Optional Session: DELVING INTO THE CRITERIA

Optional Session:DELVING INTO THE CRITERIA • Review Criteria with key questions in mind, discussing with others at your table your ideas, questions (9:00 - 9:30) • Open Q & A (9:30 - 9:50)

Optional Session:DELVING INTO THE CRITERIA • Read (pink sheet in packet) criteria, jotting notes/questions with question(s) in mind: • Where is assessment of learning in criteria? • What seem to be the priorities or emphases in these criteria? • If experienced with current criteria--what are the fundamental changes/shifts you see?

The New Criteria for Accreditation Making a Difference in Higher Learning

Organizing Questions Criteria Components Evidence …What is the new program? …What is the nature of the new criteria? Shifts Themes Impact Relating the Pieces …What is the big picture? The New Conversation …What new avenues emerge?

Process and Timeline Fall 2001 Iterative process for new criteria launched; focus on involvement; including 1st input mailing (3-prong approach). Fall/Winter 01-02 Focus group drafts new criteria; feedback sought from all institutions & other stakeholders; study groups begin. 2002 - 2003 Two sets regional workshops; multiple feedback mailings on two drafts; study and focus groups provide critique February 2003 Board adopts new Criteria.

New Criteria & program effective for all January 2005. Many piloting in 2004.

Workshop Goals • Provide solid foundation of knowledge on new criteria and accreditation program (not expert, not beginner--middle level) • Provide active discussion of details and impact of new criteria for three groups: • Institutions beginning or in process of self-study • C-Es and AQIP Reviewers who will use new criteria in accreditation evaluations • AQIP or AQIP-interested institutions exploring the impact of new criteria on AQIP

The Higher Learning Commission • A voluntary, non-governmental, regional accrediting organization with 1000+/- member organizations • NCA - Founded in 1895

The Higher Learning Commission Nineteen-state Region 1000± institutions 50% public, 50% private 30% two-year; 3% for profit

Focus of Accreditation • To assess the quality of an institution and its effectiveness • To assist the institution in making improvements in its operations and effectiveness • To provide mission-driven accreditation

Organizing Questions Criteria & Components, Evidence …What is the new program?

Mission Statement • The Higher Learning Commission of NCA “Serving the common good by assuring and advancing the quality of higher learning”

PEAQ & AQIP The Commission offers two programs for achieving continued accreditation. AQIP Program to Evaluate & Advance Quality

Preparing for the Future Student Learning & Effective Teaching Mission & Integrity Future-oriented Mission & Integrity Connected Distinctive Learning-focused Acquisition, Discovery, & Application of Knowledge Engagement & Service

Program Pieces • Five Criteria • Twenty-one Core Components • Examples of Evidence • Four Categories of Operational Indicators

Use your “Notes Sheet” to... • BEGINNING INSTITUTIONS: Jot down what your institution already does that constitutes good evidence for criteria & core components • WELL IN-PROGRESS INSTITUTIONS: Identify evidence you still need or have forgotten to include OR ideas for organizing the S-S report

Use your “Notes Sheet” to... • PEER REVIEWERS: Identify any evidence expectations--what you’d expect new (different from before) for these criteria & core components • AQIP/AQIP INTERESTED INSTITUTIONS: Given that these apply to both AQIP & PEAQ--jot down any questions or places where it’s clear AQIP has had an impact on these criteria

Use your “Notes Sheet” to... • ANY QUESTIONS OR POINTS OF CONFUSION

Criterion Title Criterion Statement Necessary Attributes • Core Components • Make possible a fuller understanding of criterion • Each must be reviewed to constitute thorough evaluation • Serve with Criteria as guide for team evaluation • Examples of Evidence • Illustrative, possibilities, not all-inclusive • Define depth & breadth of each Core Component

Mission & Integrity The organization operates with integrity to ensure the fulfillment of its mission through structures and processes that involve the board, administration, faculty, staff, and students.

Mission & Integrity • The organization’s mission documents are clear and articulate publicly the organization’s commitments. • In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves.

Mission & Integrity • Understanding of and support for the mission pervade the organization. • The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission.

Mission & Integrity • The organization upholds and protects its integrity.

