assessment & accreditation

WEBER STATE UNIVERSITY

Assessment & Accreditation

A Presentation to the WSU Higher Education Academy



Part I: Introduction

What’s in it for me?



Part II: External Validation: Accreditation and other Recognitions


Question?

Name five excellent colleges or universities and state why these schools are excellent.



Measures of quality


Assessment & AccreditationMiddle States Association of Colleges and Schools, Commission on Higher EducationDelaware, the District of Columbia, Maryland, New Jersey, New York, Pennsylvania, Puerto Rico, and the U.S. Virgin Islands

New England Association of Schools and Colleges, Commission on Institutions of Higher EducationConnecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont

North Central Association of Colleges and Schools, The Higher Learning CommissionArizona, Arkansas, Colorado, Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, New Mexico, North Dakota, Ohio, Oklahoma, South Dakota, West Virginia, Wisconsin, and Wyoming, including schools of the Navajo Nation

Northwest Commission on Colleges and UniversitiesAlaska, Idaho, Montana, Nevada, Oregon, Utah, and Washington

Southern Association of Colleges and Schools, Commission on CollegesAlabama, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia,

Western Association of Schools and Colleges, Accrediting Commission for Senior (Junior) Colleges and UniversitiesCalifornia, Hawaii, the United States territories of Guam and American Samoa, the Republic of Palau, the Federated States of Micronesia, the Commonwealth of the Northern Mariana Islands and the Republic of the Marshall Islands

Northwest Accreditation Standards


The Accreditation Process


Accreditation

When granted, accreditation by the Northwest Commission on Colleges and Universities is not partial. It applies to the entire institution in operation at the time of the most recent comprehensive evaluation. It indicates that the institution as a whole is substantially achieving its mission and that it meets the Commission's expectations for compliance with the accreditation criteria.


Does Accreditation Matter?



Earning regional accreditation is important for colleges because it allows students to receive federal financial aid and helps students transfer credits to other institutions.



Compton Community College, in California, a large two-year public institution--Action: Accreditation removed. The institution remains accredited pending an appeal.

Barber-Scotia College, in Concord, N.C., a small, historically black, four-year Presbyterian institution--Action: accreditation rescinded.

D-Q University, in Davis, Calif., a small, comprehensive community college and California's only tribal institution--Action: show cause -- the last step before loss of accreditation


Other Types of Accreditation


College of Applied Science & Technology

Automotive Service Technology [AAS programs] (National Automotive Technicians Education Foundation)

Electronics Engineering Technology, Manufacturing Engineering Technology, Mechanical Engineering Technology (Technology Accreditation Commission of the Accreditation Board for Engineering and Technology)

Interior Design Technology (National Kitchen & Bath Association) [Endorsement]


College of Arts & Humanities

Music (National Association of Schools of Music)


John B. Goddard School of Business & Economics

All undergraduate and graduate programs in business (AACSB - Association to Advance Collegiate Schools of Business)

School of Accountancy--all undergraduate and graduate programs in accounting (AACSB - Association to Advance Collegiate Schools of Business)


Jerry and Vickie Moyes College of Education

Athletic Training (Commission on Accreditation of Allied Health Education Programs)

Early Childhood Education (National Association for the Education of Young Children Teacher Education, National Council for Accreditation of Teacher Education)

Elementary Education (Association of Childhood Education International)

Family Studies (National Council on Family Relations Standards for the Certified Family Life Educator)

Melba S. Lehner Children's School (National Association for the Education of Young Children Standards)

Physical Education Teaching (National Association for Sport and Physical Education)

Teacher Education (National Council for Accreditation of Teacher Education, Utah State Board of Education Standards)


Dr. Ezekiel R. Dumke College of Health Professions

Clinical Laboratory Sciences (National Accrediting Agency for Clinical Laboratory Science)

Dental Hygiene (Commission on Dental Accreditation of the American Dental Association)

Emergency Care & Rescue (Committee on Accreditation of Educational Programs in the Emergency Medical Services Professions)

Health Administrative Services (Association of University Programs in Health Administration)

Health Information Management, Health Information Technology (Council on Accreditation of the American Health Information Management Association)

Nursing (National League for Nursing Accrediting Commission) Respiratory Therapy (Committee on Accreditation for Respiratory Care)


College of Science

Chemistry (American Chemical Society)


College of Social & Behavioral Sciences

Social Work (Council on Social Work Education)


Professional AccreditationPrescriptive Standards

In 2001, the Foster College of Business Administration at Bradley received its third reaffirmation of full accreditation from AACSB International - The Association to Advance Collegiate Schools of Business for both business and accounting programs. With only…163 having achieved both accounting and business accreditation. This puts Bradley in an elite groups of schools.



