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The Role of Faculty During the The Role of Faculty During the

The Role of Faculty During the - PowerPoint Presentation

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The Role of Faculty During the - PPT Presentation

SelfStudy Process Ensuring Success at Cedar Crest LaMont Rouse Executive Director of Assessment Accreditation amp Compliance Goals of the Presentation Provide an overview of the ID: 183088

faculty study role cedar study faculty cedar role msche crest process evidence team student program learning assessment standards aligned

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Slide1

The Role of Faculty During the Self-Study Process

Ensuring Success at Cedar Crest

LaMont

Rouse

Executive Director of Assessment, Accreditation & Compliance

Slide2

Goals of the Presentation

Provide

an overview of the

Self- Study

process

Discuss

the time lines of the self-study

The role of faculty during the self-study process. Slide3

Middle States

MSCHE is Cedar Crest’s accrediting body.

Cedar Crest has been a member of MSCHE since the 1940s.

MSCHE covers accredited institutions from New York to D.C. (along with Puerto Rico and other location)Slide4

Middle States

MSCHE requires a self-study decennial review

The review is based on the 14 Standards of Excellence

Cedar Crest must demonstrate compliance with these 14 standards.

MSCHE has openly talked about “raising the bar” when it comes to judging compliance with the standards. Slide5

Goals of the Self-Study Process

To

demonstrate compliance with Middle State’s Standards of Excellence

T

o

provide a process whereby Cedar Crest can make recommendations for improvement

To

determine how to improve enrollment through new markets and educational offerings Slide6

End of Part I

Slide7

Cedar Crest Self-Study Team

Steering Committee

Janet Baker

Kathleen Boland

Gaetan

Giannini

Christine NowikJenny Weatherford Slide8

Cedar Crest Self-Study Team

Six Working Groups

WG1: Institutional Stewardship

WG2: Integrity, Governance & Administration

WG3: Student Admissions & Support

WG4: Faculty

WG5: Educational Offerings

WG6: AssessmentSlide9

Cedar Crest Self-Study Team

Tasks of the Working Groups

Develop

questions related to the Standards of Excellence

Answer

the questions

Use

the answers to write a chapter based on the evidence

All

chapters will be merged to create the self-study

report

The final report will be approximately 100 pages. I anticipate hundreds of pages in supporting documents. Slide10

The Self-Study Time Line

Fall 2012: Working

groups will seek to gather evidence in order to

answer

the research questions

Spring 2013:

Working groups

submit their draft chapter to the steering committee-- The steering committee then produces the self-study

report

The End of Phase ISlide11

The Self-Study Time Line

Public Phase

Fall 2013:

Campus reviews the document and suggests changes and modifications.

--

CCC

s

ends the draft report to evaluation team chair (S/he may also make suggestions and changes)

-- Team chair makes a preliminary visit Slide12

The Self-Study Time Line

Team Visit Phase

Spring 2014:

There is a team visit

-- A preliminary report will be issued

-- There is an institutional response

Summer 2014:

Middle States meets and actsSlide13

End of Part II

Slide14

The Role of Faculty

MSCHE views faculty as vital to the assessment of student learning.

MSCHE

also wants to see evidence of shared governance

MSCHE

wants institutions to define and measure teaching effectivenessSlide15

The Role of Faculty

Faculty maintain the ongoing assessment cycle

-- Faculty

will play an important role in periodic program review cycle

-- Cedar Crest

must gather clear and compelling evidence that students are learning. Slide16

The Role of Faculty @ The Program Level

--

Actively participate

in your periodic program review process.

Affirming the degree’s mission statement (Ensure the degree is aligned to the College’s mission statement)

Affirming (achieving consensus on) the primary student learning outcomes (only need 4 to 6)

Affirming the curriculum map

Ensuring that all courses are aligned to the SLOs of the program (

and these are

explicitly stated in all course syllabi

)Slide17

The Role of Faculty @ The Course Level

--

Ensure that all courses are aligned to the program

-- Ensure that the syllabus has explicitly stated student learning outcomes

-- Ensure that major measuring units (exams, written works, creative works, etc) are closely aligned to an SLO in the course

-- Gather direct evidence of student learning (keep samples of student works)

-- I encourage the use of rubrics as a tool

-- Save blank copies of sample examsSlide18

The Role of Faculty The Course & Gen Ed

--

MSCHE wants clear and compelling evidence that students can do the following

Write effectively

Efficient oral communication skills

Critical thinking skills

Quantitative reasoning skills

Information literacy

-- Please help the Office of Assessment where possible by using these rubrics on certain projects. Slide19

The Role of Faculty Cedar Crest’s Broad Principles

--

Seek alignment with the Broad Principles where possible…

1 Civic Engagement

2. Global Connectivity

3. Health and Wellness

4. Women’s LeadershipSlide20

The Role of Faculty Specific Tasks

-- Participate on some level

I can’t successfully complete this process if you are sitting on the sidelines.

-- Engage the process

Be active members in the strengthening

of your major.

-- Help Gather Evidence

I ask that each faculty member participate in at least one GE skills study per semester. Of course, you can always do more (and I’ll buy you lunch!) Slide21