PREPARING A SELF STUDY FOR COSMA ACCREDITATION

1. PREPARING A SELF STUDY FOR COSMA ACCREDITATION FOCUS ON CONTENT AND FORMAT

2. Benefits of Accreditation • Degree has value • Public confidence • Benefits to students: employment, aid, transferring credits • Assures reliable information • Promotes accountability • Identifies successful improvement efforts • Effective mechanism for continuous improvement • Mechanism for program advocacy

3. Benefits of Writing a Self Study • Both a process and a status • Program improvement • Efficiency • Setting the bar higher • Thorough understanding of strengths and weaknesses • Mechanism for strategic planning

4. Self Study/Documentation of Accreditation Principles • Outcomes Assessment • Strategic Planning • Curriculum • Faculty • Scholarly & Professional Activities • Resources • Internal & External Relationships • Educational Innovation

5. Self Study Organization Volume 1 – Narrative and Tables • Title Page • Table of Contents • Background information • Documentation of Accreditation Principles Volume 2 - Appendices • Catalog (online URL okay) • Abbreviated Syllabi • Faculty CVs (full- and part-time) • Outcomes Assessment Plan, Results, and Actions • Strategic Plan • Faculty Handbook (can be separate document)

6. Self Study Organization – part 2 • Answer all questions in order from the principles document • Indicate where a response is N/A • Use page numbering • References to Appendices should match • Make the information easy to find • Can submit electronically or paper copies

7. Meet the Panel • Dr. Clay Stoldt, Wichita State University • Dr. Vicky Martin, Liberty University • Dr. Christina Martin, Troy University • Dr. Robertha Abney, Slippery Rock University • Dr. Eric Schwarz, Saint Leo University

8. Challenges Associated With Developing the Self-Study Dr. Clay Stoldt Chair and Professor Department of Sport Management Wichita State University

9. Collecting Information • Strong research skills required • Comprehensive report • Challenge assumptions • Search and verify

10. Leadership / Collaboration • One person coordinates; many contribute • Do not simply delegate • Unit support • Must buy in • Have input • Be apprised of updates • University leadership support also critical

11. Impact on Faculty Role • Not just another service assignment • Understand likely impact on teaching and research • Additional support • Course release(s) • Graduate assistant support • Other?

12. Personal Impact • Implications for professional reputation • Difficult to leave at the office • Recommendations • Plan process with some cushion • Define boundaries

13. Organization of the Self Study: What to Include and What to Omit Dr. Vicky Martin Chair, Associate Professor Department of Sport Management Liberty University

14. Comprehensive Evaluation of Requirements • 1. Thorough evaluation of the Manual focusing on the principles, as well as highlighting areas that involved other departments • 2. Conducted a SWOT analysis • 3. Focused on quality and institutional improvement

15. Process • 1. Process: encouraged wide participation and adopted a time line – 4 to 6 months • 2. Determined when we needed information from various departments • 3. Sent out an email, letting everyone know the reasons for pursing accreditation. • 4. Planned backwards – site visit, completion of principles, etc.

16. Challenges • 1. Directions for charts unclear • 2. Constant communication with departments - time consuming and challenging • 3. Outdated faculty handbook • 4. Consultant • 5. Clarity and explanation of Assessment Data Collection tool

17. Self Study Submission • Electronic or Paper Submission • - Electronic submission too large to send through email • - Paper submission - cost of paper, mailing costs.

18. Outcomes Assessment Dr. Christina Martin Assistant Professor, Coordinator of Assessments Department of Sport and Fitness Management Troy University

19. Principle 1: Outcomes Assessment • Overview of Principle 1 • Handout 1: Sample Outcomes Assessment Plan • Focus of this discussion • Student learning outcomes (SLOs), appropriate measures, benchmarks, action plans, cycle of assessment

20. Principle 1: Outcomes Assessment

21. Principle 1: Outcomes Assessment Defining Student Learning Outcome - “the knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences” (CHEA, 2012). The COSMA evaluates SLOs at the program level. Its basis is on expectations of the student at the time of program completion It reviews information on representative samples of students

22. Measures, Direct: Methods used to assess the extent of student achievement of intended learning outcomes. The measures provide direct evidence to determine whether the desired learning has taken place (the evidence provided should be relevant, verifiable, and representative). Examples of direct measures include comprehensive exams, capstone course assessments, portfolio evaluations, pre- and post-test assessments. Measures, Indirect: Methods used to assess students’ or external bodies’ perceptions, thoughts, or opinions pertaining to the educational experiences of students. Examples of indirect measures include satisfaction surveys, job placement data, graduation rates, exit interviews, focus groups, alumni surveys, and employers’ evaluations of students. Principle 1: Outcomes Assessment Student Learning Outcome Handout 2: How to write a SLO

23. Principle 1: Outcomes Assessment • Sample Broad Based Goal, Objective and SLO • Program Goal: The Sport Management program aims to provide students seeking sport marketing, management, and administrative skills a sport and fitness perspective through an advanced curriculum which focuses on current industry practices, enhancing communication and people skills, and developing successful managers and administrators. • Objective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions.

