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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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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.


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 in 2000.

  • Institutional Effectiveness as defined by SACS

  • Student Learning Outcomes and accreditation

  • Learning Outcomes: Guidelines

  • Timeline for development


Institutional effectiveness
Institutional Effectiveness in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

The focus of Institutional Effectiveness has changed from

Instructor-focused Teaching

To

Student-focused Learning


Student learning outcomes
Student Learning Outcomes in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

Outcomes are:

  • Measurable or observable,

  • Manageable, and

  • Meaningful


Student learning outcomes4
Student Learning Outcomes in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

Evaluate the learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


Student learning outcomes10
Student Learning Outcomes in 2000.

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 in 2000.

Evaluate your learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


Student learning outcomes12
Student Learning Outcomes in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

  • 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 in 2000.

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 in 2000.

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


Learning outcomes guidelines3
Learning Outcomes: Guidelines in 2000.

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 in 2000.

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 in 2000.

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 in 2000.

Spring 2009

  • First assessment cycle complete

  • Data review and analysis reports compiled

    Fall 2009

  • Assessment loop continues


Institutional effectiveness5
Institutional Effectiveness in 2000.

Successful documentation of Institutional Effectiveness involves the entire university.

Institutional Effectiveness is an on-going process.


Thank you for all you do to improve in 2000.

Institutional Effectiveness

at SFASU


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