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Higher Learning


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Higher Learning

  1. 2. The Big Picture: Themes by Criterion Themes Engagement & service (external) Acquisition, discovery, and application of knowledge (internal) Student Learning and Effective Teaching (internal) Preparing for the Future Mission & integrity Distinctive Connected Learning-Focused Future-Orientated Criterion
  2. 3. Cross-Cutting Themes <ul><li>The Future-oriented Organization </li></ul><ul><ul><li>focuses on futures of constituents </li></ul></ul><ul><ul><li> engages in planning </li></ul></ul><ul><ul><li> is driven by mission </li></ul></ul><ul><ul><li>understands social/economic change </li></ul></ul><ul><ul><li>integrates new technology </li></ul></ul><ul><li>The Learning-focused Organization </li></ul><ul><ul><li> student & organizational learning </li></ul></ul><ul><ul><li> assesses student learning </li></ul></ul><ul><ul><li> supports learning </li></ul></ul><ul><ul><li>supports scholarship </li></ul></ul><ul><ul><li>creates capacity for lifelong learning </li></ul></ul><ul><ul><li>strengthens organizational learning </li></ul></ul><ul><li>The Connected Organization </li></ul><ul><ul><li> serves the common good </li></ul></ul><ul><ul><li> serves constituents </li></ul></ul><ul><ul><li> creates a culture of service </li></ul></ul><ul><ul><li>collaborates </li></ul></ul><ul><ul><li>engages in healthy internal communication </li></ul></ul><ul><li>The Distinctive Organization </li></ul><ul><ul><li> has unambiguous mission </li></ul></ul><ul><ul><li> appreciates diversity </li></ul></ul><ul><ul><li> is accountable </li></ul></ul><ul><ul><li>is self-reflective </li></ul></ul><ul><ul><li>is committed to improvement </li></ul></ul>The themes … holistic way to see across…capture the intent of the accrediting relationship.
  3. 4. <ul><li>Themes are enhancers, not another set of criteria. Accreditation is based on criteria & core components. </li></ul><ul><li>Provide a way to see across or to see the connections among criteria--holistic, in the background, conversation oriented </li></ul><ul><li>Link to what you want to be, the future </li></ul><ul><li>Not required as part of self-study; most relevant in advancing the institution </li></ul>Cross-cutting Themes
  4. 5. Criterion Title <ul><li>Core Components </li></ul><ul><li>Make possible a fuller </li></ul><ul><li>understanding of criterion </li></ul><ul><li>Each must be reviewed to </li></ul><ul><li>constitute thorough </li></ul><ul><li>evaluation </li></ul><ul><li>Serve with Criteria as </li></ul><ul><li>guide for team evaluation </li></ul><ul><li>Examples of Evidence </li></ul><ul><li>Illustrative, possibilities, </li></ul><ul><li>not all-inclusive </li></ul><ul><li>Define depth & breadth </li></ul><ul><li>of each Core Component </li></ul>Criterion Statement Necessary Attributes
  5. 6. <ul><li>Five Criteria </li></ul><ul><li>Twenty-one Core Components </li></ul><ul><li>Examples of Evidence </li></ul><ul><li>Four Categories of Operational Indicators (demographics, programs, finances, and scope of activities). </li></ul>Program Pieces
  6. 7. <ul><li>Three position statements FOR THE COMMISSION : Assessment of Student Learning, Diversity, General Education </li></ul><ul><li>Statements are not policy </li></ul><ul><li>Statements provide background, explain the premises for Commission policies and why elements and emphases occur in the criteria </li></ul>Position Statements
  7. 8. Position on Assessment of Student 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. FOCUS IS ON LEARNING
  8. 9. 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.
  9. 10. 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. <ul><li>Effective general education can be shaped to fit unique organizational contexts. General education must be valued and owned…whether: </li></ul><ul><li>Courses created, purchased, shared </li></ul><ul><li>Faculty full- or part-time or employed by partner organization </li></ul><ul><li>Organization creates general education through curriculum …or experiential and off-campus opportunities </li></ul>
  10. 11. 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.
  11. 12. Mission & Integrity <ul><li>The organization’s mission documents are clear and articulate publicly the organization’s commitments. </li></ul><ul><li>In its mission documents, the organization recognizes the diversity of its learners, other constituencies, and the greater society it serves. </li></ul>
  12. 13. Mission & Integrity <ul><li>Understanding of and support for the mission pervade the organization. </li></ul><ul><li>The organization’s governance and administrative structures promote effective leadership and support collaborative processes that enable the organization to fulfill its mission. </li></ul>
  13. 14. Mission & Integrity <ul><li>The organization upholds and protects its integrity. </li></ul>
  14. 15. 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.
  15. 16. Preparing for the Future <ul><li>The organization realistically prepares for a future shaped by multiple societal and economic trends. </li></ul><ul><li>The organization’s resource base supports its educational programs and its plans for maintaining and strengthening their quality in the future. </li></ul>
  16. 17. Preparing for the Future <ul><li>The organization’s ongoing evaluation and assessment processes provide reliable evidence of institutional effectiveness that clearly informs strategies for continuous improvement. </li></ul><ul><li>All levels of planning align with the organization’s mission, thereby enhancing its capacity to fulfill that mission. </li></ul>
  17. 18. Student Learning & Effective Teaching The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission.
  18. 19. Student Learning & Effective Teaching <ul><li>The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible. </li></ul><ul><li>The organization values and supports effective teaching </li></ul>
  19. 20. Student Learning & Effective Teaching <ul><li>The organization creates effective learning environments. </li></ul><ul><li>The organization’s learning resources support student learning and effective teaching. </li></ul>
  20. 21. 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.
  21. 22. Acquisition, Discovery, & Application of Knowledge <ul><li>The organization demonstrates, through the actions of its board, administrators, students, faculty, and staff, that it values a life of learning. </li></ul><ul><li>The organization demonstrates that acquisition of a breadth of knowledge and skills and the exercise of intellectual inquiry are integral to its educational programs. </li></ul>
  22. 23. Acquisition, Discovery, & Application of Knowledge <ul><li>The organization assesses the usefulness of its curricula to students who will live and work in a global, diverse, and technological society. </li></ul><ul><li>The organization provides support to ensure that faculty, students, and staff acquire, discover, and apply knowledge responsibly. </li></ul>
  23. 24. Engagement & Service As called for by its mission, the organization identifies its constituencies and serves them in ways both value.
  24. 25. Engagement & Service <ul><li>The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. </li></ul><ul><li>The organization has the capacity and the commitment to engage with its identified constituencies and communities. </li></ul>
  25. 26. Engagement & Service <ul><li>The organization demonstrates its responsiveness to those constituencies that depend on it for service. </li></ul><ul><li>Internal and external constituencies value the services the organization provides. </li></ul>