Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement

by Driscoll, Amy; Noriega, Diane Cordero De; Ramaley, Judith A. (CON)

• ISBN13: 9781579221768
• ISBN10: 1579221769
• eBook ISBN(s): 9781000980172
• Format: Paperback
• Copyright: 2006-04-28
• Publisher: Stylus Pub Llc
• More Book Details

Summary

This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership--illustrated by rich descriptions of how faculty, students, and administrators at California State University Monterey Bay engaged with and successfully focused their accreditation processes on the improvement of their practices. The approach that the authors describe was driven by a commitment to go beyond satisfying the accreditation expectations so as to promote ongoing and long-term improvement of student learning. It also reflects the shift of responsibility for assessment within institutions from a designated office to individual faculty and staff, entire departments, and the campus as a whole. The authors document strategies that are practical'ready to use or adapt'that are appropriate for all campuses. They also provide guidelines for the documentation process that accreditation demands. They demonstrate how they reduced traditional resistance to assessment by emphasizing its use for the improvement of student learning, helping faculty with their own teaching, and creating frameworks for continuing improvements that are valued by faculty. The authors emphasize the need for every institution to take into account its unique mission, vision, and core values; and to recognize the importance of individual departmental cultures. Although their accreditation "triggered" CSUMB's engagement with assessment, the authors discuss other opportunities for jump-starting the process.

Table of Contents

PREFACE: USING ACCREDITATION TO IMPROVE PRACTICE	xi
Judith A. Ramaley
1 ASSESSMENT AND ACCREDITATION: PRODUCTIVE PARTNERSHIPS	1	(18)
Amy Driscoll
Setting the Stage
Assessment of the Past
Assessment Today
Accreditation of the Past
Evidence of the Accreditation Shift
Assessment and Accreditation: Partners for Improvement
The Future of Accreditation and Assessment
2 CALIFORNIA STATE UNIVERSITY MONTEREY BAY AND THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES: UNDERSTANDING THEIR CULTURES OF INNOVATION	19	(18)
Amy Driscoll
Descriptions from Two Perspectives
Western Association of Schools and Colleges: Innovative Accreditation Thinking
California State University Monterey Bay: Innovative Accreditation Thinking
3 INSTITUTIONAL VISION, VALUES, AND MISSION: FOUNDATIONAL FILTERS FOR INQUIRY	37	(16)
Diane Cordero de Noriega
A Trio of Guides for Campus Practices and Assessment
A Trifocal Lens: Filtering Our Intentions and Inquiry Bringing It All into Focus
4 PREPARING FOR ACCREDITATION: SOWING THE SEEDS OF LONG-TERM CHANGE	53	(20)
Salina Diiorio
Directions for Preparation
Preparing the Soil: Communicating and Working with Campus Constituencies
Weeding and Pruning: Selecting the Best Evidence to Grow
Harvesting and Arranging: Presenting the Evidence
Moving On to Other Pastures?
5 PROGRAM REVIEW AS A MODEL OF VISION-BASED CONTINUOUS RENEWAL	73	(22)
Seth Pollack
Overview: CSUMB's Academic Program Review Process
Revision of the Initial Committee Mandate
Additional Processes: Facilitating Campuswide Discussion
Reflections on This Process Through a Best Practices Lens
6 MULTILAYERED INQUIRY FOR PROGRAM REVIEWS: METHODS AND ANALYSIS FOR CAMPUSWIDE IMPLICATIONS	95	(26)
Annette March
Rationale for Inquiry
Implementing a Multilayered Inquiry: Planning and Design
Implementing a Multilayered Inquiry: Collecting the Data
Implementing a Multilayered Inquiry: Analyzing Data
Implementing a Multilayered Inquiry: Writing the Report
Implementing a Multilayered Inquiry: Dissemination
Implementing a Multilayered Inquiry: Closing the Loop
Adapting the Writing Program Inquiry Process for Your Campus
7 EXAMINING CAPSTONE PRACTICES: A MODEL OF ASSETS-BASED SELF-STUDY	121	(20)
Dan Shapiro
The Self-Study Model
Implementing the Self Study
Brief Summary of Self Study Results
The CSUMB Capstone Self Study and Accreditation: Emerging Institutional Improvement
8 A STUDY OF "BEST PRACTICES" IN ASSESSMENT: A VISIBLE AND PUBLIC LEARNING PROCESS	141	(30)
Betty McEady
The Research Processes
Evidence of Best Practices in Campus Assessment Profile
Assessment Guideline 1: Define and Clarify Program Goals and Outcomes for Long-Term Improvement
Assessment Guideline 2: Make Assessment for-Improvement a Team Effort
Assessment Guideline 3: Embed Assessment into Campus Conversations about Learning
Assessment Guideline 4: Use Assessment to Support Diverse Learning Abilities and to Understand Conditions Under Which Students Learn Best
Assessment Guideline 5: Connect Assessment Processes to Questions or Concerns That Program Decision Makers or Internal Stakeholders Really Care About
Assessment Guideline 6: Make Assessment Protocols and Results Meaningful and Available to Internal and External Stakeholders for Feedback and Ultimately Improvement
Assessment Guideline 7: Design an Assessment Model That Aligns With the Institutional Capacity to Support It
9 ONE DEPARTMENT'S ASSESSMENT STORY: PROCESSES AND LESSONS	171	(34)
Brian Simmons
The Collaborative Health and Human Services Program: Background and History
The Path to Skillful Assessment Practice
The CHHS Assessment Protocol
Lessons Learned
10 FACULTY INTERVIEWS: A STRATEGY FOR DEEPENING ENGAGEMENT IN INQUIRY	205	(24)
Swarup Wood
Rationale and Chapter Organization
Campus and Researcher Context
First Interview Study
Findings: First Interview Study
Second Interview Study
Findings: Second Interview Study
The Value of Interview Studies
11 ADMINISTRATIVE ALIGNMENT AND ACCOUNTABILITY: STUDENT LEARNING AS FOCUS	229	(14)
Diane Cordero de Noriega and Salina Diiorio
Early Alignment Attempts
Alignment and Accountability
Planning Alignment and Integration: Thinking Alignment Across Plans
Costing the Model: Thinking Alignment and Student Learning
Strategic Plan Review and Renewal: Bringing Assessment, Alignment, and Accountability Together
12 POSTSCRIPT AND REFLECTIONS	243	(4)
Amy Driscoll
INDEX	247