Preparing for the Self-Study with Special Emphasis on Assessments

Jason BrashierMark Steiner

Freed-Hardeman UniversityPreparing for the self study with special emphasis on

assessments.

Perspectives from a recent self study.

@ACBSPAccredited #ACBSP2015

[email protected]@fhu.edu

mailto:[email protected]



College of Business at Freed-Hardeman University

Henderson, TennesseeFHU enrollment (fall 2014) – 1,846COB enrollment – (fall 2014) 172Self Study Year – 2013/14Site Visit – fall 2014FT Faculty – 12PT/Adjunct Faculty – 10FTE course load – 10.9


Small institution

Limited resources

Efficiency was key to the reaffirmation process

Reaffirmation Outcome

Self study report submitted by the stated deadline

Site Visit conducted efficiently and without “overtime”

Ten-year reaffirmation confirmed with only one note


Session Overview

Key Success Factors

Assessment Emphasis

Reflection on What We Would Do Differently


Self StudyKey Success Factor #1

Institutional Support

Support from the President

Support from the Provost/ VP Academics

Priority for staff@ACBSPAccredited #ACBSP2015


Attitude / Mindset

Is this a compulsory exercise OR

An opportunity for continuous improvement?

Dean / Champion sets the tone



Importance of Mission

University

College/School

Ensure direct or indirect linkages to all programs



Institutional policies and processes

Establish at least two years in advance(29% of criteria narrative directly referenced policy alone)

Emphasis on Standard 4 later



Organization and Accountability

Content experts

Clearly defined roles, expectations and deadlines

Campus Labs Portal



Campus LabsUse and maintain dashboard to

manage progress

Organize evidence file by standard and criterion with evidence

transcending multiple criterion placed in “universal” folders

positioned before the standards files.



Content from subject matter experts

Single author

Editor

Narratives in Single VoiceProfessional trumps scholarly



Goldilocks Principle

Narrative that is not be overly brief or verbose

Address every element of every criterion

Example: “Criterion 2.1. The business unit must have a formal process by which its strategic direction is determined, its action plans are formulated and deployed and innovation and creativity are encouraged.”



Foster Evaluation Team EfficiencyInitiate an agenda

Brief all stakeholders who will meet with the team Comfortable, convenient facilities on and off site

Have hard copy of all evidence in workroomView the team as a resource for continuous improvement


Session Overview

Key Success Factors

Assessment Emphasis




Culture of Assessment• Frame assessment as a value added activity• Provide support• Share successes and examples• Communicate clearly


Standard 4: Measurement and Analysis of Student Learning and Performance

Criterion 4.1• Learning objectives by program

• What is considered a program?• Process• Internal/ external assessment

• Embedded assessments inform program and course level improvements

• MFT for Business/MBA informs overall performance and benchmarking

• Formative/ summative assessment


Assessment: IE Processes

Annual Assessment Plans/Reports

• Mission• Student learning

outcomes• Curriculum map• Goals and measurement

tools• Analysis and

improvements

Academic Program Review• 5-year cycle• Mission and strategic

alignment• Resources• Curriculum• SLO Assessment• Improvements


Assessment: Tools

Templates and Instructions• Clarifies expectations• Improves efficiency and effectiveness of the

assessment process• Facilitates evaluation of multiple programs

Models• Institutionalizes best practices• Reduces ambiguity and questions• Recognizes innovation and hard work



Criterion 4.2 • Minimum of three assessment cycles to demonstrate trends• Line charts with goal vs. actual results



FHU Assessment

Plan

ACBSP Template


Criterion 4.3 Assessment plans should be designed to yield comparative information and data both over time and with respect to benchmarks and intended outcomes. • Use ACBSP template (Figure 4.2)• Line charts with benchmark vs. actual results



Criterion 4.4 • Use of results for improvement • Evidence of continuous improvement efforts (minimum 3 cycles)• Describe specific improvements


Assessment: Impact on ACBSP Reaffirmation

Evidence of established assessment processEvidence of direct, indirect, formative, and summative assessmentEvidence of assessment driven improvementsEvidence of quality of educational programs

Result: No notes or recommendations related to Standard 4.


Session Overview

Key Success Factors

Assessment Emphasis



Reflection – What we would have done differently

• Overemphasized the importance of professionalism in verbal communication. • Every comment should be accurate in fact and

perception.• Emphasize caution not to mislead, either favorably or

unfavorably• Not a forum for voicing matters not documented in the

report.

• Do not deviate from the prescribed templates• Use the Boyer model to report research activity


Questions?


Preparing for the Self-Study with Special Emphasis on Assessments

Education

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