PREPARING A SELF STUDY FOR COSMA ACCREDITATION FOCUS ON CONTENT AND FORMAT

Benefits of Accreditation Degree has value Degree has value Public confidence Public confidence Benefits to students: employment, aid, transferring credits Benefits to students: employment, aid, transferring credits Assures reliable information Assures reliable information Promotes accountability Promotes accountability Identifies successful improvement efforts Identifies successful improvement efforts Effective mechanism for continuous improvement Effective mechanism for continuous improvement Mechanism for program advocacy Mechanism for program advocacy

Benefits of Writing a Self Study Both a process and a status Both a process and a status Program improvement Program improvement Efficiency Efficiency Setting the bar higher Setting the bar higher Thorough understanding of strengths and weaknesses Thorough understanding of strengths and weaknesses Mechanism for strategic planning Mechanism for strategic planning

Self Study/Documentation of Accreditation Principles Outcomes Assessment Outcomes Assessment Strategic Planning Strategic Planning Curriculum Curriculum Faculty Faculty Scholarly & Professional Activities Scholarly & Professional Activities Resources Resources Internal & External Relationships Internal & External Relationships Educational Innovation Educational Innovation

Self Study Organization Volume 1 – Narrative and Tables  Title Page  Table of Contents  Background information  Documentation of Accreditation Principles Volume 2 - Appendices  Catalog (online URL okay)  Abbreviated Syllabi  Faculty CVs (full- and part-time)  Outcomes Assessment Plan, Results, and Actions  Strategic Plan  Faculty Handbook (can be separate document)

Self Study Organization – part 2 Answer all questions in order from the principles document Answer all questions in order from the principles document Indicate where a response is N/A Indicate where a response is N/A Use page numbering Use page numbering References to Appendices should match References to Appendices should match Make the information easy to find Make the information easy to find Can submit electronically or paper copies Can submit electronically or paper copies

Meet the Panel Dr. Clay Stoldt, Wichita State University Dr. Clay Stoldt, Wichita State University Dr. Vicky Martin, Liberty University Dr. Vicky Martin, Liberty University Dr. Christina Martin, Troy University Dr. Christina Martin, Troy University Dr. Robertha Abney, Slippery Rock University Dr. Robertha Abney, Slippery Rock University Dr. Eric Schwarz, Saint Leo University Dr. Eric Schwarz, Saint Leo University

Challenges Associated With Developing the Self-Study Dr. Clay Stoldt Chair and Professor Department of Sport Management Wichita State University

Collecting Information Strong research skills required Comprehensive report Challenge assumptions Search and verify

Leadership / Collaboration One person coordinates; many contribute Do not simply delegate Unit support Must buy in Have input Be apprised of updates University leadership support also critical

Impact on Faculty Role Not just another service assignment Understand likely impact on teaching and research Additional support Course release(s) Graduate assistant support Other?

Personal Impact Implications for professional reputation Difficult to leave at the office Recommendations Plan process with some cushion Define boundaries

Organization of the Self Study: What to Include and What to Omit Dr. Vicky Martin Chair, Associate Professor Department of Sport Management Liberty University

Comprehensive Evaluation of Requirements 1.Thorough evaluation of the Manual focusing on the principles, as well as highlighting areas that involved other departments 2.Conducted a SWOT analysis 3.Focused on quality and institutional improvement

Process 1.Process: encouraged wide participation and adopted a time line – 4 to 6 months 2.Determined when we needed information from various departments 3.Sent out an , letting everyone know the reasons for pursing accreditation. 4.Planned backwards – site visit, completion of principles, etc.

Challenges 1. Directions for charts unclear 2.Constant communication with departments - time consuming and challenging 3.Outdated faculty handbook 4.Consultant 5.Clarity and explanation of Assessment Data Collection tool

Self Study Submission Electronic or Paper Submission -Electronic submission too large to send through - Paper submission - cost of paper, mailing costs.

Outcomes Assessment Dr. Christina Martin Assistant Professor, Coordinator of Assessments Department of Sport and Fitness Management Troy University

Principle 1: Outcomes Assessment Overview of Principle 1 Handout 1: Sample Outcomes Assessment Plan Focus of this discussion Student learning outcomes (SLOs), appropriate measures, benchmarks, action plans, cycle of assessment

Core: Mission Broad Based Goals Programmatic Student Learning Outcomes Principle 1: Outcomes Assessment

Defining Student Learning Outcome - “the knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences” (CHEA, 2012). The COSMA evaluates SLOs at the program level. Its basis is on expectations of the student at the time of program completion It reviews information on representative samples of students

Principle 1: Outcomes Assessment Student Learning Outcome Handout 2: How to write a SLO Measures, Direct: Methods used to assess the extent of student achievement of intended learning outcomes. The measures provide direct evidence to determine whether the desired learning has taken place (the evidence provided should be relevant, verifiable, and representative). Examples of direct measures include comprehensive exams, capstone course assessments, portfolio evaluations, pre- and post-test assessments. Measures, Indirect: Methods used to assess students’ or external bodies’ perceptions, thoughts, or opinions pertaining to the educational experiences of students. Examples of indirect measures include satisfaction surveys, job placement data, graduation rates, exit interviews, focus groups, alumni surveys, and employers’ evaluations of students.

