Preparing for the NWCCU 10-year Self-Study

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Preparing for the NWCCU 10-year Self-Study

• Faculty In-Service
• June 6, 2005

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We have achieved a lot!

• For many departments this was a new endeavor
• Awareness that those areas with secondary
  accreditation have been at theirs for a long
  time.
• Now, prepare for the Self-Study.

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Time Line
July 2001
Oct. 2001
Jan. 2001
Notified of Five Year Visit
Notified Accreditation Deferred
Locate Office of Assessment in OAA With AVPAA
1st In-service Department Assessment Plans
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1st In-Service

• Mission Statement
• Initial Learning Outcomes

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Time Line
April 2002
July 2001
Oct. 2001
June 2002
Jan. 2001
2nd In-service 3 step model
Notified of Five Year Visit
Visit on Assessment
Notified Accreditation Deferred
Locate Office of Assessment in OAA With AVPAA
Five Year Visit
1st In-service Department Assessment Plans
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2nd In-Service

• 3 Step Model
• Mission Statement
• Outcomes Objectives
• Criteria Procedure

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Time Line
April 2002
July 2001
Oct. 2001
June 2002
June 2003
Jan. 2001
2nd In-service 3 step model
Notified of Five Year Visit
Visit on Assessment
Notified Accreditation Deferred
Locate Office of Assessment in OAA With AVPAA
Five Year Visit
3rd In-Service 5 step model
1st In-service Department Assessment Plans
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3rd In-Service

• 5 Step Model
• Mission Statement
• Outcomes Objectives
• Criteria Procedures
• Assessment Results
• Closing the Loop

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Time Line
April 2002
July 2001
Oct. 2001
June 2002
June 2003
June 2004
Jan. 2001
2nd In-service 3 step model
4th In-service Peggy Maki
Notified of Five Year Visit
Visit on Assessment
Notified Accreditation Deferred
Locate Office of Assessment in OAA With AVPAA
Five Year Visit
3rd In-Service 5 step model
1st In-service Department Assessment Plans
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4th In-Service

• Peggy Maki
• Learning Outcomes
• Coherence
• Meaningful to students

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Assessment Activities - Departmental

• Major Field Test
• Exit Surveys
• Performance Assessment
• Portfolios
• Language Testing

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Assessment Activities University

• Cooperative Institutional Research Project (CIRP)
  
• College Student Survey (CSS)
• National Study of Student Engagement (NSSE)
• Faculty Study of Student Engagement (FSSE)
• HERI Faculty Survey
• Course Evaluations

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Expectations for Educational Assessment Policy
2.2, Standard 2

• Does educational assessment encompass all our
  offerings?
• Is assessment done regularly?
• Is assessment integrated into our overall
  planning?
• Are the expected learning outcomes published for
  each degree program and certificate?
• Is there documentation that indicates students
  have achieved the desired outcomes?
• Does your evidence indicate that assessment leads
  to improvement of teaching and learning?

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General Educational Assessment

• How do your departments G.E. courses provide a
  general approach to your discipline where there
  is greater emphasis on breadth rather than
  depth?
• How do your G.E. courses connect to the
  institutional mission and goals?
• Are your G.E. courses appropriate for their
  indicated level of instruction (freshman/sophomore
  /junior)?
• How is this determined?

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G.E. Assessment (cont.)

• What identifiable outcomes do your G.E. courses
  have in the following areas
• Written and oral communication
• Quantitative Reasoning
• Critical Analysis
• Information Literacy
• In what ways do your G.E. offerings contributed
  to the over all education of an SPU student?

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• How do you know?
• What is your evidence?

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Departmental Assessment

• Are your departmental/school goals sufficiently
  established to provide adequate guidance?
• Are the indicators of success for your program
  adequately identified, articulated and conveyed
  to students?
• How does this occur?
• Are your intended outcomes realized?
• How do you know?
• What is your evidence?
• How is your assessment data systematically
  gathered, analyzed and evaluated?
• How have you utilized your results to ensure
  improved student learning?