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AQIP and ACBSP Two Responses from One Assessment System April 10, 2010.

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Presentation on theme: "AQIP and ACBSP Two Responses from One Assessment System April 10, 2010."— Presentation transcript:

1 AQIP and ACBSP Two Responses from One Assessment System April 10, 2010

2 Who are we? Why are we here? What can you expect?  Single system to meet multiple accreditations  AQIP process in operation  Insights from a reviewer  Question and discussion Background

3 Sinclair Community College Extra large comprehensive community college in Dayton, Ohio More than 26,000 students (14,800+ FTE) Three learning centers and one campus center University transfer and career programs Workforce training and full-service conference center

4 Various Accrediting Agencies Have Similar Interests Defining standards Compliance to standards Assessing goals and results Single System

5 The Sinclair “Alphabet Soup”

6 Just as Dorothy needed the Tin Man, Scarecrow and Lion to reach her goal, at Sinclair we knew we needed experts from multiple disciplines to: Continue to emphasize and implement assessment as a college-wide routine, institutionalized practice Integrate current assessment activities across campus The Creation of an AQIP Action Project (or “Follow the yellow brick road”)

7 Taking Assessment to the Next Level Provide a framework for a common process to identify, capture, and study student outcomes at the class, course, program, division (if appropriate), and institution levels Drive a common set of general education learning outcomes for all students Apply a consistent set of measurements to track success and provide a basis for continuous improvement

8 BusinessEngineeringLiberal Arts Fine ArtsAllied Health Extended Learning Our Team

9 To Reach the Emerald City we must: Build Collective Responsibility for Systems Improvement The Foundation

10 Our Collective Responsibility Tools, Methods, Processes Gen Ed Outcomes Development Learning Liaisons Direct Measures of Student Learning PDSAPDSA PDSAPDSA Core Indicators College Priorities Faculty Members Sinclair Students

11 A Simple but Powerful Message “If you’re doing the assessment job correctly, it doesn’t need to be additive”

12 Process Appreciation Process in Operation

13 Telling the Story

14 Understanding Students’ & Other Stakeholders’ Needs (3) Helping Students Learn (1) Accomplishing Other Distinctive Objectives (2) Valuing People (4) Leading and Communicating (5) Supporting Institutional Operations (6) Planning Continuous Improvement (8) Building Collaborative Relationships (9) Measuring Effectiveness (7) AQIP Categories

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17 Using the Appraisal

18 Check Up Visit Great progress on disaggregating the data! Astounding work in General Education! Good results on action projects! Keep working on benchmarking and academic advising! Celebrate! Use humor!

19 “Operationalizing” Process ContextProcessResultsImprovements

20 We‘re off to see the Wizard Self-Study of YourInstitution.Edu for YourAccreditingBody Insights from a reviewer

21 ACBSP Framework ApproachDeploymentImprovementResults

22 Approach Valid Appropriate Reliable

23 Deployment Is the approach valued? Is the approach applied consistently? Is the approach widely disseminated?

24 Improvement Is there a constant and consistent cycle of evaluation and improvement? Is break-through change encouraged resulting in innovation? Are innovations and refinements shared and leveraged?

25 Results Current level of performance Rate and breadth of improvements Comparison to internal and external benchmarks Linkage to key customers and markets served and to strategic, tactical and operational plans

26 Off to the Land of Oz Understand the story line Get a feel for the context Look for the Flying Monkeys See the “forest for the trees” Focus on outcomes

27 Off to the Land of Sinclair Culture of TQG2: Transparency, Quality, Generosity and Genuiness The community is Sinclair and Sinclair is the community The Missing Flying Monkeys From President Johnson to students and back again Dean Sue “If we’re going to do it, it will be the real deal.”

28 Cracking the Code The code is the design of the meta- framework aligning one standard with another “You can do this once or as many times as you have accreditors.”

29 Baldrige Education Criteria 1.Leadership 2. Strategic Planning 3. Customer Focus 4. Measurement, Analysis, and Knowledge Management 5. Workforce Focus 6. Process Management 7. Results

30 Baldrige Education Criteria Academic Quality Improvement Program (AQIP) Categories 1.Leadership5. Leading and Communicating 2. Strategic Planning8. Planning Continuous Improvement 3. Customer Focus3. Understanding Students’ and other Stakeholders’ needs 2. Accomplishing Other Distinctive Objectives 9. Building Collaborative Relationships 4. Measurement, Analysis, and Knowledge Management 7. Measuring Effectiveness 5. Workforce Focus4. Valuing People 6. Process ManagementThroughout categories in particular 1, 2, 6, 7, & 9 7. ResultsThroughout all categories

31 Baldrige Education Criteria Academic Quality Improvement Program (AQIP) Categories ACBSP Standards 1.Leadership5. Leading and Communicating1.Leadership 2. Strategic Planning8. Planning Continuous Improvement 2. Strategic Planning 3. Customer Focus3. Understanding Students’ and other Stakeholders’ needs 2. Accomplishing Other Distinctive Objectives 9. Building Collaborative Relationships 3. Student and Stakeholder Focus 4. Measurement, Analysis, and Knowledge Management 7. Measuring Effectiveness4. Measurement and Analysis of Student Learning and Performance 5. Workforce Focus4. Valuing People5. Faculty and Staff Focus 6. Process ManagementThroughout categories in particular 1, 2, 6, 7, & 9 6. Process Management 7. ResultsThroughout all categoriesPrimarily focused on standard 3 and 4

32 Questions? Yours … Ours  What synergistic opportunities might you surface at your institution?  How might this synergy help or hinder establishment of a common quality framework for assessment of student learning?

33 Contact Information Ned Young Barbara VanSyckle, Sue Merrell


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