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

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

by Amy Driscoll, Diane Cordero De Noriega, Judith A. Ramaley
     
 

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ISBN-10: 1579221769

ISBN-13: 9781579221768

Pub. Date: 04/28/2006

Publisher: Stylus Publishing, LLC

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

Overview

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 authors document strategies that are practical - ready to use or adapt - that are appropriate for all campuses, while emphasizing the need for every institution and department to take into account its unique mission, vision, and core values.

Product Details

ISBN-13:
9781579221768
Publisher:
Stylus Publishing, LLC
Publication date:
04/28/2006
Edition description:
New Edition
Pages:
272
Product dimensions:
6.00(w) x 9.00(h) x 0.80(d)

Table of Contents


Preface: Using Accreditation to Improve Practice   Judith A. Ramaley     xi
Assessment and Accreditation: Productive Partnerships   Amy Driscoll     1
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
California State University Monterey Bay and the Western Association of Schools and Colleges: Understanding Their Cultures of Innovation   Amy Driscoll     19
Descriptions from Two Perspectives
Western Association of Schools and Colleges: Innovative Accreditation Thinking
California State University Monterey Bay: Innovative Accreditation Thinking
Institutional Vision, Values, and Mission: Foundational Filters for Inquiry   Diane Cordero de Noriega     37
A Trio of Guides for Campus Practices and Assessment
A Trifocal Lens: Filtering Our Intentions and Inquiry
Bringing It All into Focus
Preparing for Accreditation: Sowing the Seeds of Long-Term Change   Salina Diiorio     53
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?
Program Review as a Model of Vision-Based Continuous Renewal   Seth Pollack     73
Overview: CSUMB's AcademicProgram Review Process
Revision of the Initial Committee Mandate
Additional Processes: Facilitating Campuswide Discussion
Reflections on This Process Through a Best Practices Lens
Multilayered Inquiry for Program Reviews: Methods and Analysis for Campuswide Implications   Annette March     95
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
Examining Capstone Practices: A Model of Assets-Based Self-Study   Dan Shapiro     121
The Self-Study Model
Implementing the Self-Study
Brief Summary of Self-Study Results
The CSUMB Capstone Self-Study and Accreditation: Emerging Institutional Improvement
A Study of "Best Practices" in Assessment: A Visible and Public Learning Process   Betty McEady     141
The Research Processes
Evidence of Best Practices in Campus Assessment Profile
Define and Clarify Program Goals and Outcomes for Long-Term Improvement
Make Assessment-for-Improvement a Team Effort
Embed Assessment into Campus Conversations about Learning
Use Assessment to Support Diverse Learning Abilities and to Understand Conditions Under Which Students Learn Best
Connect Assessment Processes to Questions or Concerns That Program Decision Makers or Internal Stakeholders Really Care About
Make Assessment Protocols and Results Meaningful and Available to Internal and External Stakeholders for Feedback and Ultimately Improvement
Design an Assessment Model That Aligns With the Institutional Capacity to Support It
One Department's Assessment Story: Processes and Lessons   Brian Simmons     171
The Collaborative Health and Human Services Program: Background and History
The Path to Skillful Assessment Practice
The CHHS Assessment Protocol
Lessons Learned
Faculty Interviews: A Strategy for Deepening Engagement in Inquiry   Swarup Wood     205
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
Administrative Alignment and Accountability: Student Learning as Focus   Diane Cordero de Noriega   Salina Diiorio     229
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
Postscript and Reflections   Amy Driscoll     243
Index     247

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