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NWCCU ACCREDITATION SURVIVING THE SEVEN-YEAR CYCLE THROUGH PLANNING, COLLABORATION AND INSTITUTIONAL ASSESSMENT Erin Aselas, Director, Office of Institutional.

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Presentation on theme: "NWCCU ACCREDITATION SURVIVING THE SEVEN-YEAR CYCLE THROUGH PLANNING, COLLABORATION AND INSTITUTIONAL ASSESSMENT Erin Aselas, Director, Office of Institutional."— Presentation transcript:

1 NWCCU ACCREDITATION SURVIVING THE SEVEN-YEAR CYCLE THROUGH PLANNING, COLLABORATION AND INSTITUTIONAL ASSESSMENT Erin Aselas, Director, Office of Institutional Effectiveness

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3  Established in 1978  Private, non-profit  Multi-disciplinary, health-sciences University  The main campus in Kenmore, WA (a suburb of Seattle) with an alternate location in San Diego, CA Bastyr University

4  Natural Health Arts and Sciences  Bachelor’s completion programs  Master’s degree programs  Professional doctoral degree programs  Graduate and undergrad certificate programs Bastyr University’s Programs

5  Natural Health Arts and Sciences  Naturopathic Medicine  Acupuncture and Oriental Medicine  Nutrition  Exercise Science  Midwifery  Health Psychology  Herbal Sciences Bastyr University’s Programs

6  Population = 1035 (fall ‘12 census)  Median Age = 30  Graduate Level = 76.8%  Undergrad Level = 23.2% Bastyr University’s 2012 Student Body

7  Full-time faculty = 53  Part-time faculty = 112  Full-time staff = 218  Part-time staff = 152 Bastyr’s 2011 Staff and Faculty

8 Bastyr’s Timeline/Context  Old Process:  Bastyr’s last comprehensive (full) self-study was in 2002  New Process  March 2011: Submitted first year report  March 2012: Submitted revised first, third, fifth and seventh year reports (as one “comprehensive” self-study).  June 2012: Notified of reaffirmation of regional accreditation status by NWCCU  Coming up  March 2013: First year report (again!)

9 Self-Study Authors Primary Authors: Timothy C. Callahan, PhD, Senior Vice President and Provost Erin Aselas, MBA, Director, Office of Institutional Effectiveness Contributing Authors: University President, Vice Presidents, Deans, Department Chairs, Finance, Admissions, Registrar, HR, IT, Library, Facilities, Research, Continuing Ed, Faculty Services and Course Assessments. Other Contributors: Department Chairs, Marketing and Communications, and Board of Directors subcommittee on Education Editor: Pat Baird Proofreader: Suzanne Chase 9

10 Revised NWCCU Accreditation Cycle First Year Year 1 Report (Standard 1 ) Third Year Year 3 Report (Standard 2) Includes revised Year 1 Seventh Year Year 7 Report (Standards 3-5) Includes revised Years 1& 3 Site Visit

11 The Importance of Preplanning Framework for the NWCCU Self-Study:

12 Planning: Components of our Self-Study Mission & Vision Strategic Plan Master Plan Financial plan

13 Collaboration: The “Strategic Planning” Process  institution-wide process involving all members of the Bastyr Community. Primarily the administration and upper middle management staff Academic deans and involved faculty Active students Board members Select line staff  Outcomes: 2007: Revised Mission and Vision Statements 2008: Six major strategic initiatives

14 Collaboration  Deliberate and inclusive collaboration with all concerned parties leads to a more robust self-study and generates a feeling of shared ownership and accountability.

15 The Importance of Strategic Plan  Don’t have a “real” strategic plan? Get one! … But do it the “right way"

16 Methods for Completing the Self-Study

17 Development of Core Themes Our Mission We educate future leaders in the natural health arts and sciences. Respecting the healing power of nature and recognizing that body, mind and spirit are intrinsically inseparable, we model an integrated approach to education, research and clinical service.

18 Development of Core Themes Core Themes = Mission Mission = Core Themes Keep the number low and keep it simple!

19 Development of Core Themes Our Mission We educate future leaders in the natural health arts and sciences. Respecting the healing power of nature and recognizing that body, mind and spirit are intrinsically inseparable, we model an integrated approach to education, research and clinical service.

20 Development of Core Themes Our Mission We educate future leaders in the natural health arts and sciences. Respecting the healing power of nature and recognizing that body, mind and spirit are intrinsically inseparable, we model an integrated approach to education, research and clinical service.

21 Development of Core Themes Our Mission We educate future leaders in the natural health arts and sciences. Respecting the healing power of nature and recognizing that body, mind and spirit are intrinsically inseparable, we model an integrated approach to education, research and clinical service.

22 Development of Core Themes Our Mission We educate future leaders in the natural health arts and sciences. Respecting the healing power of nature and recognizing that body, mind and spirit are intrinsically inseparable, we model an to and integrated approach education,research clinical service.

23 Development of Core Themes integrated approach education research clinical service Core Theme One Academic Achievement Core Theme Two Research in the Natural Health Arts and Sciences Core Theme Three Clinical Training and Community Health Core Theme Four Interdisciplinary Integration

24 Planning for Institutional Assessment  Choosing measurements that are both meaningful and reflective of an institution as a whole, simplify the self-study by generalizing outcomes.

25 Collaboration: Developing the Goals, Objectives and Indicators for each Core Theme  Nearly all academic and support departments were consulted during the development process to carefully select goals, objectives and indicators of achievement that appropriately support and measure the core themes in the NWCCU self-study and, ultimately, the mission of the University.

26 Results

27 Planning  The strategic plan was the foundation for Bastyr’s NWCCU self-study.

28 Collaboration  The NWCCU site visitors commended Bastyr on its “shared sense of purpose and dedication within the university community.”

29 Institutional Assessment  Singular program or department specific outcomes were grouped together to show comprehensive outcomes. The use of similar measures across departments and programs allowed indicators to be generalized yet still meaningful.

30 Lessons Learned & Tips Hindsight:

31 Standards 3B and 4  ¡Ay, caramba, what a challenge that was to understand what the commission wanted us to write about!  Feel free to use ours if you like it.  Unfortunately not yet searchable on our site: Self-Evaluation_Report_2012.pdf Self-Evaluation_Report_2012.pdf  Maybe easier … there's a link on my LinkedIn page under “Projects”: 31

32 Changing Indicators  If they are not meaningful or flawed indicators – change them … with explanation.

33 Try to involve all students, faculty, and staff in the process  We were praised greatly for this.  Deans  Faculty  Administration  Staff  Administration  Board members  /Hallway posters  Students 33

34 Site Visit: Treat your Site Visitors as… Guests  Make it is easy for your site visitors. 34

35 Site Visit: Preparing your Staff/Faculty  Explain to your staff/faculty the importance of this process. 35

36 Site Visit: Scheduling Meetings  Build a schedule around student and faculty schedules first 36

37 Site Visit: Supporting Documents  90% electronic documents (soft copies)  10% paper documents (hard copies) 37

38 Site Visit: Be Candid  Don’t be afraid to discuss candidly your shortcomings… at the same time be smart about it. 38

39 Or Feel Free to Share Your Own Ideas Q & A

40 bastyr.edu


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