Reaffirmation of Accreditation: Institutional Effectiveness Southern Association of Colleges and...

Reaffirmation of Accreditation:Institutional Effectiveness

Southern Association of Colleges and Schools

February 2008

Stephen F. Austin State University

Introduction

SFASU is preparing for reaffirmation of accreditation in 2011

The accrediting body is the Southern Association of Colleges and Schools (SACS).

Accreditation serves two major purposes: – to assure quality of 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

• Institutional Effectiveness as defined by SACS

• Student Learning Outcomes and accreditation

• Learning Outcomes: Guidelines• Timeline for development

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.


SACS Principles of AccreditationCore Requirements 2.5

The institution engages in ongoing, integrated, and institution-wide, research-based planning and 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.


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 evidence of improvement based on analysis of those results.

Institutional EffectivenessSACS Principles of Accreditation

Programs 3.4

Educational Program Standards for AllEducational 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.


The focus of Institutional Effectiveness has changed from

Instructor-focused Teaching

To

Student-focused Learning

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 OutcomesSFASU 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 of appropriate changes to improve

the quality of student learning at SFASU.

Student Learning OutcomesWhat are Student Learning Outcomes?

(SLOs)

Statements that specify what learners will know, be able to do or be able to demonstrate when they complete or participate in aprogram/activity/course/project.

Outcomes are expressed as knowledge, skills, attitudes or values.


Outcomes are:

– Measurable or observable,

– Manageable, and

– Meaningful


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?


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.


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.


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


Examples

1. Students will appreciate the benefits of exercise.

2. Students will value exercise as a stress reduction tool.

3. Students will be able to explain how exercise affects stress.


Evaluate the learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


ExamplesToo 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.


Evaluate your learning outcomes with these questions

Can it be measured?

Is learning being demonstrated?


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


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


Appropriate measures of Learning Outcomes:

Indirect Measures (sample)

– Alumni, employer, student surveys– Focus groups– Job placement statistics– Exit interviews with graduates


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

1. Identify 5-8 student learning outcomes for your program to serve as benchmark assessments for completion of your program

2. Write outcomes that are

Measurable, Manageable, Meaningful

3. Identify 2 appropriate assessment strategies for each learning outcome (at least one direct)

4. Develop a scoring guide/rubric

5. Identify the criteria for success

6. Identify the course/s where assessment will occur


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?


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


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.


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


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


Spring 2009– First assessment cycle complete– Data review and analysis reports

compiled

Fall 2009– Assessment loop continues


Successful documentation of Institutional Effectiveness involves the entire university.

Institutional Effectiveness is an on-going process.

Thank you for all you do to improve


at SFASU

Reaffirmation of Accreditation: Institutional Effectiveness Southern Association of Colleges and...

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