Transcript Slide 1

Assessment & Accreditation
A Presentation to the WSU Higher
Education Academy
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Assessment & Accreditation
Part I: Introduction
What’s in it for me?
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Assessment & Accreditation
Part II: External Validation:
Accreditation and other Recognitions
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Question?
Name five excellent colleges or
universities and state why these
schools are excellent.
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Assessment & Accreditation
Measures of quality
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Assessment & Accreditation
Middle States Association of Colleges and Schools, Commission on Higher
Education
Delaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands
New England Association of Schools and Colleges, Commission on
Institutions of Higher Education
Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont
North Central Association of Colleges and Schools, The Higher Learning
Commission
Arizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota,
Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming, including schools of the Navajo Nation
Northwest Commission on Colleges and Universities
Alaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington
Southern Association of Colleges and Schools, Commission on Colleges
Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia,
Western Association of Schools and Colleges, Accrediting Commission for
Senior (Junior) Colleges and Universities
California, Hawaii, the United States territories of Guam and American Samoa, the Republic of Palau, the Federated States of
Micronesia, the Commonwealth of the Northern Mariana Islands and the Republic of the Marshall Islands
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Northwest Accreditation Standards
The Accreditation Process
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Accreditation
When granted, accreditation by the Northwest
Commission on Colleges and Universities is not
partial. It applies to the entire institution in operation
at the time of the most recent comprehensive
evaluation. It indicates that the institution as a whole
is substantially achieving its mission and that it
meets the Commission's expectations for compliance
with the accreditation criteria.
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Does Accreditation Matter?
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Does Accreditation Matter?
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Does Accreditation Matter?
Earning regional accreditation is
important for colleges because it allows
students to receive federal financial aid
and helps students transfer credits to
other institutions.
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Does Accreditation Matter?
Compton Community College, in California, a large two-year public
institution--Action: Accreditation removed. The institution remains accredited
pending an appeal.
Barber-Scotia College, in Concord, N.C., a small, historically black, fouryear Presbyterian institution--Action: accreditation rescinded.
D-Q University, in Davis, Calif., a small, comprehensive community college
and California's only tribal institution--Action: show cause -- the last step
before loss of accreditation
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Other Types of Accreditation
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College of Applied Science
& Technology
Automotive Service Technology [AAS programs] (National
Automotive Technicians Education Foundation)
Electronics Engineering Technology, Manufacturing
Engineering Technology, Mechanical Engineering
Technology (Technology Accreditation Commission of the
Accreditation Board for Engineering and Technology)
Interior Design Technology (National Kitchen & Bath
Association) [Endorsement]
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College of Arts &
Humanities
Music (National Association of
Schools of Music)
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John B. Goddard School of
Business & Economics
All undergraduate and graduate programs in
business (AACSB - Association to Advance Collegiate
Schools of Business)
School of Accountancy--all undergraduate and
graduate programs in accounting (AACSB Association to Advance Collegiate Schools of
Business)
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Jerry and Vickie Moyes
College of Education
Athletic Training (Commission on Accreditation of Allied Health Education Programs)
Early Childhood Education (National Association for the Education of Young Children Teacher
Education, National Council for Accreditation of Teacher Education)
Elementary Education (Association of Childhood Education International)
Family Studies (National Council on Family Relations Standards for the Certified Family Life
Educator)
Melba S. Lehner Children's School (National Association for the Education of Young Children
Standards)
Physical Education Teaching (National Association for Sport and Physical Education)
Teacher Education (National Council for Accreditation of Teacher Education, Utah State
Board of Education Standards)
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Dr. Ezekiel R. Dumke College
of Health Professions
Clinical Laboratory Sciences (National Accrediting Agency for Clinical Laboratory
Science)
Dental Hygiene (Commission on Dental Accreditation of the American Dental
Association)
Emergency Care & Rescue (Committee on Accreditation of Educational Programs in
the Emergency Medical Services Professions)
Health Administrative Services (Association of University Programs in Health
Administration)
Health Information Management, Health Information Technology (Council on
Accreditation of the American Health Information Management Association)
Nursing (National League for Nursing Accrediting Commission)
Respiratory Therapy (Committee on Accreditation for Respiratory Care)
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College of Science
Chemistry (American Chemical
Society)
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College of Social &
Behavioral Sciences
Social Work (Council on Social Work
Education)
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Professional Accreditation
Prescriptive Standards
In 2001, the Foster College of Business
Administration at Bradley received its third
reaffirmation of full accreditation from AACSB
International - The Association to Advance
Collegiate Schools of Business for both business
and accounting programs. With only…163 having
achieved both accounting and business
accreditation. This puts Bradley in an elite groups
of schools.
