Greetings to the Ohio Association of
Institutional Research and Planning
from
Presentation by John A. Taylor
At the OAIRP Spring Conference
Friday, March 16, 2007
Evidence Building for Accreditation
Purposes
Documenting Progress During
Accreditation
Providing Evidence as Proof of
Student Learning
And Institutional Effectiveness
What, Who,Why, and
How Are We?
Institutional Diversity in Ohio’s
Higher Education System
Highest Degree Number Control and Type
Doctor’s
25
12 - Public
13 - Private, NFP
First Professional
9
1 - Public
8 - Private, NFP
Master’s
36
2 - Public
34 - Private, NFP
Bachelor’s
13
2 - Public
11 - Private, NFP
Associate’s
27
24 - Public
3 - Private, NFP
Defining an Organization
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Stated Purposes
Vision
Values
Strategic Goals
Objectives
Anticipated Outcomes
What is my institution’s
Mission?
Purpose--Vision--Values--Goals--Objectives--Outcomes
The Public’s Perception of an
Institution and Its Mission
• What a higher learning
institution says it is, and the
outcomes it claims it produces.
• Clear articulation of whom the
targeted constituencies are,
and the services, opportunities,
and systems provided to
support learning.
• Transparency: Information that
enables the public to see and
understand what the institution
actually provides and produces,
at what cost and investment.
Defining Evidence
• That which tends to prove or disprove
something
• Data submitted to substantiate claims or
reconcile competing claims
• Something that gives a sign of existence
or truth of something
• Something that helps somebody to
come to a particular conclusion
Who are my institution’s
Constituencies?
Service Area--State--Regional--National--International
Collaborators/Partners
Evidence for Accreditation
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Organizationally - Documentation that an institution is
fulfilling its mission serves as evidence that can be used
to justify its reason for being, and prove its value to its
constituencies.
Globally - Documentation that the institution is meeting
the Commission’s “Criteria and Core Components”
[standards] provides evidence of its credibility within the
higher education community, and its eligibility to receive
external funding (governmental, private, etc.)
The Higher Learning
Commission Region
19 States
1003± Institutions
Topical Areas of the Commission’s
“Criteria for Accreditation”
•
•
•
•
•
Mission and Integrity
Preparing for the Future
Student Learning and Effective Teaching
Acquisition, Discovery, and Application of Knowledge
Engagement and Service
“Handbook of Accreditation” - Chapter 3
www.ncahlc.org
Academic Quality
Improvement Program
1.
2.
3.
4.
5.
Helping Students learn
Accomplishing Other
Distinctive Objectives
Understanding Students’
and Other Stakeholders’
Needs
Valuing People
Leading and
Communicating
6.
7.
8.
9.
Supporting
Institutional
Operations
Measuring
Effectiveness
Planning Continuous
Improvement
Building
Collaborative
Relationships
Criterion Structure
Criterion Statement
Core Components
Examples
of Evidence
Fundamental Shifts
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Inputs
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Outcomes
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Teaching
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Learning Outcomes
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Focus on Past
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Focus on Future
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Autonomy
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Connectedness
1 - 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.
1 - Mission and Integrity
[Core Components - Paraphrased]
1. Clear Articulation of the Mission
2. Recognition of Diversity among Learners,
other Constituencies and the Greater Society
3. Organizational Understanding of Mission
4. Mission Supported through Organizational Structures
5. Organizational Protection of the Mission
Examples of Evidence
2 - 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.
2 - Preparing for the Future
[Core Components - Paraphrased]
1. Realistic Preparation for a Future Shaped by
Societal and Economic Trends
2. Resource Support for Maintaining and
Strengthening Educational Programs
3. Evaluation and Assessment Processes Show
Effectiveness and Continuous Improvement
4. Planning Levels Align with Mission and
Capacity to Fulfill the Mission
Examples of Evidence
3 - Student Learning and
Effective Teaching
The organization provides evidence of
student learning and teaching
effectiveness that demonstrates it is
fulfilling its educational mission.
3 - Student Learning and
Effective Teaching
[Core Components - Paraphrased]
1. Clear Statements of Student Learning Outcomes
That Make Effective Assessment Possible
2. Organization Values and Supports Effective
Teaching
3. Organization Creates Effective Learning
Environments
4. Learning Resources Support Student Learning
And Effective Teaching
Examples of Evidence
4 - 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.
4 - Acquisition, Discovery, and
Application of Knowledge
[Paraphrased]
1.
2.
3.
4.
Organization Demonstrates It Values a Life of
Learning
Organization Demonstrates the Integral Nature of
Knowledge and Skill Acquisition, and Intellectual
Inquiry
Organization Assesses the Usefulness of Curricula to
Students Living and Working in a Global, Diverse, and
Technological Society
Organization Supports Responsible Acquisition,
Discovery, and Application of Knowledge
Examples of Evidence
5 - Engagement and Service
As called for by its mission, the
organization identifies its constituencies
and serves them in ways both value.
5 - Engagement and Service
[Core Components - Paraphrased]
1. Organization Learns from Constituencies
and Analyzes its Capacity to Serve Them
2. Organizational Capacity and Commitment to
Engage with Identified Constituencies and
Communities
3. Organization Demonstrates Responsiveness
to Constituencies that Depend on It
4. Internal and External Constituencies Value
the Organization’s Services
Examples of Evidence
1 - The Role of Student
Learning in Accreditation
 The institution defines educational quality
--one of its core purposes--by how well it
fulfills its declared mission on student
learning.
