Transcript Slide 1

Self Study:
Some Things to Consider
The Richard Stockton College
of New Jersey
September 20, 2010
Proposed Path
• Overview of Accreditation
• Self Study
– The process
– The products
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•
The Standards
The Research Questions
The Work Teams
Summing Up
What is accreditation?
• A means of demonstrating compliance with
Federal rules and regulations in a variety of
areas.
What is accreditation?
• A means of providing quality assurance in the
areas of
– Student learning and achievement
– Curriculum development and support
– Faculty
– Facilities and equipment
– Finance, administration, and governance
– Integrity and compliance
What is REaccreditation?
• A Focused Process
• A defined time for an entire institution to come
together to examine the “big questions” such as:
– Is the institution’s mission still appropriate?
– Is the institution making decisions in concert with its
mission?
– Does the institution have and allocate resources in a
fashion that enables it to meet its mission?
– Do the governance and administrative structures
facilitate the learning process?
– Are student and faculty support structures adequate?
What “camera” is used?
Institutional
Self
Study
What is the subject?
The Richard
Stockton College
of New Jersey
What lenses are used?
Institutional
Effectiveness
(Institutional
Assessment)
Educational
Effectiveness
(Assessment of
Student Learning)
The Richard
Stockton College
of New Jersey
Institutional Effectiveness
(Standard 7: Institutional Assessment)
Standards 1 through 6
•Mission
•Planning
•Resource Allocation
•Leadership
•Governance
•Administration
•Integrity
Educational Effectiveness
(Standard 14: Assessment of Student Learning)
Standards 8 through 13
•Admissions & Retention
•Student Support Services
•Faculty
•Educational Offerings
•General Education
•Related Educational
Activities
Fundamental (lens) Elements
Standard 14
Assessment of Student Learning
Standard 7
Institutional Effectiveness
• Articulated expectations for
student learning
• Written institutional strategic
plan(s)
• Documented, organized, and
sustained assessment processes
• Documented, organized, and
sustained assessment processes
• Evidence that student learning
assessment information is shared
& used to improve teaching and
learning
• Evidence that assessment results
are shared & used in institutional
planning, resource allocation and
renewal
• Documented use of student
• Evidence that institutional
learning assessment information as
assessment findings are used to
part of
success
improve student success
Fundamental (lens) Elements
Standard 14
Assessment of Student Learning
Standard 7
Institutional Effectiveness
• Articulated expectations for
student learning
• Written institutional strategic
plan(s)
• Documented, organized, and
sustained assessment processes
• Documented, organized, and
sustained assessment processes
• Evidence that student learning
assessment information is shared
& used to improve teaching and
learning
• Evidence that assessment results
are shared & used in institutional
planning, resource allocation and
renewal
• Documented use of student
• Evidence that institutional
learning assessment information as
assessment findings are used to
part of
success
improve student success
Assessment of Institutional Effectiveness
•Mission & Goals
•Planning, Resource Allocation
•Institutional Resources
•Leadership & Governance
•Administration
•Integrity
Educational
Effectiveness
•Admissions & Retention
•Student Support Services
•Faculty
•Educational Offerings
•General Education
•Related Educational
Activities
•Assessment of Student
Learning
What is REaccreditation?
• A PARTICIPATORY process involving
– The Richard Stockton College community
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•
•
•
Faculty
Staff
Students
Board
– the larger educational community
• Engaged with/by the College
• the Middle States Region
What are the Products?
• A document
• More than one headache and late night
What are the Products?
A dynamic document
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•
•
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Bridges of communication and cooperation
A greater awareness
A renewed commitment
A clarification of why we are a part of The
Richard Stockton College
• A glimpse of where we and the College would
like to be
The Standards
• “Characteristics of Excellence”
– “Middle States’ accreditation is an expression of
confidence in an institution’s mission and goals, its
performance, and its resources.” --- Characteristics
– The articulation of the qualities, behaviors, support
structures, and outcomes that the member
institutions of the of the Middle States Commission on
Higher Education believe must be demonstrated by an
accredited post-secondary institution.
The Standards
• are intended be viewed as an interrelated
whole
• emphasize functions rather than structures
• may not necessarily apply fully to all
institutions
• may be grouped when engaging in self-study.
The Research Questions
• Gather evidence that demonstrates
– Compliance with the Commission’s standards
– Commitment to institutional self-understanding
and improvement.
• Provide structure and focus
The Research Questions
• Gather evidence that demonstrates:
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–
–
–
–
–
–
–
–
–
“What evidence is there …”
“How effective is …”
“To what extent …”
“How consistent …”
“How comprehensively …”
“How successful …”
“How well …”
“What mechanisms exist …”
“What methods are employed …”
“How sufficient …”
The Research Questions
• Gather evidence that demonstrates:
– “What evidence is there …”
– “How effective is …”
– “To what extent …”
– “How consistent …”
– “How comprehensively …”
– “How successful …”
– “How well …”
– “What mechanisms exist …”
– “What methods are employed …”
– “How sufficient …”
• Compared to
what?