Position on Diversity Diversity represented in many forms…Recognizing diversity is one of the values embraced by the Commission….Commission does not prescribe a set of actions to address issues of diversity…does expect…organizations to evidence positive responses to issues of diversity and to show the relationship of those responses to the integrity of their operations. • Member organizations urged to evaluate…how well they address issues of diversity… • Create & maintain teaching and learning environments that provide educational opportunities for diverse individuals and groups. • Provide learning environments…in which students can contribute to and learn from the diversity that broad life exposure offers.

Preparing for the Future The organization’s allocation of resources and its processes for evaluation and planning demonstrate its capacity to fulfill its mission, improve the quality of its education, and respond to future challenges and opportunities.

Preparing for the Future • The organization realistically prepares for a future shaped by multiple societal and economic trends. • The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future.

Preparing for the Future • The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. • All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission.

Any key notes on evidence, expectations?

Student Learning & Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.

Student Learning & Effective Teaching • The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. • The organization values and supports effective teaching

Student Learning & Effective Teaching • The organization creates effective learning environments. • The organization’s learning resources support student learning and effective teaching.

Position on Assessment of Student Learning FOCUS IS ON LEARNING “Assessment of student academic achievement is fundamental for all organizations that place student learning at the center of their educational endeavors.” Commitment to and capacity for effective assessment and improved learning figure more prominently than ever in & are more fundamentally linked to all accreditation standards.

Acquisition, Discovery, & Application of Knowledge The organization promotes a life of learning for its faculty, administration, staff, and students by fostering and supporting inquiry, creativity, practice, and social responsibility in ways consistent with its mission.

Acquisition, Discovery, & Application of Knowledge • The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. • The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs.

Acquisition, Discovery, & Application of Knowledge • The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. • The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly.

Position on General Education Regardless of how a higher learning organization frames the general education necessary to fulfill its mission and goals, it clearly and publicly articulates the purposes, content, and intended learning outcomes of the general education it provides for its students…shows its commitment to…general education. • Effective general education can be shaped to fit unique organizational contexts. General education must be valued and owned…whether: • Courses created, purchased, shared • Faculty full- or part-time or employed by partner organization • Organization creates general education through curriculum …or experiential and off-campus opportunities

Basic Understandings STUDENTS… And are becoming Have Learned Are able to do And intended for them to What you have collectively defined Learn, do, and become. Publicly committed to

Engagement & Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value.

Engagement & Service • The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. • The organization has the capacity and the commitment to engage with its identified constituencies and communities.

Engagement & Service • The organization demonstrates its responsiveness to those constituencies that depend on it for service. • Internal and external constituencies value the services the organization provides.

Position Statements • Three position statements FOR THE COMMISSION: Assessment of Student Learning, Diversity, General Education • Statements are not policy • Statements provide background, explain the premises for Commission policies and why elements and emphases occur in the criteria

Organizing Questions Shifts, Themes, & Impact …What is the nature of the new criteria?

Preparing for the Future Student Learning & Effective Teaching Mission & Integrity Future-oriented Mission & Integrity Connected Distinctive Learning-focused Acquisition, Discovery, & Application of Knowledge Engagement & Service

Emphases or Priorities What seems to be a key emphasis or priority in the Criteria? (A fundamental change...if you know previous criteria.)

Fundamental Shifts …from inputs and resources to results, outcomes, performance. …from teaching to teaching and learning, intended broadly for students & employees …from a look backwards to a future focus …from autonomy to connection and interdependence …from uniformity/stratification to distinctiveness, flexibility, and differentiation

From Current to New Criteria Current Criteria

Standards Today…Tomorrow New Eligibility Program Operational Indicators- Centerpiece Criteria, Core Components & Examples of Evidence

Cross-Cutting Themes • The Future-oriented Organization • focuses on futures of constituents •  engages in planning •  is driven by mission • understands social/economic change • integrates new technology • The Learning-focused Organization •  student & organizational learning •  assesses student learning •  supports learning • supports scholarship • creates capacity for lifelong learning • strengthens organizational learning • The Connected Organization •  serves the common good •  serves constituents •  creates a culture of service • collaborates • engages in healthy internal communication • The Distinctive Organization •  has unambiguous mission •  appreciates diversity •  is accountable • is self-reflective • is committed to improvement The themes … holistic way to see across…capture the intent of the accrediting relationship.

Optional Session: DELVING INTO THE CRITERIA