Reaccreditation 2014

HLC Reaccreditation 2014 Accreditation provides for: – Public certification of institutional quality – Opportunity for evaluation and improvement – Ability to receive federal student aid for students

HLC Reaccreditation 2014 Accreditation process – Institutional self study (underway) – Site visit October 27-29, 2014 – Based on a set of Guiding Values that form a backdrop for the Five Criteria for Accreditation

Guiding Values Focus on student learning Education as a public purpose Education for a diverse, technological, globally connected world A culture of continuous improvement Evidence-based institutional learning and self- presentation Integrity, transparency, and ethical behavior or practice Governance for the well- being of the institution Planning and management of resources to ensure institutional sustainability Mission-centered evaluation Accreditation through peer review

The FIVE Criteria 1.Mission The institution’s mission is clear and articulated publicly; it guides the institution’s operations Chair: Dr. Bob Carrothers

The FIVE Criteria 2.Ethical and Responsible Conduct The institution acts with integrity; its conduct is ethical and responsible Chair: Dr. Sherry Young

The FIVE Criteria 3.Teaching and Learning: Quality, Resources, and Support The institution provides high quality education, wherever and however its offerings are delivered Chair: Dr. Tena Roepke

The FIVE Criteria 4.Teaching and Learning: Evaluation and Improvement The institution demonstrates responsibility for the quality of its educational programs, learning environments, and support services, and it evaluates their effectiveness for student learning through processes designed to promote continuous improvement Chair: Dr. Pat Croskery

The FIVE Criteria 5.Resources, Planning, and Institutional Effectiveness The institution’s resources, structures, and processes are sufficient to fulfill its mission, improve the quality of its educational offerings, and respond to future challenges and opportunities. The institution plans for the future. Chair: Dr. Jill Christopher

What’s been done Formed 5 committees consisting of faculty and staff – Each of the FIVE Criteria – Examined the Criteria and what documentation is needed to support it

What’s been done Formed 5 committees consisting of faculty and staff – Each of the FIVE Criteria – Examined the Criteria and what documentation is needed to support it AA & IR attended HLC conference in April

What’s been done Formed 5 committees consisting of faculty and staff – Each of the FIVE Criteria – Examined the Criteria and what documentation is needed to support it AA & IR attended HLC conference in April IR gathered requested documentation over summer

What’s coming Committees will begin using documentation to assemble self study

What’s coming Committees will begin using documentation to assemble self study Continue to communicate with University constituencies regarding accreditation – Understanding the importance of accreditation – Knowing the FIVE Criteria – Taking part in the process

Remember the FIVE 1.Mission 2.Ethics 3.Teaching/Learning Quality 4.Teaching/Learning Assessment 5.Resources and Planning

Mission Statement A brief description of the department (or major’s) fundamental purpose. It answers the question “Why does this exist?” Please have your mission statement posted on the department (or program) website by October 2013.

Program-Level Assessment of Student Learning The Annual Assessment Report form was first implemented in to document the program- level assessment loop In 2008, ONU responded to HLC’s request to further demonstrate the evaluation process of these forms It will be a main review item by HLC in

Assessment Report Form 1.Learning Objectives 2.Measurements & Description of Measures 3.Results 4.Adjustments 5.Changes All faculty should have received a copy of their evaluation results of Assessment Reports via .

1. Learning Objectives Expected or intended student outcomes aligned with the program’s mission and goals 3M Approach: Specific statements that are meaningful, measureable, and manageable Use appropriate verbs to reflect the level and nature of learning expected Bloom’s Taxonomy: Remember - Understand - Apply- Analyze - Evaluate - Create

2. Measurements Direct Measures: licensure or professional exams, standardized tests, capstones, portfolios, exhibitions or performances in the arts Indirect Measures: surveys (alumni, employer, and student), exit interviews, job placement data, retention & graduation studies Make sure every learning outcome has multiple measures with a mix of direct and indirect measures Describe how the measure aligns with the objectives

3. Results State benchmarks or standards for performance Present a summary of the data from the measurements, aligned with each objective Identify gaps between the standards and the actual results

