Evaluator Training Workshop March 1, 2012 Jeff Jordan Vice President for Student Life Seattle Pacific University

Standard 2 The Charge—As an evaluator – Make an independent analysis… Quality of the institution’s performance Effectiveness of procedures Effectiveness of educational programs & services Adequacy of institutional resources & capacity Determination that the institution is meeting the standards of accreditation in the context of that institution’s mission & goals Handbook for Peer Evaluators & Handbook for Committee Members

Standard 2 The Charge—Standard 2 Resources & Capacity – Can you do what you say you can do? – Are you doing what you say you do? – Does what you do comply with the standards so you can do what you say you do? – Can you keep doing what you say you can do?

Standard 2 The Context – Specific components of Standard 2 Leadership & Staffing – Qualified – Appropriate level For example, – 2.A.9 – The institution has an effective system of leadership, staffed by qualified administrators, with appropriate levels of responsibility and accountability, who are charged with planning, organizing, and managing the institution and assessing its achievements and effectiveness.

Standard 2 The Context – Policies & Processes Common phrases – Clearly stated – Readily available – Administered in a fair and consistent manner For example, – The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes… Often these areas of focus overlap with what other evaluators are reviewing.

Standard 2 The Context – Resources that support student learning Standard 2.D list – Typical departments related to student life and/or student services – Admissions, Registrar, Financial Aid – Advising, Distance Education, Internships – Co-curricular, Auxiliaries, Intercollegiate Athletics – Learning Environment, Safety Standard 2.E – Library

Standard 2 The Context – Infrastructure Physical aspects of the institution – Accessible – Safe & Secure (2.G.1 relates to 2.D.2) – Planning for the future Technology – Appropriate – Instruction & support to students, faculty & staff – Input for future planning

Standard 2 Get a footing!! (Most important part!!) – Find a block of time to focus on the report – Read the report & understand the context – How does Institution X describe itself? – What are the outstanding questions about the institution? – What is your plan to find the answers?

Standard 2 Start narrowing your focus – Focus on Standard 2 & list out specific requirements 2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available…current and accurate information that includes: a) Institutional mission and core themes; b) Entrance requirements and procedures; c) Grading policy; – Compare report with standards – Highlight significant points – Identify areas not covered in the report – Prioritize items to be addressed via appendices or in the meetings with campus constituencies

Standard 2 – What do I do? Highlight the manuscript. Pay attention to other standards & sections that relate to Standard 2 Write in the margins—Comments, questions, etc. Lots of post-it notes—to mark sections & to write out questions Build a grid

Example of marking up self-evaluation & use of Post-its

Standard 2--Grid STANDARD 2 ParticipantsNotes 2.D.1 Consistent with the nature of its educational programs and methods of delivery, the institution creates effective learning environments with appropriate programs and services to support student learning needs. 2.D.2 The institution makes adequate provision for the safety and security of its students and their property at all locations where it offers programs and services. Crime statistics, campus security policies, and other disclosures required under federal and state regulations are made available in accordance with those regulations. Security Office. Residence Life staff. Check crime statistics. Check catalog, handbooks, website for safety information. Is it clear? Is it accessible? Are there any special circumstances to consider? 2.D.3 Consistent with its mission, core themes, and characteristics, the institution recruits and admits students with the potential to benefit from its educational offerings. It orients students to ensure they understand the requirements related to their programs of study and receive timely, useful, and accurate information and advising about relevant academic requirements, including graduation and transfer policies. Admissions staff Orientation staff Registrar Academic administration? Faculty? Website Admissions materials Catalog Student Life materials Handbook Consistent messages? Related to mission, themes Accessible information? Benefit to student? 2.D.4 In the event of program elimination or significant change in requirements, the institution makes appropriate arrangements to ensure that students enrolled in the program have an opportunity to complete their program in a timely manner with a minimum of disruption. 2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes: a) Institutional mission and core themes; b) Entrance requirements and procedures; c) Grading policy;

Standard 2 Building my schedule – With whom do I most need to meet? – Make sure there is time for reading & digesting meeting info with what you need to discover – Make specific requests for meetings (who & when) – Leave room for other meetings, especially for the 2 nd day – Day 3—clarifying meetings

Standard 2 Data Collection Requesting data from the host institution – Check Appendices & websites – Be specific with your request for what you need

Standard 2 Writing your report – Begins before you leave for the visit At the very least, have bullet points about how the institution has addressed the standard in the self- evaluation. – As you review the self-study and other materials, you may find good documentation about how the institution meets the standards. Start writing that prior to the visit. BUT, confirm this on site.

Standard 2 Arrival at hotel & first meeting – Listen for pertinent issues for discovery by other committee members that relate to Standard 2 – Identify any overlapping issues with other committee members – Determine which committee member will address the issue. Be sure each committee member’s perspective will be addressed

Standard 2 Evaluating the first day – Refer to the standards & your grid – Do you have data to start coming to conclusions about the institution meeting the standards? Preparing for the next day – This is work you will do with the committee AND individually – What’s the plan to address the unknown or uncertain issues?

Standard 2 Preparing to write How do you know? – Multiple sources of data Interviews – Administration & Staff – Students – Faculty Documents – Self-evaluation Report – Current publications – Website materials

Standard 2 Writing your report – Statements of Evidence – Verification – Addresses the specific standard – Comments on the institution’s report & materials – Basis for compliments, commendations, concerns & recommendations – Useful for the committee’s decision