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Stephen F. Austin State University. Reaffirmation of Accreditation: Institutional Effectiveness. Southern Association of Colleges and Schools February 2008. Introduction. SFASU is preparing for reaffirmation of accreditation in 2011

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Reaffirmation of Accreditation: Institutional Effectiveness

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Reaffirmation of accreditation institutional effectiveness

Stephen F. Austin State University

Reaffirmation of Accreditation:Institutional Effectiveness

Southern Association of Colleges and Schools

February 2008


Introduction

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.


Reaffirmation of accreditation institutional effectiveness

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


Overview

Overview

  • Institutional Effectiveness as defined by SACS

  • Student Learning Outcomes and accreditation

  • Learning Outcomes: Guidelines

  • Timeline for development


Institutional effectiveness

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.


Institutional effectiveness1

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.


Institutional effectiveness2

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.


Institutional effectiveness3

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.   


Institutional effectiveness4

Institutional Effectiveness

The focus of Institutional Effectiveness has changed from

Instructor-focused Teaching

To

Student-focused Learning


Student learning outcomes

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?


Student learning outcomes1

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.


Student learning outcomes2

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.


Student learning outcomes3

Student Learning Outcomes

Outcomes are:

  • Measurable or observable,

  • Manageable, and

  • Meaningful


Student learning outcomes4

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?


Student learning outcomes5

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.


Student learning outcomes6

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.


Student learning outcomes7

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


Student learning outcomes8

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.


Student learning outcomes9

Student Learning Outcomes

Evaluate the learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


Student learning outcomes10

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.


Student learning outcomes11

Student Learning Outcomes

Evaluate your learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


Student learning outcomes12

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


Student learning outcomes13

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


Student learning outcomes14

Student Learning Outcomes

Appropriate measures of Learning Outcomes:

Indirect Measures (sample)

  • Alumni, employer, student surveys

  • Focus groups

  • Job placement statistics

  • Exit interviews with graduates


Student learning outcomes15

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.


Learning outcomes guidelines

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


Learning outcomes guidelines1

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?


Learning outcomes guidelines2

Learning Outcomes: Guidelines

SACS does not mandate a particular method of demonstrating institutional effectiveness for accreditation.


Learning outcomes guidelines3

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.


Learning outcomes guidelines4

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


Learning outcomes guidelines5

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


Learning outcomes guidelines6

Learning Outcomes: Guidelines

Spring 2009

  • First assessment cycle complete

  • Data review and analysis reports compiled

    Fall 2009

  • Assessment loop continues


Institutional effectiveness5

Institutional Effectiveness

Successful documentation of Institutional Effectiveness involves the entire university.

Institutional Effectiveness is an on-going process.


Reaffirmation of accreditation institutional effectiveness

Thank you for all you do to improve

Institutional Effectiveness

at SFASU


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