Taking Ownership of Accreditation

Assessment Processes that Promote Institutional Improvement and Faculty Engagement
Herausgeber: Driscoll, Amy; Cordero De Noriega, Diane

• Broschiertes Buch

Produktbeschreibung

Demonstrates how a participatory approach to assessment and accreditation creates a synergy for learner-centered education. This guide to approaching the accreditation process from a campus-wide perspective of ownership also provides guidelines for the documentation process that accreditation demands.

Produktdetails

• Verlag: Taylor & Francis Ltd (Sales)
• Seitenzahl: 272
• Erscheinungstermin: 12. April 2006
• Englisch
• Abmessung: 230mm x 155mm x 15mm
• Gewicht: 376g
• ISBN-13: 9781579221768
• ISBN-10: 1579221769
• Artikelnr.: 22767755

Autorenporträt

Amy Driscoll retired from California State University, Monterey Bay as the founding Director of Teaching, Learning, and Assessment and from Portland State University as Director of Community/University Partnerships. For the last 11 years, she has coordinated and taught in the Assessment Leadership Academy, a year-long program for faculty and administrators, and consulted nationally and internationally. She co-authored Developing Outcomes-based Assessment for Learner-centered Education: A Faculty Introduction with Swarup Wood in 2007. Diane Cordero De Noriega is Provost and Vice President for Academic Affairs, and currently Interim President, at California State University, Monterey Bay. Judith A. Ramaley is President of Winona State University. Prior to coming to Minnesota, Dr. Ramaley held a presidential professorship in biomedical sciences at the University of Maine and was a Fellow of the Margaret Chase Smith Center for Public Policy. She also completed a residency as a Visiting Senior Scientist at the National Academy of Sciences.From 2001 to 2004, Dr. Ramaley was Assistant Director, Education and Human Resources Directorate (EHR) at the National Science Foundation (NSF). Prior to joining NSF, Dr. Ramaley was president and professor of biology at the University of Vermont. Dr. Ramaley has a special interest in higher education reform and has played a significant role in designing regional alliances to promote educational cooperation. She has contributed to national discussions about the changing nature of work and the workforce. She plays a national role in the exploration of civic responsibility and the role of higher education in promoting good citizenship. She also has published extensively on educational reform; science, technology, engineering, and mathematics education; and the leadership of organizational change.

