Taking ownership of accreditation : assessment processes that promote institutional improvement and faculty engagement

著者

• Driscoll, Amy
• Noriega, Diane Cordero de

書誌事項

Taking ownership of accreditation : assessment processes that promote institutional improvement and faculty engagement

edited by Amy Driscoll and Diane Cordero de Noriega

Stylus Publishing, 2006

• pbk.

注記

Includes bibliographical references and index

内容説明・目次

内容説明

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 (CUSMB) 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.

目次

CONTENTS Preface - Judith Ramaley Chapter 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 Chapter Previews: Integrating Assessment and Accreditation The Future of Accreditation and Assessment Chapter 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 Chapter 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 Chapter 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? Chapter 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 Chapter 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 Chapter 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 Chapter 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

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詳細情報

• NII書誌ID(NCID): BA89679668
• ISBN:
  • 9781579221768
• LCCN: 2005020541
• 出版国コード: us
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: Sterling
• ページ数/冊数: xvi, 254 p.
• 大きさ: 23 cm
• 分類:
  • LCC : LB2810.3
  • DC22 : 379.1/58
• 件名:
  • LCSH : Accreditation (Education) -- United States
  • LCSH : Universities and colleges -- United States -- Evaluation
  • LCSH : California State University -- Accreditation