A Shifting Paradigm:
Interpreting HLC
Criterion 3
Prepared for
University of Toledo Graduate Council
March 23, 2010
Constance J. Shriner, PhD
Higher Learning Commission

Criterion 3: The organization provides
evidence of student learning and teaching
effectiveness that demonstrates it is fulfilling
its educational mission
Bradford Frame
Automated Fingerprint Searching on the new IBM Card Sorter
First Time Applicants must do the following:
1.Apply for a Temporary Permit Packet at the office of your local Deputy Registrar. The fee will be
$21.00. If your current driver license has expired more than 6 months and within 2 years, the fee will be
$24.00. See Driver License Fees. Take with you documentary proof of your age and social security
number, (if one has ever been assigned). See Acceptable Documents.
2.If you are under 18 years of age you must be accompanied by a parent or guardian, or person having
legal custody, or, if there is no parent or guardian a responsible person who is willing to assume the
obligations imposed under Rule 4501:1-1-19 of the Ohio Administrative Code. The co-signer must also
take documentary proof of his identification. See Acceptable Documents.
3.If you lose any portion of these forms, you will have to purchase additional forms and begin the whole
process over again.
4.Take your temporary packet to the nearest Ohio Driver's License Examination Station to take the
written and vision tests. No appointment for these portions of the examination is necessary. You might
call to make sure when the exam station is open for business.
5.When you appear for the examination you must:
A.Take a vision examination and a written examination.
B.Answer questions concerning your physical health and any medical conditions you might have.
If you have a condition that might affect your driving, the examiner will explain the steps you have
to take and provide you with a medical packet (form BMV 2058) which must be filled out by your
doctor. See medical procedures for a Temporary Permit.
C.After you pass the written and vision tests the examiner will validate one of your forms and you
will be able to practice driving on the street–but only if you are accompanied by a licensed driver
in the seat next to you.
6.You cannot drive on this packet (even with a licensed driver) until you have passed the vision
and written tests.
A Paradigm Shift

Previously, accreditation utilized a Minimum
Threshold Model
–
Does the program demonstrate the potential to
educate? Resources? Experiences? Doing the
“right” things?
A Paradigm Shift

Previously, accreditation utilized a Minimum
Threshold Model
–

Does the program demonstrate the potential to
educate? Resources? Experiences? Doing the
“right” things?
Competency Based Model
–
–
Have learners achieved competency or learning
objectives identified for the program?
How does the program use knowledge of
learners’ mastery to improve educational
experiences?
What is Outcomes-Based or
Competency-Based Education?

A bit of terminology:
–
Competencies
–
Objectives
–
Outcomes
Competencies

Attributes we expect in a graduate of our
program

General, overarching goals

Complex, usually require mastery of multiple
sub-skills
Objectives

Statements of what learners are expected to
do as a result of our instruction – describe
observable behaviors

Support the acquisition of the identified
competencies

Guide the instruction and instructional
experiences provided for learners
Outcomes

Compilation of evidence that learners have
mastered objectives and demonstrated
competence
EXAMPLE
Competency: The applicants will be proficient in
making proper right, left and u-turns.
EXAMPLE
Competency: The applicant will be proficient in
making proper right turns.
Objectives:
Objectives:
Check traffic ahead,
behind and on both
sides
Signal 100 feet
ahead of turn
Objectives:
Move into curb lane
well in advance
Objectives:
Turn into lane
nearest curb
EXAMPLE
OUTCOMES:
Applicant makes 3 proper right turns during road test. Rater checklists
provide evidence of competence.
Competency: The applicant will demonstrate the
ability to make proper right turns.
Objective:
Objective:
Check traffic ahead,
behind and on both
sides
Signal 100 feet
ahead of turn
Objectives:
Move into curb lane
well in advance
Objective:
Turn into lane
nearest curb
Competency-Based Education
Outcomes-Based Education

Begins with definition of competencies

Requires the identification of supporting
objectives

Requires evidence of “outcomes” or
successful performance
Biomedical Science PhD Program

Overarching program objectives were
identified during the reorganization process

Assessment strategies exist….
–
–
They need to be made explicit
And aligned with program learning objectives
Biomedical Science PhD Program
Learning Objectives:





Demonstrate knowledge of basic
bioinformatic and statistical
methods
Demonstrate knowledge of the
pathophysiology of prominent types
of cancer
Perform laboratory procedures
necessary for completion of the
thesis or dissertation project
Communicate research findings
effectively, orally and in writing
Demonstrate respect for and
adhere to all laws and regulations
governing the biomedical research
use of animals and patient
materials…
Outcomes/Measures

Coursework and written exams

Dissertation proposal

Major and minor examinations

Observations during mentored
laboratory/research experiences

Publications

Presentations
The Process of HCL Self-study
Core Component 3a

The organization’s goals for student learning
outcomes are clearly stated for each
educational program and make effective
assessment possible
–
–
The organization clearly differentiates its learning goals for
undergraduate, graduate and post-baccalaureate programs
by indentifying the expected learning outcomes of each.
The organization’s assessment of student learning extends
to all educational programs including credit and non-credit
certificate programs
Additional Requirements:





Assessment of student learning provides evidence at multiple
levels: course, program and institutional
Assessment of learning includes multiple direct and indirect
measures
Faculty are involved in defining expected student learning
outcomes and creating strategies
Faculty and administrators routinely review the effectiveness
and uses of the organization’s program to assess student
learning
Information gathered annually by University Assessment
Committee (Dr. Ron Opp – Chair)
Long-term Benefits

A Shriner Opinion
–
–
Thinking about and discussing desired learner
outcomes improves program quality
Development and articulation of strategies that
will be used for assessment


Provide guidance for faculty and mentors
Improve students’ experiences

Questions?

Comments?