THURSDAY, November 29, 2018 | 10:15 am – 11:00 am
Interdisciplinary graduate programs differ from undergraduate programs and professional graduate programs, with specific skillsets. It is more challenging to measure students’ achievement against outcomes where there are no hard and fast skills and where student outcomes are based on the ability to develop and express new ideas and understand application of complex analytical concepts. Non-traditional institutions preparing for Self-Study and reaffirmation of accreditation need to be aware of their unique qualities and how they conform with standards and criteria for accreditation. Careful assessment of how standards are met, based on institutional mission, need to be well explained and documented in the Self-Study and evidence.
- Assess students for critical thinking, in-depth analysis, and creativity in graduate education
- Develop measures of student learning: standardization of rubrics and grading
- Integrate learning outcomes at the institution, degree, and course levels.
Presenters: Ellen Rosenthal, Director of Institutional Effectiveness, National Intelligence University; Robert Smith, Associate Vice President, Office of Research, National Intelligence University; and Susan Studds, Provost and Executive Vice President, National Intelligence University
As a result of its recent general education (core) curriculum revision, Ursinus College is creating a holistic assessment protocol in which students will reflect on the four guiding questions of an Ursinus education: What should matter to me? How should we live together? How can we understand the world? What will I do? In eschewing distribution requirements, knowledge outcomes, and even competencies, Ursinus has moved toward student reflection on essential questions as the guiding principles of its core. To facilitate recursive, repeated student reflection, the college has created an electronic portfolio system that begins at new student orientation and is sustained by required core curriculum elements through graduation. These portfolios will also enable faculty to assess the ways students demonstrate skillful, substantive, and personal reflection on answers to the core questions; the extent to which students develop different or more nuanced reflections over their time; and the identification of high impact experiences.
- To think differently about ways to approach general education curriculum design that puts students’ own questions at the forefront of the curriculum;
- Explore the use of e-portfolios as a means to allow a flexible, personalized, yet organized approach to student learning assessment;
- Develop new ideas for framing core curricula in holistic ways and for thinking more meaningfully about institutional learning outcomes outside of the prevailing paradigm of discrete rubrics for each item or course.
Presenters: Stephanie Mackler, Assistant Dean and Associate Professor for Education, Ursinus College; Nathan Rein, Assistant Dean, and Co-Director of the Institute for Student Success, Ursinus College; and Mark Schneider, Vice President of Academic Affairs, and Dean, Ursinus College
The University of Baltimore (UB) is a public institution and part of the University System of Maryland. In 2007, the university was placed on monitoring status and the 2012 Periodic Review Team requested a progress report. In both cases, the areas for improvement cited were related to planning and assessment (at all levels). In 2014 as we approached the 10- year Self-Study, it became apparent that a number of actions were needed to achieve full reaccreditation. In the spring of 2017, the university successfully completed its MSCHE Self-Study with multiple commendations—but not without a significant amount of work. This session will outline the three-year process that the led to a successful reaffirmation of accreditation.
- Develop a process for assessing the current status of assessment and institutional effectiveness on campus;
- Identity priorities and steps in building an institutional effectiveness plan;
- Develop campus-wide buy-in and accountability.
The report of the MSCHE Visiting Team in April 2016 left NassaCommunity College with a major challenge—the institution failed to comply with seven of 14 accreditation standards. The seven deficient standards of accreditation fell into three categories: Leadership/ Governance/Integrity; Planning and Resource Allocation; and Assessment. The initial Team’s observation, endorsed pointedly by the next Visiting Team, was that the college “must create a system of shared governance in which each major constituency carries out its role…consistent with the principles of shared governance.” This presentation will offer suggestions, guidance, and encouragement to institutions responding to accreditation challenges. Specifically, it will address changes in shared governance with respect to the Board of Trustees, the role of the President in strategic planning, Senate by-laws, and the expanded role of faculty in academic and institutional assessment.
- List three strategies to address accreditation challenges;
- Explain the roles of the President, Vice Presidents, and faculty in strategic planning;
- Describe the importance of the concept of shared governance for faculty and administrators at colleges and universities.
Presenters: Valerie Collins, Interim Vice President of Academic Affairs, NassaCommunity College; W. Hubert Keen, President, Nassa Community College; and Pat Lupino, Chairperson of the Marketing Department, NassaCommunity College
Garrett College has taken a holistic approach to review the college’s mission, vision, and values, and the relationship to the institutional goals and strategic plan. President Richard Midcap made it an institutional priority to invite every employee to participate in the review process via an “All College Forum.” The process proved to be extremely valuable for each employee, for the betterment of the college and its students, and their self- awareness of the importance of their contributions to assure the success of the College and students. The process enabled the employees to understand the Middle States Commission on Higher Education’s Self-Study process, as well as accreditation, assessment, and the interrelationship of all of the processes across the college—from the budget to the academic plan to the enrollment management plan—and how they contribute to the overall institutional effectiveness plan.
- Understand how employees’ contribution to the process is valued and open collaboration is key to the success of the review process;
- Learn how to empower the employees to reflect on how the institution and the students have changed or evolved over the last several years since their original employment, and how the mission, vision, and values still pertain to the overall college and student climate.
- Gain insight into how to increase moral and motivate employees via their involvement, and the success achieved by the institution and college in adhering to the mission, vision, and values that employees were involved in reviewing.