Accreditation : Alignment and Assessment of Outcomes for a Learning College

1. Accreditation:Alignment and Assessment of Outcomes for a Learning College

2. Learning outcomes of presentation: Participate in accreditation next steps Start your planning processes Demonstrate understanding of alignment with Core Themes and Core Theme Objectives Identify the Assessment process for your program Begin identify program objectives/outcomes/ goals in context of learning objectives Identify program person for Accreditation/Assessment Oversight Committee Begin your TO DO list for accreditation

3. Updated Timeline Faculty & staff review of Standard #2 (Late!!!) Complete Standard #2 responses and data sets Begin draft report for Standard 3: Planning Work closely w/ OVERSIGHT COMMITTEE & CORE THEMES Oversight Committee Review and tighten Core Theme Objectives to ProgramsImplement Program Review processes throughout college

4. Alignment

5. Alignment

6. Alignment Assessment

7. Alignment All in the context of the CORE THEMES and CORE THEME Objectives

10. Board of Trustees Policy Governance • Core Themes ALIGNMENT FOR THE OFFICE OF INSTRUCTION • Strategic Plans • Administrative Offices/Departments • Instructional Goals • Division Goals • Program Goals • Degrees and Certificates • Course Outcomes (MCO) • Student Learning Outcomes in Syllabi

11. Board of Trustees Policy Governance • Core Themes ALIGNMENT FOR STUDENT SERVICES • Strategic Plans • STUDENT SERVICES • SERVICE Goals • PROGRAM OUTCOMES: FINANCIAL AID • (STUDENT) LEARNING OUTCOMES PLANNING & ASSESSMENT DATA GATHERING & ANALYSIS PROGRAM IMPROVEMENT

12. Board of Trustees Policy Governance • Core Themes ALIGNMENT FOR ADMINISTRATIVE SERVICES • Strategic Plans • ADMINISTRATIVE SERVICES • SERVICE Goals • PROGRAM OUTCOMES: BUDGET OFFICE • (STUDENT) LEARNING OUTCOMES PLANNING & ASSESSMENT DATA GATHERING & ANALYSIS PROGRAM IMPROVEMENT

13. Timeline, continuedWinter 2011 - Draft report and processes throughout college for Standard 4: Assessment (Program reviews) Spring 2011 – Program Assessments (Outcomes, Data Collection, Analysis, Planning, and Improvement) Summer 2011 - Finalize Year One Report Fall 2011 - Submit Year 1 Report to NWCCU Draft report for Standard 5; continue assessment process

14. ASSESSMENT

15. ASSESSMENT • What are departments, programs gathering data around?

16. ASSESSMENT

17. SMART Objectives Goals are ‘Big Picture’ statements that are generally not measurable Objectives are SMART, and contain Benchmarks, Targets and (optionally) Indicators Indicators are driven by the Objectives and are measurable They are signposts toward the objective. Benchmarks are driven by the Objectives and are measurable A Benchmark defines your starting point. Targets are what you want the next benchmark to show and are measurable. It should mirror the Benchmark in format. This is SMART! Specific Measurable Achievable Relevant Time-bound Objective: By Sept 5th 2010, be able toWalk from main entrance to Automotive center, taking no more than 15 minutes.

18. ASSESSMENT

19. Example of assessment process Planning for orienting new students Identify learning outcomes for students Gather data about the orientation—no. of students, times held, features of orientation, etc. Get student/staff feedback Assess: analyze effectiveness of orientation Plan for improvement—make changes Implement

20. To do LIST

21. Program Plan