4. Adjustments Clearly state adjustments to address the gaps in student learning: – Changes in curriculum – Instructional strategies – Course content – Personnel – Facilities – Equipment – Resource allocation

5. Changes Discuss questions raised about the effectiveness of the overall assessment plan Suggest changes if needed in objectives, measures, or analysis

Review Process Evaluation results of reports were returned in Spring reports are due in October 15, Expect the evaluation results of reports back in Spring A four-point rubric scale is utilized to quantify the evaluation: 1=Undeveloped, 2=Developed, 3= Established, 4=Exemplary

Evaluation Results Evaluation Results Mean Rubric Scores (University-wide) Undeveloped Developed Established Exemplary

Focus 1.Culture of Assessment – Everyone cares about student learning – Caring should be evident by your participation in the formal assessment process 2.Rubrics Are Your Friend – Allows you to gather and analyze data on the things that matter but are hard to quantify – There will still be qualitative judgments, and you need inter-rater reliability

Focus 3.One Size Does Not Fit All. You get to decide what matters to your program. 4.Use HLC as an opportunity to do things we want to do anyway. Identify what we want to change, start changing it, and document it! 5.We Have Much to Share. – Another program may have already solved the challenge! – Brown bag gatherings (avoid lectures!)

General Education: What many think.

What we strive to achieve...

Univ. General Education Univ. General Education has seven outcomes Students must take courses that are approved to meet an outcome (Tagged) Process: Take tagged classes, submit an artifact to the electronic portfolio, and thus earn a tag 20 tags across the 7 outcomes meet the univ. gen ed requirement

Required Courses 1.Freshman Transition Course 2.Writing Seminar 3.Extradisciplinary Seminar 4.Capstone Course

Gen Ed Outcomes 1. Effective Communication – 4 tags a. Writing – 2 tags, met by required writing seminar and capstone courses b. Non-writing – 2 tags 2.Critical, Creative Thinking – 4 tags - 3 met by required transitions, extra- disciplinary, and capstone courses

Gen Ed: Need 2 tags each 3. Scientific Literacy 4. Diversity, Human Interaction 5. Integration of Disciplines 6. Informed, Ethical Responses 7.Aesthetics Plus two more tags from any outcome!

Integration Across Disciplines

Teaching a tagged course? Grade the student’s course assignment that is being used for a Gen Ed artifact Meanwhile, students upload the assignment as it was turned in to you within the portfolio software Instructions to access the portfolio are available online on the Gen Ed webpage on the A to Z index

Tagging Your Courses 1.Review the ‘Faculty Guide to Gen Ed’ or the ‘Faculty Quick Guide’ (see “Gen Ed” webpage under A-Z index of onu.edu) 2.Identify the outcomes that most naturally fit your course. Don’t force tags. We have plenty to go around! 3.Identify the artifact students will complete to demonstrate the achievement of that outcome

Tagging Your Courses 4.Review the rubric for that outcome to identify which rows work best for your artifact 5.Submit the electronic form indicating all this to the Gen Ed committee (see “Gen Ed” webpage on the A-Z index) 6.When outlining the assignment, explaining how the assignment meets each row of the rubric will help the committee understand the assignment and helps the course be approved more quickly

Gen Ed Tagged Courses Go to the p-drive folder: P:\General Education Tagging Folder Three folders contain course submission forms in various approval stages Advising info is also stored in this folder

Gen Ed News and Tips 1. Revised Rubrics: seeking feedback in September 2. Assessment: Two this fall and two in spring 3. To help pass through and for assessment, when you describe the assignment to be tagged, discuss HOW each row is being assessed with the assignment.

Gen Ed News and Tips 4. Remember that this is GENERAL education. Do NOT force tags. The students will be able to achieve the guidelines naturally with the courses they have to take For example: a. Ceramics—integration across disciplines and aesthetics b. All Lit classes tagged 5. Only HALF of all tags can come from a major— again, no need to force

General Education Committee Members  Lisa Robeson (A&S)  Rob Waters (A&S)  Chris North (A&S)  Terry Maris (Business)  Karen Kier (Pharmacy)  Ken Reid (Engineering)  Aaron Sullivan (student)  Julie Hurtig (Academic Affairs)