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 Develop an understanding of regional and program accreditation requirements associated with assessment.  Gain an overview of how one college aligned.

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Presentation on theme: " Develop an understanding of regional and program accreditation requirements associated with assessment.  Gain an overview of how one college aligned."— Presentation transcript:

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2  Develop an understanding of regional and program accreditation requirements associated with assessment.  Gain an overview of how one college aligned regional and programmatic accreditation with institutional assessment processes.  Learn practical ways of assessing and sustaining assessment in order to meet the expectations of accrediting organizations.

3 Lancaster General College of Nursing & Health Sciences  100 years of nursing education  60 years of allied health education  1999 business plan options

4  2001 PDE Associate Degree Approval  2006 Initial Accreditation MSCHE – 5 years  2009 Baccalaureate Degree Approval  2011 MSCHE Reaccreditation – 10 years

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6  Since 1988, the USDE has required its regional and programmatic accrediting organizations to assure member institutions conduct outcomes assessment.  Each accreditation organization handles this requirement in its own way.

7  JRCCVT  JRCDMS  JRCNMT  JRCERT  ARC-STSA  CoARC  CCNE  NLNAC  NAACLS

8 StandardNLNACCCNEJRCERTACBSP 1Mission and Administrative Capacity Program Quality: Mission and Governance IntegrityLeadership 2Faculty & StaffProgram Quality: Institutional Commitment and Resources ResourcesStrategic Planning 3StudentsProgram Quality: Curriculum and Teaching–Learning Practices Curriculum and Academic Practices Student and Stakeholder Focus 4CurriculumProgram Effectiveness: Aggregate Student and Faculty Outcomes Health and Safety Measurement and Analysis of Student Learning and Performance 5ResourcesAssessmentFaculty and Staff Focus 6OutcomesInstitutional/ Programmatic Data Educational and Business Practice Management

9 StandardNLNAC CCNEJRCERTACBSP 1Mission and Administrative Capacity Program Quality: Mission and Governance IntegrityLeadership 2Faculty & StaffProgram Quality: Institutional Commitment and Resources ResourcesStrategic Planning 3StudentsProgram Quality: Curriculum and Teaching–Learning Practices Curriculum and Academic Practices Student and Stakeholder Focus 4CurriculumProgram Effectiveness: Aggregate Student and Faculty Outcomes Health and SafetyMeasurement and Analysis of Student Learning and Performance 5ResourcesAssessmentFaculty and Staff Focus 6OutcomesInstitutional/ Programmatic Data Educational and Business Practice Management

10  2001(ISS) ◦ 1st college-wide assessment plan developed in preparation for PDE application for degree-granting status  Included institutional and program assessment  Modeled on nursing program’s SPE  Aligned with MSCHE Characteristics of Excellence  Challenge: Organizing various assessment initiatives into a comprehensive process.

11 Standard 1: Mission, Goals, and Educational Outcomes The institution’s mission clearly defines its purpose within the context of higher education and explains who the institution serves and what it intends to accomplish. The institution’s stated goals, consistent with the aspirations and expectations of higher education, clearly specify how the institution will fulfill its mission. The mission and goals are developed and recognized by the institution with the participation of its members and its governing body and is utilized to develop and shape its programs and practices and to evaluate its effectiveness. Benchmarks: 1a. The mission of LGCNHS clearly defines the purpose of the institution and reflects the vision. 1b. The mission is the guiding principle in the development of programs and practices reflective of higher education. 1c. The educational outcomes of the college clearly reflect its mission, vision and philosophy. Interpretive Guidelines Year for Review Respons Group Assessment Method To determine that the vision, mission and educational outcomes: A.are clearly defined and mutually congruent in focus. B.relate to external as well as internal contexts and constituencies. C.support scholarly and creative activities in response to opportunities. D.are developed through collaborative effort by all those responsible for improvement and development of the institution. E.guide decisions related to planning, resource allocation, program and curriculum development, and definition of outcomes. F.are systematically reviewed, formally approved, publicized and widely known. ##O – President Board of Trustees Leadership Council Review the College vision, mission, philosophy and educational outcomes for clarity and congruency. Review history of development and change in mission, and educational outcomes since last standard report. Compare with the mission and educational outcomes of all programs to that of the College. Determine need for revision in light of new trends in education, health care, technology, and community. Review all published materials to insure the vision, mission and educational outcomes are accurately documented,,

12 Interpretive Guideline Assessment Method BenchmarkTimeframeResponsible PartyOutcomesAction Plan % change An acceptable number of students complete the requirements of the program Program Retention Rate75%AnnuallyProgram Chair Students will obtain employment in major, or continue their education within 6 months of graduation Exit Survey: Pg4Qa “Have you found employment in your field after graduation?” Pg7Qa “Are you planning to pursue additional education?” > 80%AnnuallyProgram Chair Graduate Survey: Pg3Q1: Which of the following BEST describes what you are currently doing?” Pg4Q1: “When do you intend to continue your education?” > 80%AnnuallyProgram Chair Graduates pass the registry exam on first attempt within one year Examination Board summary report > 85%AnnuallyProgram Chair

