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

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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 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.

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Editorial Reviews

From the Publisher
“Many institutions look upon accreditation with a kind of compliance mentality: ‘Just tell us what you want so we can get this over with.’ In this book CSU Monterey Bay shows us a different and better way–not in how to play the game, or in how to get through the process with a minimum of fuss, but in how to use accreditation to make the institution a better place. Those who seek a model for how to do accreditation right will find it in this book.”

“Taking Ownership of Accreditation outlines a way to use the accreditation process to develop a new, productive intentionality, aligning it with learning outcomes assessment and recursive qualitative and quantitative institutional research. Driscoll and Cordero demonstrate how California State University, Monterey Bay, by aiming at issues of high priority and keen interest, clarified and deepened its ability to educate students and serve its community. Of particular importance to community colleges is CSUMB’s focus on engaging external constituents as both constituents and a prime audience for the self study reports. This is a comprehensive primer for those who care about creating productive institutional change at colleges and universities.”

“This revealing account describes how CSUMB worked on the inside to develop an exceptional learning organization that set a new approach to accreditation. It shows how internal commitment can be joined with external accreditation requirements to engage faculty in scholarly inquiry about student and faculty learning, leading to a number of innovative activities that serve the University long after the accrediting team leaves. This book is useful whether you have an accrediting visit coming soon or not."

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Product Details

  • ISBN-13: 9781579221768
  • Publisher: Stylus Publishing, LLC
  • Publication date: 4/28/2006
  • Edition description: New Edition
  • Pages: 272
  • Product dimensions: 6.00 (w) x 8.90 (h) x 0.80 (d)

Meet the Author

Amy Driscoll , formerly the Director of Teaching, Learning, and Assessment at California State University, Monterey Bay, is an Associate Senior Scholar with the Carnegie Foundation for the Advancement of Teaching.

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.

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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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