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Accreditation: Alignment and Assessment of Outcomes for a Learning College OPCOM PRESENTATION October 4 2010 ACCREDITATION ALIGNMENT ASSESSMENT.

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Presentation on theme: "Accreditation: Alignment and Assessment of Outcomes for a Learning College OPCOM PRESENTATION October 4 2010 ACCREDITATION ALIGNMENT ASSESSMENT."— Presentation transcript:

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2 Accreditation: Alignment and Assessment of Outcomes for a Learning College OPCOM PRESENTATION October ACCREDITATION ALIGNMENT ASSESSMENT

3 Learning outcomes of presentation: 1.Participate in accreditation next steps 2.Start your planning processes 3.Demonstrate understanding of alignment with Core Themes and Core Theme Objectives 4.Identify the Assessment process for your program 5.Begin identify program objectives/outcomes/ goals in context of learning objectives 6.Identify program person for Accreditation/Assessment Oversight Committee 7.Begin your TO DO list for accreditation

4 Updated Timeline Faculty & staff review of Standard #2 (Late!!!) Complete Standard #2 responses and data sets Begin draft report for Standard 3: Planning Work closely w/ OVERSIGHT COMMITTEE & CORE THEMES OVERSIGHT COMMITTEE Review and tighten Core Theme Objectives to Programs Implement Program Review processes throughout college

5 Alignment BOT Policy Governance CORE THEMES & Core Theme Objectives BOT goals & President’s Goals

6 Alignment Strategic Planning Goals Administrative Office Goals (VP Level) Division/Departmental Goals and OUTCOMES

7 Alignment  Assessment Learning Outcomes Data gathering around goals and outcomes = ASSESSMENT of Program effectiveness

8 Alignment All in the context of the CORE THEMES and CORE THEME Objectives

9 Board of Trustees Policy Governance Core Themes Strategic Plans BOT & President’s Goals Administrative Office Goals – VP Level Division/ Department Outcomes PROGRAM OUTCOMES

10 PROGRAM GOALS STUDENT LEARNING OUTCOMES COURSE OUTCOMES (MCOs ) STUDENT LEARNING OUTCOMES IN SYLLABI

11 Board of Trustees Policy GovernanceCore ThemesStrategic PlansAdministrative Offices/DepartmentsInstructional GoalsDivision GoalsProgram GoalsDegrees and CertificatesCourse Outcomes (MCO)Student Learning Outcomes in Syllabi ALIGNMENT FOR THE OFFICE OF INSTRUCTION

12 Board of Trustees Policy GovernanceCore ThemesStrategic PlansSTUDENT SERVICESSERVICE GoalsPROGRAM OUTCOMES: FINANCIAL AID(STUDENT) LEARNING OUTCOMES ALIGNMENT FOR STUDENT SERVICES PLANNING & ASSESSMENT DATA GATHERING & ANALYSIS PROGRAM IMPROVEMENT

13 Board of Trustees Policy GovernanceCore ThemesStrategic PlansADMINISTRATIVE SERVICESSERVICE GoalsPROGRAM OUTCOMES: BUDGET OFFICE(STUDENT) LEARNING OUTCOMES ALIGNMENT FOR ADMINISTRATIVE SERVICES PLANNING & ASSESSMENT DATA GATHERING & ANALYSIS PROGRAM IMPROVEMENT

14 Timeline, continued Winter Draft report and processes throughout college for Standard 4: Assessment (Program reviews) Spring 2011 – Program Assessments (Outcomes, Data Collection, Analysis, Planning, and Improvement) Summer Finalize Year One Report Fall Submit Year 1 Report to NWCCU Draft report for Standard 5; continue assessment process

15 ASSESSMENT Planning Outcomes Data gathering to measure success Feedback Analysis Improvement

16 What are departments, programs gathering data around? ASSESSMENT

17 How well they are meeting their goals and ‘smart’ objectives and Student Learning Outcomes (SLOs) in the context of the CORE THEMES and Core Theme Objectives?

18 Goals are ‘Big Picture’ statements that are generally not measurable Objectives are SMART, and contain Benchmarks, Targets and (optionally) Indicators Indicators are driven by the Objectives and are measurable They are signposts toward the objective. Benchmarks are driven by the Objectives and are measurable A Benchmark defines your starting point. Targets are what you want the next benchmark to show and are measurable. It should mirror the Benchmark in format. Objective: By Sept 5 th 2010, be able to Walk from main entrance to Automotive center, taking no more than 15 minutes. This is SMART! Specific Measurable Achievable Relevant Time-bound SMART Objectives

19 DATA to measure your outcomes or objectives Systematic analysis of that data PLANNING for IMPROVEMENT: Changes made from that analysis ASSESSMENT

20 Example of assessment process Planning for orienting new students Identify learning outcomes for students Gather data about the orientation—no. of students, times held, features of orientation, etc. Get student/staff feedback Assess: analyze effectiveness of orientation Plan for improvement—make changes Implement

21 To do LIST Read and review Standard 2, especially the sections relating to your program—fix ‘em! Assign key personnel to Accreditation/Assessment Oversight Committee Start documenting your planning processes and identifying your (student) learning outcomes or goals Submit program (student) Learning Objectives to your VP by November 8 th.

22 Program Plan Identify your data needs, existing data, and how you will be assessing how you meet your outcomes and goals Draft all goals and outcomes in the context of the Core Themes and Core Theme objectives. Timeline all assessments to be systematic in your plan Submit all draft plans and data and assessment results to the Oversight Committee.

23 ACCREDITATION ALIGNMENT WITH CORE THEMES PLANNING PROCESSES PROGRAM OUTCOMES Assessment cycle


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