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Assessment & Accreditation
The Rankings
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U.S. News—What Factors Matter
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WSU’s Categorical Ratings
America’s Best Colleges 2006 Edition
(released Aug. 19, 2005)
3680
Weber State University
Category:
Universities Master’s (West)
Final Tier:
1
Final Rank:
49
Final Overall Score:
36
Peer Assessment Rank:
34
Financial Resources Rank:
119
Graduate and Retention Rank:
54
Student Selectivity Rank:
36
Faculty Resources Rank:
71
Alumni Giving Rank:
78
Graduation Rate Performance Rank: (National Universities and
Liberal Arts Colleges only): Not Applicable
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Assessment & Accreditation
Part III: Assessment
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Assessment: Basic Questions
Do we know how we are doing?
Are we doing a good job?
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Possibilities
1) We believe we know something, and we have evidence to
support our belief.
2) We believe we know something, but we don’t have
evidence to support our belief.
3) We don’t know anything, but we could know something if
we had evidence.
4) We don’t know anything, and we believe knowledge is
unattainable.
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The Path to Knowledge
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The Scientific Method
1. Observe some aspect of the universe.
2. Invent a tentative description, called a hypothesis, that is
consistent with what you have observed.
3. Use the hypothesis to make predictions.
4. Test those predictions by experiments or further observations
and modify the hypothesis in the light of your results.
5. Repeat steps until there are no discrepancies between theory
and experiment and/or observation.
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An Accreditor’s View of
Assessment
Concerned with Student Learning
Focused on Outcomes
Oriented Toward the Assessment Process
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Is Student Learning the Only Thing?
Student satisfaction
Student placement
Student retention
Student graduation
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Do Inputs Matter?
Accrediting standards, which are
overwhelmingly concerned with institutional
inputs and processes rather than academic
results, have done nothing to arrest any of
those trends.
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Do inputs matter?
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Do inputs matter?
Lemon Spaghetti Recipe courtesy Giada De Laurentiis
1 pound spaghetti
2/3 cup olive oil
2/3 cup grated Parmesan
1/2 cup fresh lemon juice (about 3 lemons)
Salt and freshly ground black pepper
1 tablespoon lemon zest
1/3 cup chopped fresh basil leaves
Cook the pasta in a large pot of boiling salted water until tender but still firm to the
bite, stirring occasionally, about 8 minutes. Meanwhile, whisk the oil, Parmesan, and
lemon juice in a large bowl to blend.
Drain the pasta, reserving 1 cup of the cooking liquid. Toss the pasta with the lemon
sauce, and the reserved cooking liquid, adding 1/4 cup at a time as needed to
moisten. Season with salt and pepper. Garnish with lemon zest and chopped basil.
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SEVEN PRINCIPLES FOR GOOD PRACTICE
IN UNDERGRADUATE EDUCATION
Good practice in undergraduate education:
encourages contact between students and faculty,
develops reciprocity and cooperation among students,
encourages active learning,
gives prompt feedback,
emphasizes time on task,
communicates high expectations, and
respects diverse talents and ways of learning.
By Arthur W. Chickering and Zelda F. Gamson
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Question?
Should you examine inputs, process,
or outcomes?
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The Issue of Process
Question?
How much does the process matter?
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Assessment & Accreditation
If it is that easy what’s the problem.
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Assessment & Accreditation
Setting goals
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Where are we going?
Assessment & Accreditation
Gathering data
Everyone’s an expert
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Assessment & Accreditation
Interpreting the data
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Assessment & Accreditation
Observation: In many parts of Europe, medieval
farmers stored grain in barns with thatched roofs
(like Shakespeare’s house). As a roof aged, it
was not uncommon for it to start leaking. This
could lead to spoiled or moldy grain, and of
course there were lots of mice around.
“Conclusion”: It was obvious to them that the
mice came from the moldy grain.
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The Scientific Method
1. Observe some aspect of the universe.
2. Invent a tentative description, called a hypothesis, that is
consistent with what you have observed.
3. Use the hypothesis to make predictions.
4. Test those predictions by experiments or further observations
and modify the hypothesis in the light of your results.
5. Repeat steps until there are no discrepancies between theory
and experiment and/or observation.
