1. Evidence and Standard Two

2. The Big Picture The Big Picture Standard Two is about: Curriculum Curriculum Planned, overseen curriculum – with clear outcomes Planned, overseen curriculum – with clear outcomes Assessment Assessment Student achievement, benefits regularly measured Student achievement, benefits regularly measured Monitoring Monitoring Trends, challenges, successes identified Trends, challenges, successes identified Evaluation Evaluation Reasoned, collective responses to findings Reasoned, collective responses to findings Ongoing improvement Ongoing improvement

3. A Work of Non-Fiction The content can’t be “made up” during self-study Documentation must reflect ongoing processes Documentation must reflect ongoing processes The record of curricular improvements must extend beyond the self-study period The record of curricular improvements must extend beyond the self-study period Where there’s trouble, admit it Identify and declare problem areas Identify and declare problem areas Develop credible action plans and timelines Develop credible action plans and timelines Start working... at a realistic, sustainable pace Start working... at a realistic, sustainable pace

4. What are the key components? 1. Information 2. Infrastructure 3. Investment 4. Impact

5. 1. Information The institution should be able to document that it collects data on: Student profile Student profile Student progress Student progress Quality of student work Quality of student work Gains in skills, abilities Gains in skills, abilities Student achievement Student achievement

6. Examples Admissions data Admissions data Demographics, entrance testing, prior education Demographics, entrance testing, prior education Progress data Progress data Grades, credit accumulation, completions Grades, credit accumulation, completions Evidence of student gain Evidence of student gain Departmental assessments – e.g., portfolios, projects Departmental assessments – e.g., portfolios, projects Third-party evaluations – e.g., standardized tests Third-party evaluations – e.g., standardized tests Self-evaluation – e.g., student self-report surveys (commercial or “home-grown”), self-reflection Self-evaluation – e.g., student self-report surveys (commercial or “home-grown”), self-reflection Documentation of student achievement Documentation of student achievement Employment, transfer, admissions to further study Employment, transfer, admissions to further study Employer surveys, transfer performance data Employer surveys, transfer performance data

7. 2. Infrastructure The institution should be able to document its capacity for collecting, controlling, and using data: Curriculum control Curriculum control Assessment Assessment Regular monitoring Regular monitoring

8. Examples Curriculum processes Curriculum processes Curriculum control structure Curriculum control structure Committee membership, records (minutes), processes Committee membership, records (minutes), processes Curriculum materials – course masters, catalog Curriculum materials – course masters, catalog Assessment infrastructure Assessment infrastructure Outcomes statements – by program area, degree(s) Outcomes statements – by program area, degree(s) Institutional data collection, distribution mechanisms Institutional data collection, distribution mechanisms Mechanisms to collect, analyze student gains Mechanisms to collect, analyze student gains Assignment outcomes, evaluation rubrics, archives Assignment outcomes, evaluation rubrics, archives Test score collection, analysis tools Test score collection, analysis tools Survey collection plans, summary, administration schedule Survey collection plans, summary, administration schedule

9. 3. Investment The institution should be able to document that it sustains a conversation that is: Both broad-based and focused Both broad-based and focused Institution-wide Institution-wide Departmental Departmental Regular and ongoing Regular and ongoing Formalized Formalized Attached to decision-makers Attached to decision-makers

10. Examples Departmental activity records Departmental activity records Retreats, meetings Retreats, meetings Reports Reports Participation Participation Assessment committee records Assessment committee records Membership, schedule Membership, schedule Reports and studies Reports and studies Communications mechanisms Communications mechanisms Institutional engagement Institutional engagement Tie-in to curriculum committees, cabinet, instructional leadership, institutional leadership Tie-in to curriculum committees, cabinet, instructional leadership, institutional leadership

11. 4. Impact The institution should be able to document examples of data-driven: Curricular change Curricular change Improvements in processes Improvements in processes Commitment to set new goals Commitment to set new goals

12. Examples Alterations to course content Alterations to course content Changes in emphasis, content additions/deletions Changes in emphasis, content additions/deletions Curricular changes Curricular changes Sequence, prerequisites, course additions/deletions Sequence, prerequisites, course additions/deletions Student support enhancements Student support enhancements Advising, tutoring, mentoring, orientation Advising, tutoring, mentoring, orientation Instructional resources – library, technology Instructional resources – library, technology Changes in pedagogy Changes in pedagogy New approaches, alternative delivery, supplemental materials and activities, applications New approaches, alternative delivery, supplemental materials and activities, applications Associated faculty-development initiatives Associated faculty-development initiatives

13. Implications for self-study The Standard Two subcommittee’s role: Rigorously seek and consider evidence Rigorously seek and consider evidence Rigorously apply accreditation standards Rigorously apply accreditation standards Sift impressions, identify what’s most important Sift impressions, identify what’s most important Examine evidence collaboratively Examine evidence collaboratively Engage departments, standing committees, leaders Engage departments, standing committees, leaders Encourage thorough, honest committee discussion Encourage thorough, honest committee discussion Arrive at the team’s findings... only sooner Arrive at the team’s findings... only sooner

14. First-stage: Initial inquiry Checklist: For each indicator, is the institution: In compliance? In compliance? Out of compliance? Out of compliance? Unsure? Unsure? What documentation, evidence exists to support those initial conclusions? What documentation, evidence exists to support those initial conclusions?

15. Second-stage: Analysis As the discussion continues: What patterns emerge? What patterns emerge? Strengths? Strengths? Weaknesses? Weaknesses? What requires further study? What requires further study?

16. Final stage: Conclusions In the end, what are: Consistent strengths? Consistent strengths? Consistent weaknesses? Consistent weaknesses? Recommendations for next steps Recommendations for next steps

17. Implications: Avoid blind sides Seek broad participation Seek broad participation Check for consistency Check for consistency Throughout Standard 2 text Throughout Standard 2 text In supporting documentation In supporting documentation Pay extra attention to “hot buttons” Pay extra attention to “hot buttons” Policy 2.1 – General education, related instruction Policy 2.1 – General education, related instruction Policy 2.2 – Educational assessment Policy 2.2 – Educational assessment Policy 2.6 – Distance delivery Policy 2.6 – Distance delivery Review Eligibility Requirements Review Eligibility Requirements Especially Eligibility Requirements 8, 9, 12 Especially Eligibility Requirements 8, 9, 12 Revisit past recommendations Revisit past recommendations