PREPARING A SELF PREPARING A SELF STUDY FOR COSMA STUDY FOR COSMA

ACCREDITATIONACCREDITATION

FOCUS ON CONTENT AND FOCUS ON CONTENT AND FORMATFORMAT

Benefits of Benefits of AccreditationAccreditation Degree has valueDegree has value Public confidencePublic confidence Benefits to students: employment, Benefits to students: employment,

aid, transferring creditsaid, transferring credits Assures reliable informationAssures reliable information Promotes accountabilityPromotes accountability Identifies successful improvement Identifies successful improvement

effortsefforts Effective mechanism for continuous Effective mechanism for continuous

improvementimprovement Mechanism for program advocacyMechanism for program advocacy

Benefits of Writing a Benefits of Writing a Self StudySelf Study Both a process and a statusBoth a process and a status Program improvementProgram improvement EfficiencyEfficiency Setting the bar higherSetting the bar higher Thorough understanding of strengths Thorough understanding of strengths

and weaknessesand weaknesses Mechanism for strategic planningMechanism for strategic planning

Self Study/Documentation Self Study/Documentation of Accreditation Principlesof Accreditation Principles

Outcomes AssessmentOutcomes Assessment Strategic PlanningStrategic Planning CurriculumCurriculum FacultyFaculty Scholarly & Professional ActivitiesScholarly & Professional Activities ResourcesResources Internal & External RelationshipsInternal & External Relationships Educational InnovationEducational Innovation

Self Study Self Study OrganizationOrganizationVolume 1 – Narrative and TablesVolume 1 – Narrative and Tables Title PageTitle Page Table of ContentsTable of Contents Background informationBackground information Documentation of Accreditation PrinciplesDocumentation of Accreditation Principles

Volume 2 - AppendicesVolume 2 - Appendices Catalog (online URL okay)Catalog (online URL okay) Abbreviated SyllabiAbbreviated Syllabi Faculty CVs (full- and part-time)Faculty CVs (full- and part-time) Outcomes Assessment Plan, Results, and ActionsOutcomes Assessment Plan, Results, and Actions Strategic PlanStrategic Plan Faculty Handbook (can be separate document)Faculty Handbook (can be separate document)

Self Study Self Study Organization – part 2Organization – part 2 Answer all questions in order from the Answer all questions in order from the

principles documentprinciples document Indicate where a response is N/AIndicate where a response is N/A Use page numberingUse page numbering References to Appendices should References to Appendices should

matchmatch Make the information easy to findMake the information easy to find Can submit electronically or paper Can submit electronically or paper

copiescopies

Meet the PanelMeet the Panel

Dr. Clay Stoldt, Wichita State Dr. Clay Stoldt, Wichita State UniversityUniversity

Dr. Vicky Martin, Liberty UniversityDr. Vicky Martin, Liberty University Dr. Christina Martin, Troy UniversityDr. Christina Martin, Troy University Dr. Robertha Abney, Slippery Rock Dr. Robertha Abney, Slippery Rock

UniversityUniversity Dr. Eric Schwarz, Saint Leo UniversityDr. Eric Schwarz, Saint Leo University

Challenges Challenges Associated With Associated With Developing the Developing the

Self-StudySelf-Study

Dr. Clay StoldtDr. Clay StoldtChair and ProfessorChair and Professor

Department of Sport ManagementDepartment of Sport ManagementWichita State UniversityWichita State University

Collecting Information

• Strong research skills required• Comprehensive report• Challenge assumptions• Search and verify

Leadership / Collaboration

• One person coordinates; many contribute

• Do not simply delegate• Unit support• Must buy in• Have input• Be apprised of updates

• University leadership support also critical

Impact on Faculty Role

• Not just another service assignment• Understand likely impact on teaching

and research• Additional support• Course release(s)• Graduate assistant support• Other?

Personal Impact

• Implications for professional reputation

• Difficult to leave at the office• Recommendations• Plan process with some cushion• Define boundaries

Organization of the Organization of the Self Study: What to Self Study: What to Include and What to Include and What to

OmitOmit

Dr. Vicky MartinDr. Vicky MartinChair, Associate ProfessorChair, Associate Professor

Department of Sport ManagementDepartment of Sport ManagementLiberty UniversityLiberty University

Comprehensive Evaluation of Requirements

1. Thorough evaluation of the Manual focusing on the principles, as well as highlighting areas that involved other departments 2. Conducted a SWOT analysis3. Focused on quality and institutional improvement

Process

1.Process: encouraged wide participation and adopted a time line – 4 to 6 months

2.Determined when we needed information from various departments

3.Sent out an email, letting everyone know the reasons for pursing accreditation.