• How will we know:
– “sufficient”
– “successful”
– “effective”
– “comprehensive”?
Compared to:
Institutional Mission and Associated Goals
• Help students develop the capacity for continuous
learning and adapt to changing circumstances
• Insist on curriculum breadth, as well as depth.
• Insist on excellence in teaching and dedication to
learning.
• Participate in the development of new ideas.
• Commitment to faculty-wide involvement in general
education.
• Provide the resources and atmosphere which will
make exceptional effort possible and appreciated.
Compared to:
Institutional Mission and Associated Goals
• Depth of study in the major.
• Offer students a real understanding of the ideas and
methods of their disciplines.
• Co-curricular activities complement the academic
curriculum.
• Value diversity and the differing perspectives it brings.
• Recognize the limitations of resources and respond by a
prudent and flexible allocation of those resources.
• Positive development of southern New Jersey.
• Quality graduate programs.
The Research Questions
• Provide Structure and Focus
– 1,4,6: Mission and Goals; Leadership and Governance; Integrity
– 2,3,5: Planning, Resource Allocation, and Institutional Renewal;
Institutional Resources; Administration
– 7: Institutional Assessment
– 8,9: Student Admissions and Retention; Student Support
Services;
– 11, 12, 13: Educational Offerings; General Education; related
Educational Activities
– 10: Faculty
– 14: Assessment of Student Learning
So far …
• The what and why of reaccreditation.
• What self study could/should be.
• The standards
• The self study research questions
The Work Teams
Focus 1: Mission, Goals, Leadership,
Governance, Integrity
• Standard 1: Mission and Goals
• The institution’s mission
– clearly defines its purpose within the context of
higher education
– indicates who the institution serves
– and what it intends to accomplish.
Assessment
Plan
Resource
Allocation
Goals
Strategies
Otherwise …
Otherwise …
Wants
Pressures
Terrific Ideas
Focus 1: Leadership, Governance, Integrity
• Working together and sharing is a good thing.
• Working together and sharing the
responsibility to ensure that decisions made
are in concert with and promote the
institution’s mission is a MUST.
Focus 2: Planning, Resource Allocation, Institutional
Renewal, Institutional Resources, Administration
Standard 2
– An institution conducts ongoing planning and resource
allocation based on its mission and goals,
– develops objectives to achieve them,
– and utilizes the results of its assessment activities for
institutional renewal.
– Implementation and subsequent evaluation of the
success of the strategic plan and resource allocation
– support the development and change necessary to
improve and to maintain quality.
Assessment
Plan
Resource
Allocation
Goals
Strategies
Focus 2: Planning, Resource Allocation, Institutional
Renewal, Institutional Resources, Administration
• Stockton 2020
• Balanced Scorecard
The Balanced Scorecard Cycle
Top
Results
Themes / Pillars
Reporting
Objectives
Alignment
Initiatives
How and Why
Down
Up
SWOT / Vision
Measures
Bottom
Focus 2: Planning, Resource Allocation, Institutional
Renewal, Institutional Resources, Administration
• Central threads running through all accreditation
requirements:
– Planning must be systematic
– Planning must be rooted in an institution’s mission
– Planning must be predicated on analytical and evaluative
information
– Planning must be used for institutional decisions, including
resource allocation
Focus 3: Institutional Effectiveness
• Gather evidence that demonstrates:
– “What evidence is there …”
– “How effective is …”
– “To what extent …”
– “How consistent …”
– “How comprehensively …”
– “How successful …”
– “How well …”
– “What mechanisms exist …”
– “What methods are employed …”
– “How sufficient …”
• Compared to
what?
• How will we know:
– “sufficient”
– “successful”
– “effective”
– “comprehensive”?
Focus 3: Institutional Effectiveness
• How will we know?
• Standard 7: The institution has developed and implemented an
assessment plan and process that evaluates its overall effectiveness in
– achieving its mission and goals
– implementing planning, resource allocation, and institutional renewal
processes
– Using institutional resources efficiently
– Providing leadership and governance
– Providing administrative structures and services
– Demonstrating institutional integrity
– Assuring that institutional processes and resources support appropriate
learning and other outcomes for its students and graduates.
Focus 3: Institutional Effectiveness
•Mission & Goals
•Planning, Resource Allocation
•Institutional Resources
•Leadership & Governance
•Administration
•Integrity
Educational
Effectiveness
•Admissions & Retention
•Student Support Services
•Faculty
•Educational Offerings
•General Education
•Related Educational
Activities
•Assessment of Student
Learning
Focus 3: Institutional Effectiveness
• How will we know?
