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Bainbridge College Institutional Effectiveness. New Faculty Orientation August 2012 Ruth Salter, Ph.D. Director of Institutional Effectiveness 135 Mobley Administration Building [email protected] 243-6450. Institutional Effectiveness at Bainbridge College. Document. Evidence.

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Bainbridge College

Institutional Effectiveness


New Faculty OrientationAugust 2012Ruth Salter, Ph.D.Director of Institutional Effectiveness135 Mobley Administration [email protected]


Institutional effectiveness at bainbridge college
Institutional EffectivenessatBainbridge College


Document

Evidence



Core Requirement 2.5

“The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that (1) incorporate a systematic review of institutional mission, goals, and outcomes; (2) result in continuing improvement in institutional quality; and (3) demonstrate the institution is effectively accomplishing its mission. (Institutional Effectiveness)”

Source: 2012 Principles of Accreditation, page 18


Comprehensive Standards 3.3.1: Institutional Effectiveness

The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on the results in each of the following areas:

3.3.1.1 educational programs, to include student learning

outcomes

3.3.1.2 administrative support programs

3.3.1.3 academic and student support services

3.3.1.4 research within its mission, if appropriate

3.3.1.5 community/public service within its mission, if appropriate

Source: 2012 Principles of Accreditation, page 27


Document

Evidence


Quality enhancement plan
Quality Enhancement Plan

Each institution seeking reaffirmation of Accreditation is required to develop a Quality Enhancement Plan (QEP)…The QEP describes a carefully designed and focused course of action that addresses a well-defined topic or issue(s) related to enhancing student learning.


Quality enhancement plan1
Quality Enhancement Plan

Each institution seeking reaffirmation of Accreditation is required to develop a Quality Enhancement Plan (QEP)…The QEP describes a carefully designed and focused course of action that addresses a well-defined topic or issue(s) related to enhancing student learning.


Improving online learning at bainbridge college
Improving Online Learning at Bainbridge College

  • Improve online learning through enhancing the quality of online course design,

  • engaging sufficient student and faculty readiness for online learning in those courses, and facilitating,

  • evolving online course effectiveness, improved online student learning, and expansion of quality online course offerings.


Fifth Year QEP Impact Report

Due September 2016

includes “… a description of the QEP’s impact on student learning and/or the environment supporting student learning, as appropriate to the design of the QEP (to include the achievement of identified goals and outcomes, and any unanticipated outcomes of the QEP)…”

Source: The Fifth-Year Interim Report Process: An Overview, page 2


Fifth Year QEP Impact Report

Due September 2016

includes “… a description of the QEP’s impact on student learning and/or the environment supporting student learning, as appropriate to the design of the QEP (to include the achievement of identified goals and outcomes, and any unanticipated outcomes of the QEP)…”

Source: The Fifth-Year Interim Report Process: An Overview, page 2


Document

Evidence


Assessment

  • What does “good” look like?

  • How “good” are you?

  • What can you change to get “good” and then become better?


Document

Evidence


What’s really the point?


X


“It is not the strongest species that survive, nor the most intelligent, but the ones most responsive to change.”

Source: Charles Darwin, The Origin of Species


Continuous Improvement most intelligent, but the ones most responsive to change.”

of

Student Learning


Continuous Improvement most intelligent, but the ones most responsive to change.”

of

Campus Processes


Document most intelligent, but the ones most responsive to change.”

Evidence


Assessment most intelligent, but the ones most responsive to change.”

Made Easy



Program
Program determine student success

A progression of courses that lead to a certificate or degree



Learning outcomes
Learning Outcomes learning outcomes

“goals that describe how students will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.”

Suskie, 2009, p. 117


Assessment Activities learning outcomes


Assessment in action
Assessment in Action learning outcomes

Clickers

http://www.youtube.com/watch?v=LV0QGwZ6k-4&feature=player_detailpage


Assessment in action1
Assessment in Action learning outcomes

Muddiest Point


Assessment in action2
Assessment in Action learning outcomes

One Minute Papers


Assessment in action3
Assessment in Action learning outcomes

Grades IF they are linked to specific learning goals


Document learning outcomes

Evidence


Thank you learning outcomes

for your time

Ruth Salter, Ph.D.Director of Institutional Effectiveness135 Mobley Administration [email protected]


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