Taking ownership of accreditation : assessment processes that promote institutional improvement and faculty engagement / edited by Amy Driscoll and Diane Cordero de Noriega ; preface by Judith A. Ramaley.

Format:

Book

Contributor:

Driscoll, Amy, editor.

Noriega, Diane Cordero de, 1943- editor.

Ramaley, Judith A., writer of preface.

Language:

English

Subjects (All):

Accreditation (Education)--United States.

Accreditation (Education).

Universities and colleges--United States--Evaluation.

Universities and colleges.

California State University--Accreditation.

California State University.

Physical Description:

1 online resource (271 pages)

Edition:

1st ed.

Place of Publication:

Sterling, Virginia : Stylus, 2006.

Summary:

This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership--illustrated by rich descriptions.

Contents:

Cover

Half Title

Title

Copyright

Dedication

Contents

PREFACE: USING ACCREDITATION TO IMPROVE PRACTICE

1 ASSESSMENT AND ACCREDITATION: PRODUCTIVE PARTNERSHIPS

Setting the Stage

Assessment of the Past

Assessment Today

Accreditation of the Past

Evidence of the Accreditation Shift

Assessment and Accreditation: Partners for Improvement

The Future of Accreditation and Assessment

2 CALIFORNIA STATE UNIVERSITY MONTEREY BAY AND THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES: UNDERSTANDING THEIR CULTURES OF INNOVATION

Descriptions from Two Perspectives

Western Association of Schools and Colleges: Innovative Accreditation Thinking

California State University Monterey Bay: Innovative Accreditation Thinking

3 INSTITUTIONAL VISION, VALUES, AND MISSION: FOUNDATIONAL FILTERS FOR INQUIRY

A Trio of Guides for Campus Practices and Assessment

A Trifocal Lens: Filtering Our Intentions and Inquiry

Bringing It All into Focus

4 PREPARING FOR ACCREDITATION: SOWING THE SEEDS OF LONG-TERM CHANGE

Directions for Preparation

Preparing the Soil: Communicating and Working with Campus Constituencies

Weeding and Pruning: Selecting the Best Evidence to Grow

Harvesting and Arranging: Presenting the Evidence

Moving On to Other Pastures?

5 PROGRAM REVIEW AS A MODEL OF VISION-BASED CONTINUOUS RENEWAL

Overview: CSUMB's Academic Program Review Process

Revision of the Initial Committee Mandate

Additional Processes: Facilitating Campuswide Discussion

Reflections on This Process Through a Best Practices Lens

6 MULTILAYERED INQUIRY FOR PROGRAM REVIEWS: METHODS AND ANALYSIS FOR CAMPUSWIDE IMPLICATIONS

Rationale for Inquiry

Implementing a Multilayered Inquiry: Planning and Design

Implementing a Multilayered Inquiry: Collecting the Data.

Implementing a Multilayered Inquiry: Analyzing Data

Implementing a Multilayered Inquiry: Writing the Report

Implementing a Multilayered Inquiry: Dissemination

Implementing a Multilayered Inquiry: Closing the Loop

Adapting the Writing Program Inquiry Process for Your Campus

7 EXAMINING CAPSTONE PRACTICES: A MODEL OF ASSETS-BASED SELF-STUDY

The Self-Study Model

Implementing the Self-Study

Brief Summary of Self-Study Results

The CSUMB Capstone Self-Study and Accreditation

Emerging Institutional Improvement

8 A STUDY OF "BEST PRACTICES" IN ASSESSMENT: A VISIBLE AND PUBLIC LEARINNG PROCESS

The Research Processes

Evidence of Best Practices in Campus Assessment Profile

Assessment Guideline 1: Define and Clarify Program Goals and Outcomes for Long-Term Improvement

Assessment Guideline 2: Make Assessment-for-Improvement a Team Effort

Assessment Guideline 3: Embed Assessment into Campus Conversations about Learning

Assessment Guideline 4: Use Assessment to Support Diverse Learning Abilities and to Understand Conditions Under Which Students Learn Best

Assessment Guideline 5: Connect Assessment Processes to Questions or Concerns That Program Decision Makers or Internal Stakeholders Really Care About

Assessment Guideline 6: Make Assessment Protocols and Results Meaningful and Available to Internal and External Stakeholders for Feedback and Ultimately Improvement

Assessment Guideline 7: Design an Assessment Model That Aligns With the Institutional Capacity to Support It

9 ONE DEPARTMENT'S ASSESSMENT STORY: PROCESSES AND LESSONS

The Collaborative Health and Human Services Program: Background and History

The Path to Skillful Assessment Practice

The CHHS Assessment Protocol

Lessons Learned

10 FACULTY INTERVIEWS: A STRATEGY FOR DEEPENING ENGAGEMENT IN INQUIRY.

Rationale and Chapter Organization

Campus and Researcher Context

First Interview Study

Findings: First Interview Study

Second Interview Study

Findings: Second Interview Study

The Value of Interview Studies

11 ADMINISTRATIVE ALIGNMENT AND ACCOUNTABILITY: STUDENT LEARNING AS FOCUS

Early Alignment Attempts

Alignment and Accountability

Planning Alignment and Integration: Thinking Alignment Across Plans

Costing the Model: Thinking Alignment and Student Learning

Strategic Plan Review and Renewal: Bringing Assessment, Alignment, and Accountability Together

12 POSTSCRIPT AND REFLECTIONS

INDEX.

Notes:

Description based on print version record.

Includes bibliographical references and index.

ISBN:

9781620360446

1620360446

OCLC:

945135954