13  ◦ First reports generated from Institutional (ISS) and Program Assessment (APR) ◦ Aligned exit, graduate, and employer survey ◦ Linked survey data and learning outcomes data directly to these reports ◦ Tracking of Recommendations

14 Annual Program Review 2010 Recommendation Tracking Dashboard Program% CompleteResponsible Parties CIS75% Johnson MLS100% Wood DMS54% Hess NMT100% Manson NUR97% Grant RAD88% Smith STS44% Covington Total67%

15  ◦ Established benchmarks ◦ Added course-level assessment ◦ Developed first institutional effectiveness model ◦ CAP = ISS + APR

16 ◦ Taking inventory of all existing processes to form a conceptual framework.

17 College Assessment Plan (CAP) ( Assessment criteria maps that match accreditation criteria to evidence collection) ISS - MSCHE APR-CLS APR-CVT APR-DMS APR-NM APR-RT APR-ST APR - Nursing Standards/Content MSCHE NAACLS JRCCVT JRCDMS JRCNMT JRCERT ARC-ST NLNAC Institution Effectiveness IE Principles Learner Centered Continuous Assessment Evidence Based Assessment Commitment to Act Evidence Course Evals Faculty Evals Student Exit Survey Student Services Survey Employer Survey Graduate Survey Financial/Budget Enrollment Retention Admissions Data CAP Report ISS CLS CVT DMS NM RT ST Nursing KPI Issues External Environment Analysis Internal Analysis Action Plans Strategic SEM Facilities Dev/Adv Financial Academic

18 ◦ Streamlined diagram

19 Institutional Effectiveness Model Institutional Effectiveness Action Plans Strategic SEM Facilities Development Financial Academic Technology College Assessment Plan (CAP) Assessment maps that match accreditation and internal assessment criteria to evidence collection and guide reporting. Evidence Including evaluations, surveys, learning outcomes, and college data Key Performance Indicator Issues CAP Reports ISS CEP CIS DMS MLS NM RAD RCP ST ADN RC RN/BSN BSHS BSHA Internal and External environment analysis LGCNHS Mission, Vision, and Educational Outcomes IE Principles Learner Centered Curriculum Continuous Assessment Evidence-based Assessment Commitment to Act IE Principles Learner Centered Curriculum Continuous Assessment Evidence-based Assessment Commitment to Act Standards/ Content MSCHE JRCCVT NAACLS JRCDMS JRCNMT JRCERT ARC-ST NLNAC CoARC CCNE MSCHE JRCCVT NAACLS JRCDMS JRCNMT JRCERT ARC-ST NLNAC CoARC CCNE updated 3/11/2009

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21  Created when assessment practices and processes become integrated into the academic endeavors of the college and are reflected in the improvement of student outcomes (Magruder et al., 1997).

22  Part of doing business  Directed by the evaluation committee  Reinforced through programmatic accreditors  Wide participation throughout the college community  Links to strategic plan

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25  Review of report by evaluation committee with direct feedback to report writer  Discussion boards  Survey of participants about assessment process  Tracking of recommendations  Audits  Annual revisions to College Assessment Plan  External review by MSCHE and program accreditation organizations

26  Annual Assessment Kick-Off  Refine and simplify  Resources  Research Analyst  Office of Institutional Research  Challenges of sustaining quality of assessment

27 ◦ Build on what is already there ◦ Use available tools/resources  JRCERT JRCERT  MSCHE MSCHE  NC State University NC State University ◦ Work to streamline processes to reduce duplication of efforts ◦ Highlight value of the process by sharing examples of how assessment has been used to make positive changes.

28 ◦ Education of new employees about the assessment process ◦ Avoid assessment fatigue

29  Institutional Effectiveness: 7  Assessment of Student Learning: 14  Planning: 2

30 Institutional Effectiveness Model Institutional Effectiveness Action Plans Strategic SEM Facilities Development Financial Academic Technology College Assessment Plan (CAP) Assessment maps that match accreditation and internal assessment criteria to evidence collection and guide reporting. Evidence Including evaluations, surveys, learning outcomes, and college data Key Performance Indicator Issues CAP Reports ISS CEP CIS DMS MLS NM RAD RCP ST ADN RC RN/BSN BSHS BSHA Internal and External environment analysis LGCNHS Mission, Vision, and Educational Outcomes IE Principles Learner Centered Curriculum Continuous Assessment Evidence-based Assessment Commitment to Act IE Principles Learner Centered Curriculum Continuous Assessment Evidence-based Assessment Commitment to Act Standards/ Content MSCHE JRCCVT NAACLS JRCDMS JRCNMT JRCERT ARC-ST NLNAC CoARC CCNE MSCHE JRCCVT NAACLS JRCDMS JRCNMT JRCERT ARC-ST NLNAC CoARC CCNE updated 3/11/2009

31 ◦ Enhance assessment of non-academic areas ◦ Keeping it fresh and relevant


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