001 July 2001 Oct. 2001 Notified – Accreditation Deferred Notified of Five Year Visit Locate Office of Assessment in OAA With AVPAA 1st In-service: Department Assessment Plans

1st In-Service: • Mission Statement • Initial Learning Outcomes

Time Line Jan. 2001 July 2001 Oct. 2001 April 2002 June 2002 2nd In-service: 3 step model Notified – Accreditation Deferred Notified of Five Year Visit Visit on Assessment Locate Office of Assessment in OAA With AVPAA 1st In-service: Department Assessment Plans Five Year Visit

2nd In-Service • 3 Step Model • Mission Statement • Outcomes & Objectives • Criteria & Procedure

Time Line Jan. 2001 July 2001 Oct. 2001 April 2002 June 2002 June 2003 2nd In-service: 3 step model Notified – Accreditation Deferred Notified of Five Year Visit Visit on Assessment Locate Office of Assessment in OAA With AVPAA 1st In-service: Department Assessment Plans Five Year Visit 3rd In-Service: 5 step model

3rd In-Service • 5 Step Model • Mission Statement • Outcomes & Objectives • Criteria & Procedures • Assessment Results • Closing the Loop

Time Line Jan. 2001 July 2001 Oct. 2001 April 2002 June 2002 June 2003 June 2004 2nd In-service: 3 step model 4th In-service: Peggy Maki Notified – Accreditation Deferred Notified of Five Year Visit Visit on Assessment Locate Office of Assessment in OAA With AVPAA 1st In-service: Department Assessment Plans Five Year Visit 3rd In-Service: 5 step model

4th In-Service • Peggy Maki • Learning Outcomes • Coherence • Meaningful to students

Assessment Activities - Departmental • Major Field Test • Exit Surveys • Performance Assessment • Portfolios • Language Testing

Assessment Activities – University • Cooperative Institutional Research Project (CIRP) • College Student Survey (CSS) • National Study of Student Engagement (NSSE) • Faculty Study of Student Engagement (FSSE) • HERI Faculty Survey • Course Evaluations

Expectations for Educational Assessment: Policy 2.2, Standard 2 • Does educational assessment encompass all our offerings? • Is assessment done regularly? • Is assessment integrated into our overall planning? • Are the expected learning outcomes published for each degree program and certificate? • Is there documentation that indicates students have achieved the desired outcomes? • Does your evidence indicate that assessment leads to improvement of teaching and learning?

General Educational Assessment • How do your department’s G.E. courses provide a “general” approach to your discipline where there is greater emphasis on “breadth” rather than “depth”? • How do your G.E. courses connect to the institutional mission and goals? • Are your G.E. courses appropriate for their indicated level of instruction (freshman/sophomore/junior)? • How is this determined?

G.E. Assessment (cont.) • What identifiable outcomes do your G.E. courses have in the following areas: • Written and oral communication • Quantitative Reasoning • Critical Analysis • Information Literacy • In what ways do your G.E. offerings contributed to the over all education of an SPU student?

How do you know? • What is your evidence?

Departmental Assessment • Are your departmental/school goals sufficiently established to provide adequate guidance? • Are the indicators of success for your program adequately identified, articulated and conveyed to students? • How does this occur? • Are your intended outcomes realized? • How do you know? • What is your evidence? • How is your assessment data systematically gathered, analyzed and evaluated? • How have you utilized your results to ensure improved student learning?

Preparing for the NWCCU 10-year Self-Study