The Rankings


U.S. News—What Factors Matter


WSU’s Categorical RatingsAmerica’s Best Colleges 2006 Edition (released Aug. 19, 2005)3680 Weber State UniversityCategory: Universities Master’s (West)Final Tier: 1Final Rank: 49Final Overall Score: 36Peer Assessment Rank: 34Financial Resources Rank: 119Graduate and Retention Rank: 54Student Selectivity Rank: 36Faculty Resources Rank: 71Alumni Giving Rank: 78Graduation Rate Performance Rank: (National Universities and Liberal

Arts Colleges only): Not Applicable



Part III: Assessment


Assessment: Basic Questions

Do we know how we are doing?

Are we doing a good job?


Possibilities1) We believe we know something, and we have evidence to

support our belief.

2) We believe we know something, but we don’t have evidence to support our belief.

3) We don’t know anything, but we could know something if we had evidence.

4) We don’t know anything, and we believe knowledge is unattainable.


The Path to Knowledge


The Scientific Method

1. Observe some aspect of the universe.

2. Invent a tentative description, called a hypothesis, that is consistent with what you have observed.

3. Use the hypothesis to make predictions.

4. Test those predictions by experiments or further observations and modify the hypothesis in the light of your results.

5. Repeat steps until there are no discrepancies between theory and experiment and/or observation.


An Accreditor’s View of Assessment

Concerned with Student Learning

Focused on Outcomes

Oriented Toward the Assessment Process


Is Student Learning the Only Thing?

Student satisfaction

Student placement

Student retention

Student graduation


Do Inputs Matter?

Accrediting standards, which are overwhelmingly concerned with institutional inputs and processes rather than academic results, have done nothing to arrest any of those trends.


Do inputs matter?


Do inputs matter?

Lemon Spaghetti Recipe courtesy Giada De Laurentiis

1 pound spaghetti 2/3 cup olive oil 2/3 cup grated Parmesan 1/2 cup fresh lemon juice (about 3 lemons) Salt and freshly ground black pepper 1 tablespoon lemon zest 1/3 cup chopped fresh basil leaves

Cook the pasta in a large pot of boiling salted water until tender but still firm to the bite, stirring occasionally, about 8 minutes. Meanwhile, whisk the oil, Parmesan, and lemon juice in a large bowl to blend. Drain the pasta, reserving 1 cup of the cooking liquid. Toss the pasta with the lemon sauce, and the reserved cooking liquid, adding 1/4 cup at a time as needed to moisten. Season with salt and pepper. Garnish with lemon zest and chopped basil.


SEVEN PRINCIPLES FOR GOOD PRACTICE

IN UNDERGRADUATE EDUCATION

Good practice in undergraduate education:

encourages contact between students and faculty, develops reciprocity and cooperation among

students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning.

By Arthur W. Chickering and Zelda F. Gamson


Question?

Should you examine inputs, process, or outcomes?

The Issue of Process


Question?

How much does the process matter?



If it is that easy what’s the problem.



Setting goals

Where are we going?



Gathering data

Everyone’s an expert



Interpreting the data



Observation: In many parts of Europe, medieval farmers stored grain in barns with thatched roofs (like Shakespeare’s house). As a roof aged, it was not uncommon for it to start leaking. This could lead to spoiled or moldy grain, and of course there were lots of mice around.

“Conclusion”: It was obvious to them that the mice came from the moldy grain.


