EvidenceEvidenceandand

StandardStandardTwoTwo

The Big PictureThe Big PictureStandard Two is about:

CCurriculumurriculum Planned, overseen curriculum – with clear outcomesPlanned, overseen curriculum – with clear outcomes

AAssessmentssessment Student achievement, benefits regularly measuredStudent achievement, benefits regularly measured

MMonitoringonitoring Trends, challenges, successes identifiedTrends, challenges, successes identified

EEvaluationvaluation Reasoned, collective responses to findingsReasoned, collective responses to findings

OOngoing improvementngoing improvement

A Work of Non-FictionA Work of Non-Fiction

The content can’t be “made up” during self-studyThe content can’t be “made up” during self-study Documentation must reflect ongoing processesDocumentation must reflect ongoing processes The record of curricular improvements must extend The record of curricular improvements must extend

beyond the self-study periodbeyond the self-study period

Where there’s trouble, admit itWhere there’s trouble, admit it Identify and declare problem areasIdentify and declare problem areas Develop credible action plans and timelinesDevelop credible action plans and timelines Start working . . . at a realistic, sustainable paceStart working . . . at a realistic, sustainable pace

What are the key components?What are the key components?

1.1. InformationInformation

2.2. InfrastructureInfrastructure

3.3. InvestmentInvestment

4.4. ImpactImpact

1. 1. InformationInformationThe institution should be able to document The institution should be able to document

that it collects data on:that it collects data on:Student profileStudent profileStudent progressStudent progressQuality of student workQuality of student workGains in skills, abilitiesGains in skills, abilitiesStudent achievementStudent achievement

ExamplesExamplesAdmissions dataAdmissions data

Demographics, entrance testing, prior educationDemographics, entrance testing, prior education

Progress dataProgress dataGrades, credit accumulation, completionsGrades, credit accumulation, completions

Evidence of student gainEvidence of student gainDepartmental assessments – e.g., portfolios, projectsDepartmental assessments – e.g., portfolios, projectsThird-party evaluations – e.g., standardized testsThird-party evaluations – e.g., standardized testsSelf-evaluation – e.g., student self-report surveys Self-evaluation – e.g., student self-report surveys

(commercial or “home-grown”), self-reflection(commercial or “home-grown”), self-reflection

Documentation of student achievementDocumentation of student achievementEmployment, transfer, admissions to further studyEmployment, transfer, admissions to further studyEmployer surveys, transfer performance dataEmployer surveys, transfer performance data

2. 2. InfrastructureInfrastructureThe institution should be able to document The institution should be able to document

its capacity for collecting, controlling, and its capacity for collecting, controlling, and using data:using data:Curriculum controlCurriculum controlAssessmentAssessmentRegular monitoringRegular monitoring

ExamplesExamplesCurriculum processesCurriculum processes

Curriculum control structureCurriculum control structure Committee membership, records (minutes), processesCommittee membership, records (minutes), processes Curriculum materials – course masters, catalogCurriculum materials – course masters, catalog

Assessment infrastructureAssessment infrastructureOutcomes statements – by program area, degree(s)Outcomes statements – by program area, degree(s)Institutional data collection, distribution mechanismsInstitutional data collection, distribution mechanismsMechanisms to collect, analyze student gainsMechanisms to collect, analyze student gains

Assignment outcomes, evaluation rubrics, archivesAssignment outcomes, evaluation rubrics, archives Test score collection, analysis toolsTest score collection, analysis tools Survey collection plans, summary, administration scheduleSurvey collection plans, summary, administration schedule

3. 3. InvestmentInvestmentThe institution should be able to document The institution should be able to document

that it sustains a conversation that is:that it sustains a conversation that is:Both broad-based and focusedBoth broad-based and focused

Institution-wideInstitution-wide DepartmentalDepartmental

Regular and ongoingRegular and ongoingFormalizedFormalizedAttached to decision-makersAttached to decision-makers

ExamplesExamplesDepartmental activity recordsDepartmental activity records

Retreats, meetingsRetreats, meetingsReportsReportsParticipationParticipation

Assessment committee recordsAssessment committee recordsMembership, scheduleMembership, scheduleReports and studiesReports and studiesCommunications mechanismsCommunications mechanisms

Institutional engagementInstitutional engagementTie-in to curriculum committees, cabinet, Tie-in to curriculum committees, cabinet,

instructional leadership, institutional leadershipinstructional leadership, institutional leadership

4. 4. ImpactImpactThe institution should be able to document The institution should be able to document

examples of data-driven:examples of data-driven:Curricular changeCurricular change Improvements in processesImprovements in processesCommitment to set new goalsCommitment to set new goals

ExamplesExamplesAlterations to course contentAlterations to course content

Changes in emphasis, content additions/deletionsChanges in emphasis, content additions/deletions

Curricular changesCurricular changesSequence, prerequisites, course additions/deletionsSequence, prerequisites, course additions/deletions

Student support enhancementsStudent support enhancementsAdvising, tutoring, mentoring, orientationAdvising, tutoring, mentoring, orientationInstructional resources – library, technologyInstructional resources – library, technology

Changes in pedagogyChanges in pedagogyNew approaches, alternative delivery, supplemental New approaches, alternative delivery, supplemental

materials and activities, applicationsmaterials and activities, applicationsAssociated faculty-development initiativesAssociated faculty-development initiatives

Implications for self-studyImplications for self-study

The Standard Two subcommittee’s role:The Standard Two subcommittee’s role:Rigorously seek and consider evidenceRigorously seek and consider evidenceRigorously apply accreditation standardsRigorously apply accreditation standardsSift impressions, identify what’s most importantSift impressions, identify what’s most importantExamine evidence collaborativelyExamine evidence collaboratively

Engage departments, standing committees, leadersEngage departments, standing committees, leadersEncourage thorough, honest committee discussionEncourage thorough, honest committee discussion

Arrive at the team’s findings . . . only soonerArrive at the team’s findings . . . only sooner

First-stage: Initial inquiryFirst-stage: Initial inquiry

Checklist: For each indicator, is the institution: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 What documentation, evidence exists to support

those initial conclusions?those initial conclusions?

Second-stage: AnalysisSecond-stage: Analysis

As the discussion continues:As the discussion continues:What patterns emerge?What patterns emerge?

Strengths?Strengths?Weaknesses?Weaknesses?

What requires further study?What requires further study?

Final stage: ConclusionsFinal stage: Conclusions

In the end, what are:In the end, what are:Consistent strengths?Consistent strengths?Consistent weaknesses?Consistent weaknesses?Recommendations for next stepsRecommendations for next steps

Implications: Avoid blind sidesImplications: Avoid blind sides Seek broad participationSeek broad participation Check for consistencyCheck for consistency

Throughout Standard 2 textThroughout Standard 2 text In supporting documentationIn supporting documentation

Pay extra attention to “hot buttons”Pay extra attention to “hot buttons” Policy 2.1 – General education, related instructionPolicy 2.1 – General education, related instruction Policy 2.2 – Educational assessmentPolicy 2.2 – Educational assessment Policy 2.6 – Distance deliveryPolicy 2.6 – Distance delivery

Review Eligibility RequirementsReview Eligibility Requirements Especially Eligibility Requirements 8, 9, 12Especially Eligibility Requirements 8, 9, 12

Revisit past recommendationsRevisit past recommendations