Stephen F. Austin State University
Reaffirmation of Accreditation:
Institutional Effectiveness
Southern Association of Colleges and Schools
February 2008
Introduction
SFASU is preparing for reaffirmation of
accreditation in 2011
The accrediting body is the Southern
Association of Colleges and Schools (SACS).
Accreditation serves two major purposes:
– to assure quality of programs
– to assist in the improvement of programs.
SACS accreditation standards have
changed since last visit in 2000.
Changes include
– Assessment of learning outcomes
– Quality Enhancement Plan (QEP)
– Submitted electronically
– Reviewed off-site
Overview
• Institutional Effectiveness as defined by
SACS
• Student Learning Outcomes and
accreditation
• Learning Outcomes: Guidelines
• Timeline for development
Institutional Effectiveness
Institutional Effectiveness is the extent to
which an institution achieves its mission
and goals.
The demonstration of institutional
effectiveness is a critically important
component of the SACS accreditation
process.
Institutional effectiveness involves the entire
university community.
Institutional Effectiveness
SACS Principles of Accreditation
Core Requirements 2.5
The institution engages in ongoing, integrated,
and institution-wide, research-based planning
and evaluation processes that include
– a systematic review of institutional mission,
goals, and outcomes;
– results that show continuing improvement in
institutional quality; and
– data that documents that the institution is
effectively accomplishing its mission.
Institutional Effectiveness
SACS Principles of Accreditation
Comprehensive Standard 3.3.1
The institution identifies expected outcomes for:
– educational programs (including student
learning outcomes for educational programs)
and its administrative and educational support
services;
– assesses whether it achieves these
outcomes; and
– provides evidence of improvement based on
analysis of those results.
Institutional Effectiveness
SACS Principles of Accreditation
Programs 3.4
Educational Program Standards for All
Educational Programs: (Includes all on-campus,
off-campus and distance learning programs)
The institution demonstrates that each
educational program for which academic
credit is awarded is
– approved by the faculty and the administration,
and
– establishes and evaluates program and learning
outcomes.
Institutional Effectiveness
The focus of Institutional Effectiveness
has changed from
Instructor-focused Teaching
To
Student-focused Learning
Student Learning Outcomes
What should an SFASU graduate in
_______ know and be able to do?
Do they know it?
How do I know?
How does this information help improve the
quality of my program at SFASU?
Student Learning Outcomes
SFASU faculty have a critical role in the
Institutional Effectiveness process through:
• Identification of desired learning outcomes for
programs and courses.
• Development of appropriate assessments to
document learning.
• Review of assessment data to identify the extent of
student learning.
• Implementation of appropriate changes to improve
the quality of student learning at SFASU.
Student Learning Outcomes
What are Student Learning Outcomes?
(SLOs)
Statements
that specify what learners will know, be able
to do or be able to demonstrate when they
complete or participate in a
program/activity/course/project.
Outcomes are expressed as knowledge, skills,
attitudes or values.
Student Learning Outcomes
Outcomes are:
– Measurable or observable,
– Manageable, and
– Meaningful
Student Learning Outcomes
Outcomes focus on the end result of your
program
– How do you know the students have
learned what you want them to learn?
– What does it look like?
– How will you identify it?
Student Learning Outcomes
Learning outcomes relate to the mission
of SFASU, the mission and goals of
your college and/or your department or
program.
Learning outcomes define what the
graduate should know and be able to do
at the end of your program.
Student Learning Outcomes
Use simple, specific action verbs to
describe what the students are
expected to demonstrate upon
completion of your program.
– Action verbs result in overt behavior that
can be observed and measured.
– Avoid verbs that are unclear and call for
behavior that cannot be observed or
measured.
Student Learning Outcomes
Action verbs
– Analyze, apply, compare, create, estimate,
demonstrate, illustrate (see Bloom’s Taxonomy)
Verbs to avoid
– Appreciate, understand, learn, know,
become familiar with
– Avoid compound outcomes
Student Learning Outcomes
Examples
1. Students will appreciate the benefits of
exercise.
2. Students will value exercise as a
stress reduction tool.
3. Students will be able to explain how
exercise affects stress.
Student Learning Outcomes
Evaluate the learning outcomes with
these questions
Can it be measured?
Is learning being demonstrated?
Student Learning Outcomes
Examples
Too general and hard to measure
– Students will appreciate the benefits of
exercise.
General and hard to measure
– Students will value exercise as a stress
reduction tool.
Specific and easy to measure
– Students will be able to explain how
exercise affects stress.
Student Learning Outcomes
Evaluate your learning outcomes with
these questions
Can it be measured?
Is learning being demonstrated?
Student Learning Outcomes
Assessment of Learning Outcomes
• A variety of appropriate methods are
used
• The selected assessment measures the
extent the outcome has been achieved
• Assessment is meaningful
• Assessment guides program changes to
improve quality of the program
Student Learning Outcomes
Appropriate measures of Learning
Outcomes include:
Direct Measures (all students)
– Capstone projects/senior projects
– Samples of student work
– Project-embedded assessment
– Observations of student behavior
(internships)
– Performance on a case study/problem
– Pre-and post-tests
Student Learning Outcomes
Appropriate measures of Learning
Outcomes:
Indirect Measures (sample)
– Alumni, employer, student surveys
– Focus groups
– Job placement statistics
– Exit interviews with graduates
Student Learning Outcomes
Common problems with assessment
reports reviewed by SACS
Using grades, final exam scores or
student GPAs as a criteria for success.
These indicators do not provide sufficient
information to guide program
improvement.
Learning Outcomes: Guidelines
1.
2.
3.
4.
5.
6.
Identify 5-8 student learning outcomes for your
program to serve as benchmark assessments for
completion of your program
Write outcomes that are
Measurable, Manageable, Meaningful
Identify 2 appropriate assessment strategies for
each learning outcome (at least one direct)
Develop a scoring guide/rubric
Identify the criteria for success
Identify the course/s where assessment will occur
Learning Outcomes: Guidelines
Program Assessment answers these
questions:
• What should an SFASU graduate in -------know and be able to do at the end of the
program that they could not do before?
• Do they know it?
• How do I know?
• How does this information help improve the
quality of this program at SFASU?
Learning Outcomes: Guidelines
SACS does not
mandate a particular
method of
demonstrating
institutional
effectiveness for
accreditation.
Learning Outcomes: Guidelines
Each institution is expected to determine
institutional effectiveness by implementing an
assessment plan which is
• broad based;
• derived from the institution’s purpose and
goals;
• uses a variety of assessment methods, and
• demonstrates the use of results for the
improvement of both academic programs and
administrative support units.
Learning Outcomes: Guidelines
February, March
– Identify program learning outcomes
– Identify appropriate assessments
– Determine success standards
– Identify course/s to administer
assessments
April
– Submit document to Department
Chair for review
– Submit to Dean for review
Learning Outcomes: Guidelines
May 2
– Dean submits all program reports to
Provost Office
Fall 2008
– Begin development of course learning
outcomes to support program
learning goals
– Develop course matrix
– Program assessment begins
Learning Outcomes: Guidelines
Spring 2009
– First assessment cycle complete
– Data review and analysis reports
compiled
Fall 2009
– Assessment loop continues
Institutional Effectiveness
Successful
documentation of
Institutional
Effectiveness
involves the entire
university.
Institutional
Effectiveness is an
on-going process.
Thank you for all you do to
improve
Institutional Effectiveness
at SFASU