The Scientific Method

1. Observe some aspect of the universe.

2. Invent a tentative description, called a hypothesis, that is consistent with what you have observed.

3. Use the hypothesis to make predictions.

4. Test those predictions by experiments or further observations and modify the hypothesis in the light of your results.

5. Repeat steps until there are no discrepancies between theory and experiment and/or observation.



Using the information for improvement

Time to go to Work



Let’s look at some data


Faculty Satisfaction with Work


WSU 2005 NSSEPositive Relative to Peers

Examinations challenged students to do best work (F, S)Participated in activities to enhance spirituality (F, S)Worked on problem sets taking more than one hour (S)Quality of relationship with faculty (S)Amount of time studying (S)

Received support needed to succeed academically (S)Acquired work-related knowledge (S)Satisfaction with entire educational experience (S)

Would attend WSU again (S)

Commuting (lower) (F, S)


WSU 2005 NSSENegative Relative to Peers

Made a class presentation (F)Worked with other students during class (F)Worked with students outside class (F, S)Tutored other students (F, S)Used the Internet (or other electronic medium) (S)

Used email to communicate with the faculty (F, S)

Discussed assignments with instructor (F)Discussed ideas with faculty outside class (F)

Received prompt feedback on assignments (F)Worked with faculty on non-course activities (F)

Had conversations with diverse students (F, S)Synthesized ideas (F)



Wrote a paper of 20 pages or more (S)

Wrote papers of 5 to 17 pages (F)

Attended cultural event (F)Participated in a learning community (F)Did foreign language coursework (F, S)Pursued independent study (S)Capstone experience (S)Quality of relationship with other students (F)Worked for pay on-campus (lower) (S)Worked for pay off-campus (higher) (F, S)

Co-curricular activities (F)Partying/watching TV (higher) (F, S)

Contact with diverse students (F)



WSU helped cope with non-academic demands (F)Social support (F)Campus events (F)Speaking effectively (F)Thinking critically (F)Using information technology (F)

Working effectively with others (F)Voting (F)

Understanding yourself (F)Understanding people of different backgrounds (F)Solving complex problems (F)Developing values (F)Contributing to the community (F)


Some 2005 NSSE Data

16 percent of WSU first-year students often come to class without doing the required reading.


Some 2005 NSSE Data

85 percent of WSU first-year students never work with faculty on activities other than coursework.


Some 2005 NSSE Data

59 percent of WSU first-year students never talk with faculty members outside class.


Weber State University Retention of First-Time Students

59%

63% 63%64%

69% 69%

71%70%

69%

71%

55%56%57%

58%59%60%61%62%63%

64%65%66%67%68%69%

70%71%72%

1995 1996 1997 1998 1999 2000 2001 2002 2003 2004


Weber State University Graduation Rates

33%

40%39%

42%

45%

40%

47%

45%

41%

44%

32%

33%

34%

35%

36%

37%

38%

39%

40%

41%

42%

43%

44%

45%

46%

47%

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005


Weber State University Retention Compared to 4-Year USHE

71%

66%

63%

64%

65%

66%

67%

68%

69%

70%

71%

72%

WSU 1st yearretention

USHE 1st yearretention


Weber State University Graduation Rates Compared to 4-Year USHE

44%

33%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

WSU graduation rate USHE graduationrate


Some 2005 NSSE Data

8 percent of WSU first-year students and 9 percent of WSU seniors never had a serious conversation with students who were different in terms of religious beliefs, political opinions or personal values.


Some 2005 NSSE Data

20 percent of WSU first-year students and 17 percent of WSU seniors never read an unassigned book for personal enjoyment or academic enrichment.


A Question?

How College Affects Students—

..simply going to college…makes a major difference…

…[however the researchers] were unable to uncover significant differences between colleges once the quality of entering students was taken into account.

Research by Ernest Pascarella and Patrick TerenziniReferenced in Richard Hersh’s “What Does College Teach,”Atlantic Monthly, November 2005


Some 2005 NSSE Data

13 percent of WSU seniors never wrote a paper longer than four pages.


Some 2005 NSSE Data

8 percent of WSU first-year students and 5 percent of WSU seniors never examined the strengths and weaknesses of their own views on a topic or issue.


Some 2005 NSSE Data

34 percent of WSU first-year students and 35 percent of seniors have never attended an art exhibit, gallery, play, dance, or other theater performance.


Questions?

assessment & accreditation

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