Inhaltsangabe

CONTENTS Preface. Judith Ramaley 1 - Assessment and Accreditation.
Potential for Productive Partnership - Amy Driscoll Introduction Setting
the Stage Assessment of the Past Resistance to Assessment Ongoing
Resistance Indications of Change From Resistance to Responsibility
Remaining Challenges Gaining Momentum. From Triggers to Engagement The
Implications of New Roles Assessment Today Guidance for the Times Looking
to the Future of Assessment Accreditation of the Past Seeds of the Paradigm
Shift Progress in Accreditation Shifts Continued Pressures Prompt Paradigm
Shifts Assessment and Accreditation On Parallel Tracks Ongoing Challenges
to a Complete Shift Evidence of The Accreditation Shift Learning from
Accreditation Assessment and Accreditation. Partners for Improvement
Previews. Integrating Assessment and Accreditation The Future of
Accreditation and Assessment 2 - California State University and Western
Association of Schools and Colleges - Amy Driscoll Introduction
Descriptions from Two Perspectives An Important Caveat Western Association
of Schools and Colleges. Innovative Accreditation Thinking Design
Principles to Guide Development Processes Preliminary Steps for an Initial
Accreditation Preliminaries. Proposal for Self-Study. Submitted, Review,
and Approved Stage One. Preparatory Review -- Assessing Institutional
Capacity Stage Two. Educational Effectiveness Review -- Assessing Inquiry
and Engagement Summary of WASC Accreditation Processes and Philosophy
California State University Monterey Bay. Innovative Accreditation Thinking
Approaching the Preparatory Review. Capturing the Institution's Unique
Commitment Approaching Educational Effectiveness. Capturing Uniqueness of
Approaches The Scholarship of Assessment. Enhancing Accreditation Summary 3
- Institutional Vision, Values, and Mission. Foundational Filters for
Inquiry - Diane Cordero de Noriega A Trio of Guides for Campus Practices
and Assessment Vision. The Soul that Guides the Institution Core Values.
The Heart of the Institution Mission. The Mind of the Institution A
Trifocal Lens. Filtering Our Intentions and Inquiry Academic Programs
Recruitment and Training Strategic Planning Budgeting and Resource
Decisions Bringing It All Into Focus Accountability-Opportunities for
Change Environmental Scans-Internal and External Conclusion 4 - Preparing
for Accreditation. Sowing the Seeds of Long-term Change - Salina Diiorio
Introduction Directions for Preparation Preparing the Soil. Communicating
and Working with Campus Constituents CSUMB's Strategies for Working and
Communicating with Groups Communicating through a Variety of Venues How
These Communication Strategies Led to Long-term Change Advice for Other
Campuses. Communicating Effectively and Promoting Change Weeding and
Pruning. Selecting the Best Evidence to Grow CSUMB's Strategies for
Selecting Evidence Three Levels of Evidence How Our Evidence Selection
Processes Led to Long-term Change Advice for Other Campuses. Selecting Your
Evidence Harvesting and Arranging. Presenting the Evidence CSUMB's
Strategies for Evidence Presentation Evidence Maps Document Room Archives
How Our Presentation Strategies Led to Long-term Change Advice for Other
Campuses. Presenting Evidence Effectively Moving On To Other Pastures? 5 -
Program Review as a Model of Vision-based Continuous Renewal - Seth Pollack
Introduction Overview. CSUMB's Academic Program Review Process Academic
Program Review. Formal Process and Timeline Revision of the Initial
Committee Mandate Additional Processes. Facilitating Campus-Wide Discussion
Reflections on This Process through a "Best Practices" Lens Reflection on
CSUMB's Process Conclusion. Enhancing Educational Effectiveness Through
Academic Degree Program Review 6 - Multi-Layered Inquiry for Program
Review. Methods and Analysis for Campus-wide Implications - Annette March
Introduction Rationale for Inquiry Resources for Inquiry Decisions for
Inquiry Implementing a Multi-Layered Inquiry. Planning and Design
Collecting Preliminary Research Data to Inform Assessment Design
Constructing an Inquiry Focused on Institutional Goals and Outcomes
Designing the Inquiry to Systematically Examine Multiple Forms of Data from
Multiple Stakeholders Using Varied Empirical Data Methods to Provide
Triangulation Using Ethnographic Techniques to Contextualize the Assessment
Data Implementing a Multi-Layered Inquiry. Collecting the Data Using
Interviews to Probe Deeply Using Ethnographic Methodology to Probe Deeply
for Program Effectiveness Using Direct and Quantitative Methods to
Triangulate Indirect Qualitative Methods. Practicing a Recursive Collection
Process Implementing a Multi-Layered Inquiry. Analyzing Data Applying
Simple and Direct Techniques Applying Triangulation to Cross-check
Reliability of Emerging Findings Returning to the Literature During the
Research Stage to Pursue New Lines of Inquiry Implementing a Multi-Layered
Inquiry. Writing the Report Recording the Comprehensive Assessment in a
Comprehensive Report Recording the Results in a Consistent and Clear Manner
Emphasizing Alignment of the Data, Results, and Recommendations Linking
Recommendations to Each Decision-Making Stakeholder Tailoring a Report
Format that Fits the Assessments' Intentions and Audiences Implementing a
Multi-Layered Inquiry. Dissemination Disseminating Widely and Strategically
Across Campus Tailoring Various Venues for Opportunities to Interact about
the Information Implementing a Multi-Layered Inquiry. Closing the Loop
Aiming for Appropriate Changes from Assessment Results Considering
Assessment a Transformative Cycle Adapting the Writing Program Inquiry
Process for Your Campus Conduct the Assessment Collaboratively Streamline
the Process for Individual Programmatic Needs 7 - Examining Capstone
Practices. A Model of Assets-Based Self-Study - Dan Shapiro Introduction
The Self-Study Model Asset vs. Deficit Model of Self-Study Implementing the
Self-Study Step 1. Identify student leaning and assessment programs or
processes on campus common to multiple departments Step 2. Of these
programs or processes, select one that should be given high priority for a
campus self-study Step 3. Identify and prioritize goals for the self-study
of this program or process Step 4. Determine the audience(s. and methods
and for the self-study Step 5. Determine how the results of the self-study
will be used to achieve the intended goals Brief Summary of Self-study
Results Self-Study Perceptions Self-Study Concerns Self-Study
Recommendations The CSUMB Capstone Self-Study and Accreditation. Emerging
Institutional Improvement Direction from Accreditation Conclusion 8 - A
Study of "Best Practices" in Assessment. A Visible and Public Learning
Process - Betty McEady Introduction The Research Processes Research Process
One. Search for Best Practices Research Process Two. Develop Survey
Questions Research Process Three. Develop Faculty Response Tables Research
Process Four. Administer the "Best Practices" Interviews Evidence of "Best
Practices" in