• Standard 7: The institution has developed and
implemented an assessment plan and process that
evaluates its overall effectiveness
Focus 3: Institutional Effectiveness
• How will we know?
• Standard 7: The institution has developed and
implemented an assessment plan and process that
evaluates its overall effectiveness
Assessment
Plan
Resource
Allocation
Goals
Strategies
Focus 4: Student Admissions, Retention,
Support Services
• Congruence, Coordination, Cooperation
– What is our mission?
– How does our recruitment plan align with that
mission?
– Have we provided those whom we recruit a
reasonable chance to succeed?
– To what degree do our published program
outcomes map to the actual program curriculum
offerings?
Focus 5: Faculty
• The degree to which The Richard Stockton College faculty members have
the knowledge, skills, and support to:
– Help students develop the capacity for continuous learning and adapt to
changing circumstances
– Insist on curriculum breadth, as well as depth.
– Insist on excellence in teaching and dedication to learning.
– Participate in the development of new ideas.
– Commit to faculty-wide involvement in general education.
– Facilitate depth of study in the major.
– Offer students a real understanding of the ideas and methods of their
disciplines.
– Value diversity and the differing perspectives it brings.
– Recognize the limitations of resources and respond by a prudent and flexible
allocation of those resources.
– Develop and offer quality graduate programs.
Focus 6: Curriculum
• “Curriculum”
– As an idea, curriculum stems from the Latin word
for race course, referring to the course of deeds
and experiences through which children grow to
become mature adults.
--- http://en.wikipedia.org/wiki/Curriculum
Focus 6: Curriculum
Standard 11
• Offerings appropriate to mission
• Offerings of appropriate rigor
• “Program goals that are stated in terms of student
learning outcomes”
• Congruence between curricular offerings and
learning resources and facilities
Focus 6: Curriculum
Standard 13
• Programs and activities characterized by a particular
content, focus, location, mode of delivery, or
sponsorship.
– Exist because of a “choice” to commit to a specific focus
• Special populations
• Geographic locations beyond the “main campus”
– Carnegie Library Center, Atlantic City, NJ
• Delivery modes other than what one would characterize as
“traditional”
• Curriculum “packages” other than what one would
characterize as “traditional”
– Credit and noncredit
• Contractual arrangements with other entities
Focus 6: Curriculum
Standard 12 -- General Education
• “Curriculum stems from the Latin word for race course,
referring to the course of deeds and experiences through
which children grow to become mature adults.” --- Wikipedia
• “Institutions should identify and provide a recognizable core
of general education that expresses the educational
philosophy of the institution for each undergraduate degree
program or cluster of degree programs.”
--- Characteristics
Focus 6: Curriculum
General Education at The Richard Stockton College
• General Studies constitutes the college curriculum's "commons,"
the place where students and faculty with various specializations
explore the world of knowledge, ideas, and issues, often in an
interdisciplinary way.
• Students take General Studies courses throughout their
undergraduate career.
• The program constitutes the core of the liberal arts tradition that
together with the major supports an excellent education.
• Students learn new perspectives, develop critical thinking skills,
and discover new areas of interest.
Focus 7: Learning Assessment
Standard 14:
After all is said and done, the institution’s students have
• the knowledge, skills, and competencies consistent with
institutional goals
• at graduation have achieved appropriate higher
education goals.
Focus 7: Learning Assessment
Standard 14:
After all is said and done, the institution’s students have
• the knowledge, skills, and competencies consistent with
institutional goals
– An individual “presents” as a former Richard Stockton College
student
• at graduation have achieved appropriate higher
education goals.
– Richard Stockton College has fulfilled its “promise” of creating
the environment necessary for and conducive to achieving the
student learning outcomes it has determined to be necessary
to receive a credential from Richard Stockton College.
Summing Up
Something to keep in mind
• What appears to be soooo clear to us …
Something to keep in mind
• may not be seen the same way by those not
as close to and/or involved in
The view from . . .
SAS
MSCHE
Commission
MSCHE Committee on
Evaluation Reports
Visiting Team
Institution
Work Team
Individual Participant
“The Evidence”
The view from . . .
SAS
To reaffirm accreditation. The periodic
review report is due June 1, 2017.
MSCHE
Commission
MSCHE Committee on
Evaluation Reports
Visiting Team
Institution
Work Team
Individual Participant
“The Evidence”
Don’t Forget …
• This is YOUR process
• Participation makes it a rich process
• There are already some extraordinary things
going on
• Some excellent evidence is already available
• The Richard Stockton College of New Jersey
has a history of working with exceptional
MSCHE liaisons ….
I am sure you will do just fine!
•Thank you