4.Planned backwards – site visit, completion of principles, etc.

Challenges

1. Directions for charts unclear

2. Constant communication with departments - time consuming and challenging

3. Outdated faculty handbook

4. Consultant

5. Clarity and explanation of Assessment Data Collection tool

Self Study Submission

Electronic or Paper Submission- Electronic submission too

large to send through email

- Paper submission - cost of paper, mailing costs.

Outcomes Outcomes AssessmentAssessment

Dr. Christina MartinDr. Christina MartinAssistant Professor, Coordinator of Assistant Professor, Coordinator of

AssessmentsAssessmentsDepartment of Sport and Fitness ManagementDepartment of Sport and Fitness Management

Troy UniversityTroy University

Principle 1: Outcomes Assessment

• Overview of Principle 1• Handout 1: Sample Outcomes Assessment

Plan

• Focus of this discussion • Student learning outcomes (SLOs),

appropriate measures, benchmarks, action plans, cycle of assessment

Principle 1: Outcomes Assessment

Principle 1: Outcomes Assessment

•Defining Student Learning Outcome

- “the knowledge, skills and abilities that a student has attained at the end (or as a result) of his or her engagement in a particular set of higher education experiences” (CHEA, 2012).

•The COSMA evaluates SLOs at the program level.

•Its basis is on expectations of the student at the time of program completion

•It reviews information on representative samples of students

Principle 1: Outcomes Assessment

•Student Learning Outcome•Handout 2: How to write a SLO

Measures, Direct: Methods used to assess the extent of student achievement of intended learning outcomes. The measures provide direct evidence to determine whether the desired learning has taken place (the evidence provided should be relevant, verifiable, and representative). Examples of direct measures include comprehensive exams, capstone course assessments, portfolio evaluations, pre- and post-test assessments.Measures, Indirect: Methods used to assess students’ or external bodies’ perceptions, thoughts, or opinions pertaining to the educational experiences of students. Examples of indirect measures include satisfaction surveys, job placement data, graduation rates, exit interviews, focus groups, alumni surveys, and employers’ evaluations of students.

Principle 1: Outcomes Assessment

• Sample Broad Based Goal, Objective and SLO

• Program Goal: The Sport Management program aims to provide students seeking sport marketing, management, and administrative skills a sport and fitness perspective through an advanced curriculum which focuses on current industry practices, enhancing communication and people skills, and developing successful managers and administrators.

• Objective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions.

Principle 1: Outcomes AssessmentObjective 1: To provide Sport Management students with the necessary knowledge to make sound, informed managerial decisions.

• Student Learning Outcome 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry.

• Measure 1: Comprehensive Exam (Direct Measure)

• Criteria 1: All sport management majors will score at least 85% on the comprehensive exam.

• Measure 2: Internship Supervisor Evaluation (Indirect Measure)

• Criteria 2: All sport management majors will score 80% or above on the Internship Supervisor Evaluation.

Identify EachIntended Outcomezz

Identify the Assessment Tool and Type of Measure (Direct or Indirect)

Assessment Results: Total Number of Students Observed

Assessment Results: Total Number of Students Meeting Expectation

Assessment Results: Percentage of Students Meeting Expectation

Assessment Results:1.DNM2.ME3.EE4.CNBD

SLO 1: Sport Management graduates will demonstrate knowledge that is necessary for success in the sport industry.

Measure 1: Graduates will score 85% or above

Comprehensive Exam

Direct Measure

100 85 85% Met Expectation

Measure 2: Graduates will score 80% or above

Internship Supervisor Evaluation

Indirect Measure

100 60 60% Does Not Meet Expectation

**Explanation of course action for intended outcomes not realized: Two measures were used to assess Student Learning Outcome 1. Although 85% of students were able to demonstrate knowledge deemed necessary for success in the sport industry on a comprehensive examination, it appears that many of them (60%) were not properly prepared to apply that knowledge in a sport setting. As a result, the Sport Management faculty met on 5/25/12 and discussed implementing more experiential education courses into the curriculum. Specifically, courses X, Y, and Z will incorporate practical

experiences into the courses, so as to better prepare the students to apply their learned knowledge.