 Clear about intended learning outcomes
 Uses learning goals and knowledge in
organizing instruction
 Provides an environment that supports
student learning
 Promotes an atmosphere of critical reflection
about teaching and learning [Assessment]
C-RAC - Wergin
2 - Documentation of
Student Learning
 The institution demonstrates that student
learning is appropriate for the certificate or
degree awarded and is consistent with the
institution’s own standards of academic
excellence.
 Setting learning goals that speak to content
and the expected level of attainment
 Collecting evidence of goal attainment,using
appropriate assessment tools
 Applying collective judgment about the
meaning and utility of the evidence
 Using the evidence to effect improvements
C-RAC - Wergin
3 - Compilation of Evidence
 The institution derives evidence of student
learning from multiple sources, such as
courses, curricula, and co-curricula
programming, and includes effects of both
intentional and unintentional learning
experiences.
 Use of periodic and longitudinal measures
throughout the curriculum
 Exit or graduation/completion
 Post-graduation/completion activity
C-RAC - Wergin
4 - Stakeholder Involvement
 The collection, interpretation, and use of
student learning evidence is a collective
endeavor, and is not viewed as the sole
responsibility of a single office or person.
 Stakeholder Engagement: Those affected by
decision-making--faculty, staff, students,
parents, administration, board, etc.
 Gathering Information: Surveys, focused
conversations
 Interpretation of the Data
C-RAC - Wergin
5 - Capacity Building
 The institution uses broad participation in
reflecting about student learning
outcomes as a means of building a
commitment to educational improvement.
 Leadership of engagement, and a culture of
peer collaboration and review
 Flexible and decentralized evaluation policies,
and a willingness to make and question
assumptions
 Recognition of and valuing existing and new
information, and reflecting on the information
for purposes of decision-making and
continuous improvement
C-RAC - Wergin
Assessment Conversations:
“Five Prompt Questions”
1.
2.
3.
4.
5.
How are your stated student learning outcomes
appropriate to your mission, programs and degrees?
What evidence do you have that students achieve
your stated learning outcomes?
In what ways do you analyze and use evidence of
student learning?
How do you ensure shared responsibility for
assessment of student learning?
How do you evaluate and improve the effectiveness of
your efforts to assess and improve student learning?
FOCUSING ON STUDENTS
AND OTHER LEARNERS
ACADEMIC
AFFAIRS
STUDENT
AFFAIRS
STUDENTS
LEARNERS
ADMINISTRATIVE &
SUPPORT SERVICES
LEARNING
RESOURCES
Gathering Evidence
 Formative Data &
Information
 Summative Data &
Information
 Anecdotal Data &
Information
 Opinions
 Trend Data
 Statistical Analysis
Weighing Evidence
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Determine if the evidence gathered is
appropriate and sufficient
Consider both longitudinal and
normative evidence
 Longitudinal - Looking at Trend Data
 Normative - Comparing with a
Benchmark
Consider the level of detail necessary to
support a judgment
What is driving the call
for greater accountability and
transparency in higher
education?
Loud Voices/Big Ideas

A Test of Leadership: Charting the
Future of U.S. Higher Education--
Commission on the Future of Higher Education, Charles Miller Margaret Spellings
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Accreditation and Accountability: A
CHEA Special Report--Judith Eaton
Loud Voices/Big Ideas
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Rising Above the Gathering Storm: Energizing
and Employing America for a Brighter
Economic Future--Committee on Science, Engineering, and
Public Policy
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Touch Choices,Tough Times--National Center on
Education and the Economy, New Commission on the Skills of the
American Workforce
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Toward a Public Universities and Colleges
Voluntary System of Accountability for
Undergraduate Education--NASULGC
Summary of Recommendations
from the Spellings Task Force
1.
2.
3.
4.
5.
6.
Expand higher education access and success
Restructure the financial-aid system
Create a consumer-friendly information
database on higher education with useful,
reliable information on institutions
Embrace a culture of continuous innovation
and quality improvement
Develop a national strategy for lifelong
learning
Increase federal investment in areas critical
to our nation’s global competitiveness
How do I help my institution
achieve its Mission?
What is my role within my institution?
Valuing Institutional Research
Staff

Provide information and research about
students, faculty, staff, administration,
programs, and services in order to
enhance decision-making, problemsolving, strategic planning, policy review,
and institutional assessment.
The Commission requires an institution to complete an
Institutional Snapshot of data as a part of its Self-Study Report.
2006 Annual Institutional
Data Update
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Contact Information
Federal Compliance
Headcount/Level
Headcount/Category
Headcount/Entering
Headcount/Institutional
Programs
Certificates & Degrees
Financials
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Off-campus Activities
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Other Campuses
Sites
In State Course Locations
Out of State Course Locations
Dual Enrollment
Distance Education
Programs
Collaborative Education
Dues Calculations
[Enrollments and Sites]
Commission Contacts
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Robert Appleson - PEAQ
Mary Breslin - PEAQ
Stephen Spangehl - AQIP
Karen Solomon - PEAQ
John Taylor - PEAQ
Ingrid Walker - PEAQ
first initial, surname@hlcommission.org
Voice - 312-263-0456, Ext. 104
www.ncahlc.org
Annual Meeting of
30 North LaSalle Street
Chicago, IL 60602
www.ncahlc.org
312-263-0456