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Assessment & Accreditation
Using the information for improvement
Time to go to Work
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Assessment & Accreditation
Let’s look at some data
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Faculty Satisfaction with Work
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WSU 2005 NSSE
Positive Relative to Peers
Examinations challenged students to do best work (F, S)
Participated in activities to enhance spirituality (F, S)
Worked on problem sets taking more than one hour (S)
Quality of relationship with faculty (S)
Amount of time studying (S)
Received support needed to succeed academically (S)
Acquired work-related knowledge (S)
Satisfaction with entire educational experience (S)
Would attend WSU again (S)
Commuting (lower) (F, S)
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WSU 2005 NSSE
Negative Relative to Peers
Made a class presentation (F)
Worked with other students during class (F)
Worked with students outside class (F, S)
Tutored other students (F, S)
Used the Internet (or other electronic medium) (S)
Used email to communicate with the faculty (F, S)
Discussed assignments with instructor (F)
Discussed ideas with faculty outside class (F)
Received prompt feedback on assignments (F)
Worked with faculty on non-course activities (F)
Had conversations with diverse students (F, S)
Synthesized ideas (F)
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WSU 2005 NSSE
Negative Relative to Peers
Wrote a paper of 20 pages or more (S)
Wrote papers of 5 to 17 pages (F)
Attended cultural event (F)
Participated in a learning community (F)
Did foreign language coursework (F, S)
Pursued independent study (S)
Capstone experience (S)
Quality of relationship with other students (F)
Worked for pay on-campus (lower) (S)
Worked for pay off-campus (higher) (F, S)
Co-curricular activities (F)
Partying/watching TV (higher) (F, S)
Contact with diverse students (F)
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WSU 2005 NSSE
Negative Relative to Peers
WSU helped cope with non-academic demands (F)
Social support (F)
Campus events (F)
Speaking effectively (F)
Thinking critically (F)
Using information technology (F)
Working effectively with others (F)
Voting (F)
Understanding yourself (F)
Understanding people of different backgrounds (F)
Solving complex problems (F)
Developing values (F)
Contributing to the community (F)
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Some 2005 NSSE Data
16 percent of WSU first-year students
often come to class without doing the
required reading.
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Some 2005 NSSE Data
85 percent of WSU first-year students
never work with faculty on activities other
than coursework.
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Some 2005 NSSE Data
59 percent of WSU first-year students
never talk with faculty members outside
class.
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Weber State University
Retention of First-Time Students
72%
71%
70%
69%
68%
67%
66%
65%
64%
63%
62%
61%
60%
59%
58%
71%
69%
71%
70%
69%
69%
64%
63%
63%
59%
57%
56%
55%
1995
1996
1997
1998
1999
2000
2001
2002
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2003
2004
Weber State University
Graduation Rates
47%
47%
46 %
45%
45 %
45%
44%
44%
43%
42%
42%
41%
41%
40%
40 %
40%
39%
39 %
38 %
37%
36 %
35 %
34%
33%
33%
32%
19 9 6
19 9 7
19 9 8
19 9 9
20 0 0
20 0 1
20 0 2
20 0 3
20 0 4
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20 0 5
Weber State University
Retention Compared to 4-Year USHE
72%
71%
71%
70%
69%
68%
67%
66%
66%
65%
64%
63%
WSU 1st year
retention
USHE 1st year
retention
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Weber State University
Graduation Rates Compared to 4-Year USHE
50%
45%
44%
40%
33%
35%
30%
25%
20%
15%
10%
5%
0%
WSU graduation rate
USHE graduation
rate
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Some 2005 NSSE Data
8 percent of WSU first-year students and
9 percent of WSU seniors never had a
serious conversation with students who
were different in terms of religious
beliefs, political opinions or personal
values.
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Some 2005 NSSE Data
20 percent of WSU first-year students and
17 percent of WSU seniors never read an
unassigned book for personal enjoyment
or academic enrichment.
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A Question?
How College Affects Students—
..simply going to college…makes a major
difference…
…[however the researchers] were unable to
uncover significant differences between colleges
once the quality of entering students was taken
into account.
Research by Ernest Pascarella and Patrick Terenzini
Referenced in Richard Hersh’s “What Does College Teach,”
Atlantic Monthly, November 2005
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Some 2005 NSSE Data
13 percent of WSU seniors never wrote a
paper longer than four pages.
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Some 2005 NSSE Data
8 percent of WSU first-year students and
5 percent of WSU seniors never examined
the strengths and weaknesses of their
own views on a topic or issue.
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Some 2005 NSSE Data
34 percent of WSU first-year students and
35 percent of seniors have never
attended an art exhibit, gallery, play,
dance, or other theater performance.
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Questions?
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