Principle 1: Outcomes Assessment

So What? ACTION, ACTION, WE WANT ACTION!• Make informed decisions regarding curriculum

and program

• Action plans should be related to assessment results

• Action plans should be driven by the faculty (curriculum committees); maintain meeting minutes, etc.

• Create a culture of assessment and continuous improvement!

• Handout 3: Sample Assessment Cycle

Documenting Documenting Information UsingInformation UsingTables and ChartsTables and Charts

Dr. Robertha AbneyDr. Robertha AbneyAssociate ProfessorAssociate Professor

Department of Sport ManagementDepartment of Sport ManagementSlippery Rock UniversitySlippery Rock University

Tables and Charts Introduction

Collaboration (Chair, Faculty)

Self StudyVolume I: Narrative and TablesVolume II: Appendices

Keep It Simple!!

Tables and Charts Principle 3: Curriculum

CPC Table

CPC (Core) Areas

Core Courses

Undergraduate Program

Contact Hours

Tables 4, 5 &6 - Principle 4: Faculty

Teaching Loads

Three Versions

One Version

Campus and Campus and Community Community

CollaborationsCollaborations

Dr. Eric C. SchwarzDr. Eric C. SchwarzChair and Associate ProfessorChair and Associate Professor

Department of Sport Business and Department of Sport Business and International TourismInternational TourismSaint Leo UniversitySaint Leo University

Outcomes Assessment

• Created by faculty to measure the effectiveness of the program

• Must be in alignment with:• School or College Accreditation

• AACSB; IACBE

• College or University Accreditation• NEASC; NCA; NWCCU; SACS; WASC

• Work with• Office of Institutional Assessment and Research

• Designated School/College/University assessment specialists

Strategic Planning

• Created by faculty to articulate its strategy for moving the programs forward

• Must be inclusive of the Outcomes Assessment Plan

• Must be in alignment with:• School or College Strategic Plan

• College or University Strategic Plan

• Work with:• Designated School/College/University administrators

• Budget Director and/or Committees

Curriculum

• Program Courses• Faculty within the program

• General Education• Academic Affairs

• Curriculum Review and Improvement• Internal Evaluation Process and Curriculum Development

• Affirmation by School or College Committee

• Affirmation by College or University Committee

• Affirmation by Academic Senate

Faculty, and Scholarly and Professional Activities• Faculty

• Most data collected/compiled internally

• Processes as governed by School/College/University policies

• Some information obtained through Human Resources

• Scholarly and Professional Activities• Most data collected/compiled internally

• Some data available through promotion and tenure portfolios held by Tenure and Promotion Committee, or the VPAA/Provost Office

Resources

• Financial Resources• Business Affairs/Budget Office

• Human Resources (for salary info)

• University Policies

• Facilities• Physical Plant/Plant Operations

• Technology Services

• Academic Affairs

Resources

• Learning Resources• Library

• Educational Technology and Support• Technology Services

• Instructional Technology

• Off-Campus Locations• Varies based on facilities

Internal and External Relationships• Institutional Policies

• Admissions

• Institutional Assessment and Research

• Advisory Boards

• Internship/Experiential Learning Sites

• Internship Coordinator/Career Services

• Student Services/Student Organizations

Internal and External Relationships• Alumni Relations

• Outreach Programs

• Consortium Partners

• Articulation Partners

• Cooperative Partners

• International Partners

• Technology Services

Educational Innovation

• Individual Faculty

• Instructional Technology

• Any Education Innovation needs to be in alignment with the Strategic Plan, and support the Outcomes Assessment Plan for the program• Technology for the sake of checking off a box is not

innovation

• Innovation is creativity in the delivery of programming

Questions/ConclusionsQuestions/Conclusions

1.1. Organization of the Self StudyOrganization of the Self Study

2.2. Inter- and Intradepartmental Inter- and Intradepartmental collaborationscollaborations

3.3. Documentation of 8 COSMA PrinciplesDocumentation of 8 COSMA Principles

4.4. Completing Tables and ChartsCompleting Tables and Charts

5.5. Putting it all togetherPutting it all together