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
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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