Principle 1: Outcomes Assessment Sample Broad Based Goal, Objective and SLO Program Goal: The Sport Management program aims to provide students seeking sport marketing, management, and administrative skills a sport and fitness perspective through an advanced curriculum which focuses on current industry practices, enhancing communication and people skills, and developing successful managers and administrators. Objective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions.

Principle 1: Outcomes Assessment Objective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions. Student Learning Outcome 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry. Measure 1: Comprehensive Exam (Direct Measure) Criteria 1: All sport management majors will score at least 85% on the comprehensive exam. Measure 2: Internship Supervisor Evaluation (Indirect Measure) Criteria 2: All sport management majors will score 80% or above on the Internship Supervisor Evaluation.

Identify Each Intended Outcomezz Identify the Assessment Tool and Type of Measure (Direct or Indirect) Assessment Results: Total Number of Students Observed Assessment Results: Total Number of Students Meeting Expectation Assessment Results: Percentage of Students Meeting Expectation Assessment Results: 1.DNM 2.ME 3.EE 4.CNBD SLO 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry. Measure 1: Graduates will score 85% or above Comprehensive Exam Direct Measure %Met Expectation Measure 2: Graduates will score 80% or above Internship Supervisor Evaluation Indirect Measure %Does Not Meet Expectation **Explanation of course action for intended outcomes not realized: Two measures were used to assess Student Learning Outcome 1. Although 85% of students were able to demonstrate knowledge deemed necessary for success in the sport industry on a comprehensive examination, it appears that many of them (60%) were not properly prepared to apply that knowledge in a sport setting. As a result, the Sport Management faculty met on 5/25/12 and discussed implementing more experiential education courses into the curriculum. Specifically, courses X, Y, and Z will incorporate practical experiences into the courses, so as to better prepare the students to apply their learned knowledge.

Principle 1: Outcomes Assessment So What? ACTION, ACTION, WE WANT ACTION! Make informed decisions regarding curriculum and program Action plans should be related to assessment results Action plans should be driven by the faculty (curriculum committees); maintain meeting minutes, etc. Create a culture of assessment and continuous improvement! Handout 3: Sample Assessment Cycle

Documenting Information Using Tables and Charts Dr. Robertha Abney Associate Professor Department of Sport Management Slippery Rock University

Tables and Charts Introduction  Collaboration (Chair, Faculty)  Self Study  Volume I: Narrative and Tables  Volume II: Appendices  Keep It Simple!!

Tables and Charts Principle 3: Curriculum CPC Table  CPC (Core) Areas  Core Courses  Undergraduate Program  Contact Hours

Tables 4, 5 &6 - Principle 4: Faculty  Teaching Loads  Three Versions  One Version

Campus and Community Collaborations Dr. Eric C. Schwarz Chair and Associate Professor Department of Sport Business and International Tourism Saint Leo University

Outcomes Assessment Created by faculty to measure the effectiveness of the program Must be in alignment with: School or College Accreditation AACSB; IACBE College or University Accreditation NEASC; NCA; NWCCU; SACS; WASC Work with Office of Institutional Assessment and Research Designated School/College/University assessment specialists

Strategic Planning Created by faculty to articulate its strategy for moving the programs forward Must be inclusive of the Outcomes Assessment Plan Must be in alignment with: School or College Strategic Plan College or University Strategic Plan Work with: Designated School/College/University administrators Budget Director and/or Committees

Curriculum Program Courses Faculty within the program General Education Academic Affairs Curriculum Review and Improvement Internal Evaluation Process and Curriculum Development Affirmation by School or College Committee Affirmation by College or University Committee Affirmation by Academic Senate

Faculty, and Scholarly and Professional Activities Faculty Most data collected/compiled internally Processes as governed by School/College/University policies Some information obtained through Human Resources Scholarly and Professional Activities Most data collected/compiled internally Some data available through promotion and tenure portfolios held by Tenure and Promotion Committee, or the VPAA/Provost Office

Resources Financial Resources Business Affairs/Budget Office Human Resources (for salary info) University Policies Facilities Physical Plant/Plant Operations Technology Services Academic Affairs

Resources Learning Resources Library Educational Technology and Support Technology Services Instructional Technology Off-Campus Locations Varies based on facilities

Internal and External Relationships Institutional Policies Admissions Institutional Assessment and Research Advisory Boards Internship/Experiential Learning Sites Internship Coordinator/Career Services Student Services/Student Organizations

Internal and External Relationships Alumni Relations Outreach Programs Consortium Partners Articulation Partners Cooperative Partners International Partners Technology Services

Educational Innovation Individual Faculty Instructional Technology Any Education Innovation needs to be in alignment with the Strategic Plan, and support the Outcomes Assessment Plan for the program Technology for the sake of checking off a box is not innovation Innovation is creativity in the delivery of programming

Questions/Conclusions 1.Organization of the Self Study 2.Inter- and Intradepartmental collaborations 3.Documentation of 8 COSMA Principles 4.Completing Tables and Charts 5.Putting it all together