Program Review ACCJC Presentation
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The document discusses the evolution of program review and accreditation standards over time. Initial standards in the 1960s focused on basic structures and processes, while later standards emphasized continuous improvement, assessment of institutional effectiveness, and program review. The most recent 2002 standards center on student learning outcomes and require institutions to assess learning at the course, program, and degree levels to drive improvements. An effective integrated system uses ongoing program review and assessment of student achievement and learning to inform planning, budgeting, and other decisions that lead to institutional betterment.
Program Review ACCJC Presentation
- 1. Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges
- 2. Program Review: The Foundation for Institutional Planning and Improvement March 2008
- 3. Learning Outcomes for Today’s Discussion Understand the evolution of program review (Commission Standards and Institutional Processes) Identify a viable program review process Recognize an effective integrated system of program review and planning processes at the institutional level which lead to institutional improvement
- 4. Suggestions for other learning outcomes Others you would you like to add?
- 5. Institutional Evaluation, Planning and Improvement: Meeting the integrated assessment requirements of accreditation
- 6. To provide quality assurance to the public through assessment of institutional quality and making public the general results of that assessment. To stimulate institutional improvement through team recommendations given to the institution through the accreditation review process. To provide a vehicle for institutional self-assessment against a set of standards of good practice. Purposes of Accreditation
- 7. Evolving Requirements of Accreditation Standards
- 8. Initial Accreditation Standards Initial accreditation (early 1960’s) required basic structures and processes to be in place and minimal resources to be available. Institutions had to have reasonable academic processes and curriculum that met the expectations of peers in “higher education” but were offered in the context of the institution’s unique mission.
- 9. What was happening at the institutional level (1960’s – 1980’s)? Informal internal processes, limited planning, tremendous growth, emphasis on curriculum and programs, limited assessment Mid 1980’s some institutions added research functions Course objectives, standard outlines, transfer of credits Teaching Improvement: measurable objectives, technology
- 10. In the 1990’s Institutions had to have processes for self-assessment, planning, and improvement. The idea of “continuous improvement” in educational quality became a core principle of accreditation processes, with the continuous improvement driven by changing accreditation standards. Accreditation required assessment of institutional effectiveness; program review became the phrase used to describe the review of the effectiveness of educational programs.
- 11. What was happening at the institutional level 1990’s? Development of formal program review processes (mainly instructional programs) Development of institutional plans and processes Addition of research functions and use of student achievement data Lots of discussion on models, processes, and program improvement
- 12. The 1996 Standards Required program review to incorporate data and analyses of how well students moved through courses, programs, degrees, and other discrete educational experiences. Institutions were asked to develop program review for all programs, and to present summative data at the institutional level in the Self Study Report, Introduction, as well as in FACT Books and on web sites .
- 13. What was happening at the institutional level after 1996 Standards? Discussions on definitions and effective processes for measuring/assessing student progress, student achievement, and institutional effectiveness Program review processes expanded to include student services and support services Integration of program review with institutional planning
- 14. What was happening at the institutional level after 1996 Standards? continued Planning processes connected to budgeting Importance of research function and use of data analysis, trends, assessment to inform decision making within governance processes Shift of focus from teaching to learning, classroom assessment
- 15. What was happening at the institutional level after 1996 Standards? continued Uneven adoption of all of the above!
- 16. In 2002 To the previous standards, the 2002 Standards add the focus on what students have learned as a result of attending college--- student learning outcomes . (SLO’s)
- 17. Student Learning Outcomes The standards place student learning outcomes (SLO’s) at center of accreditation review process. Institutions must identify SLO’s at course, program and degree level, and measure their achievement, and Institutions must use the assessment of learning outcomes to plan and implement improvements to educational quality
- 18. What are Student Learning Outcomes? Knowledge Skills Abilities Understanding Attitudes Beliefs Opinions Values SLO’s are defined in the context of each college’s mission, populations and programs, as well as the values of “higher education.”
- 19. 2002 Standards What are we finding now at the institutional level? Issues surrounding a six-year cycle and self study process Snapshot of on-going systems and processes versus “getting ready for accreditation” Ability to meet standards with existence of previous deficiencies The importance of program review/on-going assessment processes integrated with institutional planning/budgeting
- 20. 2002 Standards What are we finding now at the institutional level? continued The importance of a strong research and planning function Issues on assessment of student learning outcomes at the course, program, and institutional level
- 21. Taken together, the Standards of Accreditation call for: Ongoing Assessment of Quality, Planning and Improvement Designed to Improve Educational Effectiveness
- 22. Elements in a Program Review Inputs Program Outputs Operations Staff # and Pedagogy Student Achievement Capacity Course Syllabi and Outlines - course completion Facilities Course Content - program “ “ Equipment Instructional Support - transfer Funds Scheduling - job placement Student Needs & Etc. - etc. Preparedness Student Learning Etc. Outcomes Given these outputs, what needs to be changed or improved?
- 23. The Foundation: Program Review Process What are the components of an effective process ? Data driven (quantitative/qualitative) On-going and consistent (appropriate timelines) Governance and research components Evaluation and oversight of process Systematic and institution-wide Integrated with and informs planning/budgeting decisions
- 24. Identified Needs for Change Planning And Prioritizing Change Action And Allocate Resources Assessment and Improvement Program Implementation Outputs Assessment Inputs
- 25. The Foundation: Program Review Process What evidence indicates effective institutional program review processes? Planning/budgeting documents all levels Governance meeting minutes (language and culture) Planning and budgeting ACTIONS SLO’s assessed as part of processes all levels CHANGE documented all levels
- 26. An Integrated System Student learning centered Program review/assessment processes at all levels of institution to achieve student progress and student learning Goals/Objectives for achieving student progress and student learning result in plans and budgets Implementation/Action/Change
- 27. Evaluation, Planning, and Improvement Evaluation of student needs, college programs and services Goal setting Resource distribution Implementation
- 28. Institutional Mission Educational Objectives Feedback for Continuous Improvement Institutional Effectiveness and SLO Cycle: Assessment for Quality Assurance By Gloria Rogers Learning Outcomes Measurable Performance Criteria Assess/Evaluate Educational Practices/Strategies Assessment: Collection, Analysis of Evidence Evaluation : Interpretation of Evidence Constituents
- 29. 2002 Standards All four standards require processes for on-going program review and assessment of educational programs and services to inform decisions on institutional planning and budgeting. Improvement is best achieved when an integrated system based on student achievement and student learning outcomes is used by the institution.
- 30. How did we do?
- 31. Learning Outcomes for Today’s Discussion Understand the evolution of program review (Commission Standards and Institutional Processes) Identify a viable program review process Recognize an effective integrated system of program review and planning processes at the institutional level which lead to institutional improvement