Roger Williams University: Using Sakai to meet accreditation standards


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Roger Williams University: Using Sakai to meet accreditation standards

  1. 1. Roger Williams University: Using Sakai to meet accreditation standards A Collaboration between the School of Architecture, Art and Historic Preservation and Department of Instructional Design Today’s Presenters: Dean Stephen White, Greg Laramie, Linda Beith, Russell Beauchemin Webinar Sponsor:
  2. 2. About RWU SAAHP <ul><li>1999- programs in A rchitecture, A rt, and H istoric P reservation were brought together </li></ul><ul><li>Core Values: </li></ul><ul><ul><li>learning in context; seeking balance </li></ul></ul><ul><li>500 students </li></ul><ul><li>27 FT faculty and 30 PT </li></ul><ul><li>Programs abroad: Florence, Prague, Vienna, Brazil, Argentina, Egypt, Amsterdam, Turkey and growing! </li></ul>
  3. 3. Initial Goal <ul><li>2011-2012 Virtual Accreditation Visit from the National Architectural Accrediting Board (NAAB) </li></ul>Sample Accreditation Evidence Room Virtual Accreditation
  4. 4. Challenge <ul><li>Creating a Program Curriculum Map - Identifying which courses, and which assignments within courses would address: </li></ul><ul><ul><li>32 NAAB standards </li></ul></ul><ul><ul><li>2 levels of achievement: </li></ul></ul><ul><ul><ul><li>Ability </li></ul></ul></ul><ul><ul><ul><li>Understanding </li></ul></ul></ul>
  5. 5. Solution: SAAHP Program Map
  6. 6. Challenge <ul><li>Collecting student work in electronic form for a wide range of courses as a manageable process for both students and faculty </li></ul>
  7. 7. Solution: <ul><li>Implement BRIDGES /SAKAI Collaborative Learning Environment (CLE) </li></ul><ul><li>Add electronic assignments to each Architecture course </li></ul>SCANS SAKAI ASSIGNMENTS PDF DOCUMENTS DIGITAL VIDEO DIGITAL PHOTOS
  8. 8. Bridges CLE allows for electronic submission of assignments
  9. 9. Bridges assignment submissions are aggregated in the course, graded and linked to course matrix in this space
  10. 10. Challenge <ul><li>Tagging student assignment submissions as satisfying specific criteria at either of two levels of achievement </li></ul>
  11. 11. Solution: <ul><li>Develop Course Matrices for each Architecture course on Bridges </li></ul><ul><li>Link assignments to Matrix Cell by standard and level of achievement </li></ul>
  12. 12. Students upload assignments that automatically link to the appropriate standard set up by instructors
  13. 13. Note that with a simple click a faculty member can link an assignment in Sakai to a specific cell in a matrix. This linking attaches tags to the data that identify it by standard and level of achievement without any additional work.
  14. 14.
  15. 15. Cycles - First Steps <ul><li>PLANES – SAAHP Annual Planning and Assessment Framework tracks structure, processes and outcomes of SAAHP Program </li></ul><ul><li>Faculty map courses/assignments to NAAB standards </li></ul><ul><li>Spring 2010 pilot conducted </li></ul><ul><ul><li>14 Architecture courses built in Bridges </li></ul></ul><ul><ul><li>200 students </li></ul></ul><ul><ul><li>12 faculty </li></ul></ul><ul><ul><li>Utilize electronic assignments embedded in course matrices to start collecting student work </li></ul></ul>
  16. 16. This Curriculum Assessment and Review System (CARS) is a web-based interface that aggregates all the electronic data needed for the accreditation team in one convenient location.
  17. 17. Note that our SAAHP is tied to four sets of accreditations. This system can be customized to fit each one.
  18. 18. The SAAHP Dean and faculty have developed curriculum maps for each program that identify which courses, and assignments within those courses, supports student progress towards each standard and level of achievement.
  19. 19. 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
  20. 20. PORTS: Evidence by Student E-Portfolios Showcase Exemplary Work Student e-portfolios can be listed for team review. These e-portfolios can include select pieces of student work that showcase mastery of standards, feature student reflections on their own learning and development, as well as comments from instructors, peer reviewers and even internship/co-op employers. These e-portfolios can also be featured on the SAAHP website in a revolving gallery to illustrate the quality of work done by our students to prospective students, parents and possible employers.
  21. 21. NAAB accreditation 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
  22. 22. Individual Student E-Portfolios A showcase of student learning
  23. 23. Impact/Results <ul><li>Increased student performance based on: </li></ul><ul><ul><li>Student awareness of learning outcomes/professional expectations </li></ul></ul><ul><ul><li>Observation of work-in-progress </li></ul></ul><ul><ul><li>Ability to reflect on goals and achievements </li></ul></ul><ul><li>Increased instructor performance based on: </li></ul><ul><ul><li>Observation of student learning across sections </li></ul></ul><ul><ul><li>Focuses attention on course development </li></ul></ul><ul><ul><li>Fosters collaborative course development among faculty </li></ul></ul><ul><ul><li>Collaborative grading of team-taught courses decreases grading questions and increases student understanding and satisfaction with grades </li></ul></ul>
  24. 24. Impact/Results <ul><li>Increased program performance based on: </li></ul><ul><ul><li>Heightened awareness of program objectives </li></ul></ul><ul><ul><li>Faculty ability to see whether learning outcomes are being achieved </li></ul></ul><ul><li>Building a sense of academic community </li></ul><ul><ul><li>Within the University, student and faculty mentoring between levels </li></ul></ul><ul><ul><li>Nationally, working with a network of institutions engaged in similar practices </li></ul></ul><ul><li>Increased external presence through publication of student outcomes and showcasing of student work </li></ul>
  25. 25. Lessons Learned <ul><li>Start early </li></ul><ul><li>Think outside immediate software constraints </li></ul><ul><li>Involve faculty from beginning </li></ul><ul><li>Establish file standards early (naming, resolution, format, etc.) </li></ul><ul><li>Identify faculty mentors </li></ul><ul><li>Develop student mentors to encourage participation </li></ul><ul><li>Provide training and technical support to both students and faculty </li></ul><ul><li>Plan beyond accreditation to continuous improvement </li></ul>
  26. 26. How can rSmart Help? rSmart Sakai CLE Best of Community Innovation Implementation, Migration and Training Services Documentation, Tutorials and Knowledge Base Enterprise Integration Comprehensive Support Provide a reliable, feature-rich product Empower your staff Offer transition tools and expertise Connect your platforms Support your long-term success
  27. 27. How can you learn more? <ul><li>Try Sakai for free at </li></ul><ul><li>Attend the Sakai Conference: </li></ul><ul><ul><li> </li></ul></ul><ul><li>Register for upcoming webinars at : </li></ul><ul><ul><li>How to evaluate Sakai </li></ul></ul><ul><ul><li>Sakai Spring Institute </li></ul></ul>
  28. 28. Questions?? Photo by Davide Restivo. Accessed from Flickr at: /