24. Principle 1: Outcomes AssessmentObjective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions. • Student Learning Outcome 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry. • Measure 1: Comprehensive Exam (Direct Measure) • Criteria 1: All sport management majors will score at least 85% on the comprehensive exam. • Measure 2: Internship Supervisor Evaluation (Indirect Measure) • Criteria 2: All sport management majors will score 80% or above on the Internship Supervisor Evaluation.

26. Principle 1: Outcomes Assessment • So What? ACTION, ACTION, WE WANT ACTION! • Make informed decisions regarding curriculum and program • Action plans should be related to assessment results • Action plans should be driven by the faculty (curriculum committees); maintain meeting minutes, etc. • Create a culture of assessment and continuous improvement! • Handout 3: Sample Assessment Cycle

27. Documenting Information Using Tables and Charts Dr. Robertha Abney Associate Professor Department of Sport Management Slippery Rock University

28. Tables and Charts Introduction • Collaboration (Chair, Faculty) • Self Study • Volume I: Narrative and Tables • Volume II: Appendices • Keep It Simple!!

29. Tables and Charts Principle 3: Curriculum CPC Table • CPC (Core) Areas • Core Courses • Undergraduate Program • Contact Hours

30. Tables 4, 5 &6 - Principle 4: Faculty Teaching Loads Three Versions One Version

32. Campus and Community Collaborations Dr. Eric C. Schwarz Chair and Associate Professor Department of Sport Business and International Tourism Saint Leo University

33. Outcomes Assessment • Created by faculty to measure the effectiveness of the program • Must be in alignment with: • School or College Accreditation • AACSB; IACBE • College or University Accreditation • NEASC; NCA; NWCCU; SACS; WASC • Work with • Office of Institutional Assessment and Research • Designated School/College/University assessment specialists

34. Strategic Planning • Created by faculty to articulate its strategy for moving the programs forward • Must be inclusive of the Outcomes Assessment Plan • Must be in alignment with: • School or College Strategic Plan • College or University Strategic Plan • Work with: • Designated School/College/University administrators • Budget Director and/or Committees

35. Curriculum • Program Courses • Faculty within the program • General Education • Academic Affairs • Curriculum Review and Improvement • Internal Evaluation Process and Curriculum Development • Affirmation by School or College Committee • Affirmation by College or University Committee • Affirmation by Academic Senate

36. Faculty, and Scholarly and Professional Activities • Faculty • Most data collected/compiled internally • Processes as governed by School/College/University policies • Some information obtained through Human Resources • Scholarly and Professional Activities • Most data collected/compiled internally • Some data available through promotion and tenure portfolios held by Tenure and Promotion Committee, or the VPAA/Provost Office

37. Resources • Financial Resources • Business Affairs/Budget Office • Human Resources (for salary info) • University Policies • Facilities • Physical Plant/Plant Operations • Technology Services • Academic Affairs

38. Resources • Learning Resources • Library • Educational Technology and Support • Technology Services • Instructional Technology • Off-Campus Locations • Varies based on facilities

39. Internal and External Relationships • Institutional Policies • Admissions • Institutional Assessment and Research • Advisory Boards • Internship/Experiential Learning Sites • Internship Coordinator/Career Services • Student Services/Student Organizations

40. Internal and External Relationships • Alumni Relations • Outreach Programs • Consortium Partners • Articulation Partners • Cooperative Partners • International Partners • Technology Services

41. Educational Innovation • Individual Faculty • Instructional Technology • Any Education Innovation needs to be in alignment with the Strategic Plan, and support the Outcomes Assessment Plan for the program • Technology for the sake of checking off a box is not innovation • Innovation is creativity in the delivery of programming

42. Questions/Conclusions Organization of the Self Study Inter- and Intradepartmental collaborations Documentation of 8 COSMA Principles Completing Tables and Charts Putting it all together