Roger Williams University: Using Sakai to meet accredita7on standards A Collabora)on between the School of Architecture, Art and Historic Preserva)on and Department of Instruc)onal Design Dean Stephen White, Greg Laramie, Linda Beith, Russell Beauchemin
About RWU SAAHP • 1999-‐ programs in Architecture, Art, and Historic Preserva)on were brought together • Core Values: – learning in context; seeking balance • 500 students • 27 FT faculty and 30 PT • Programs abroad: Florence, Prague, Vienna, Brazil, Argen)na, Egypt, Amsterdam, Turkey and growing!
Ini)al Goal 2011-‐2012 Virtual Accredita)on Visit from the Na)onal Architectural Accredi)ng Board (NAAB) Virtual Accredita)on Sample Accredita)on Evidence Room
Challenge • Crea7ng a Program Curriculum Map -‐ Iden)fying which courses, and which assignments within courses would address: – 32 NAAB standards – 2 levels of achievement: • Ability • Understanding
Challenge • Collec7ng student work in electronic form for a wide range of courses as a manageable process for both students and faculty
Solu)on: • Implement BRIDGES/SAKAI Collabora)ve Learning Environment (CLE) • Add electronic assignments to each Architecture course DIGITAL VIDEO SAKAI ASSIGNMENTS DIGITAL PHOTOS SCANS PDF DOCUMENTS
Bridges CLE allows for electronic submission of assignments
Bridges assignment submissions are aggregated in the course, graded and linked to course matrix in this space
Challenge • Tagging student assignment submissions as sa)sfying speciﬁc criteria at either of two levels of achievement
Solu)on: • Develop Course Matrices for each Architecture course on Bridges • Link assignments to Matrix Cell by standard and level of achievement
Students upload assignments that automa7cally link to the appropriate standard set up by instructors
Note that with a simple click a faculty member can link an assignment in Sakai to a speciﬁc cell in a matrix. This linking a`aches tags to the data that iden)fy it by standard and level of achievement without any addi)onal work.
Cycles -‐ First Steps 1. PLANES – SAAHP Annual Planning and Assessment Framework tracks structure, processes and outcomes of SAAHP Program 2. Faculty map courses/assignments to NAAB standards 3. Spring 2010 pilot conducted – 14 Architecture courses built in Bridges – 200 students – 12 faculty – U)lize electronic assignments embedded in course matrices to start collec)ng student work
This Curriculum Assessment and Review System (CARS) is a web-‐based interface that aggregates all the electronic data needed for the accredita)on team in one convenient loca)on.
Note that our SAAHP is )ed to four sets of accredita)ons. This system can be customized to ﬁt each one.
The SAAHP Dean and faculty have developed curriculum maps for each program that iden)fy which courses, and assignments within those courses, supports student progress towards each standard and level of achievement.
Evidence by Course Course Folders Aggregate Student Work Faculty select samples of exemplary student work and some low level pieces of student work and move them into the appropriate course folders along with a syllabus and framing assignments for team review
PORTS: Evidence by Student E-‐Pordolios Showcase Exemplary Work Student e-‐pordolios can be listed for team review. These e-‐pordolios can include select pieces of student work that showcase mastery of standards, feature student reﬂec)ons on their own learning and development, as well as comments from instructors, peer reviewers and even internship/co-‐op employers. These e-‐pordolios can also be featured on the SAAHP website in a revolving gallery to illustrate the quality of work done by our students to prospec)ve students, parents and possible employers.
NAAB accredita)on requires samples of high level pieces of student work (A) and some low level pieces of student work (C, D or F) from each of two courses that demonstrates student mastery of that achievement at 2 levels-‐ Ability & Understanding Note that each piece of student work chosen by faculty is accompanied by the framing assignment
Individual Student E-‐Pordolios A showcase of student learning
Impact/Results • Increased student performance based on: – Student awareness of learning outcomes/professional expecta)ons – Observa)on of work-‐in-‐progress – Ability to reﬂect on goals and achievements • Increased instructor performance based on: – Observa)on of student learning across sec)ons – Focuses a`en)on on course development – Fosters collabora)ve course development among faculty – Collabora)ve grading of team-‐taught courses decreases grading ques)ons and increases student understanding and sa)sfac)on with grades
Impact/Results • Increased program performance based on: – Heightened awareness of program objec)ves – Faculty ability to see whether learning outcomes are being achieved • Building a sense of academic community – Within the University, student and faculty mentoring between levels – Na)onally, working with a network of ins)tu)ons engaged in similar prac)ces • Increased external presence through publica)on of student outcomes and showcasing of student work
Lessons Learned • Start early • Think outside immediate soiware constraints • Involve faculty from beginning • Establish ﬁle standards early (naming, resolu)on, format, etc.) • Iden)fy faculty mentors • Develop student mentors to encourage par)cipa)on • Provide training and technical support to both students and faculty • Plan beyond accredita)on to con)nuous improvement
Ques)ons?? Stephen White – firstname.lastname@example.org Linda Beith – email@example.com Greg Laramie – firstname.lastname@example.org Russell Beauchemin – email@example.com Photo by Davide Res)vo. Accessed from Flickr at: www.ﬂickr.com/photos/somemixedstuﬀ/2403249501/