Greetings to University of Wisconsin at River Falls

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Greetings to University of Wisconsin at River
Falls

• from

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Goals for Today

• To learn and to share
• University of Wisconsin at River Falls ? The
  Higher Learning Commission
• To present information about the Commissions
  Criteria for Accreditation
• To challenge, inspire, and encourage the
  University of Wisconsin at River Falls
  stakeholders to work for continuing improvement
  through institutional self-study

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UW at River Falls An Overview of Organizational
Recognition

• 1874 - Founded as River Falls Normal School
• 1927 - Renamed River Falls Teachers College
• 1935 - Accredited by the North Central
  Association
• 1951 - Renamed River Falls State Teachers
  College
• 1960 - Offered First Graduate Programs
• 1971 - Merged into the University of Wisconsin
  System and Wisconsin State Colleges System,
  and renamed the University of Wisconsin at
  River Falls

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Academic Areas at University of Wisconsin-River
Falls

• College of Agriculture, Food, and Environmental
  Sciences
• College of Arts and Sciences
• College of Business and Economics
• College of Education and Professional Studies
• Outreach and Graduate Studies

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Basic Facts about Accreditation

• Accreditation is
• a voluntary process of self evaluation and
  peer evaluation that has two fundamental
  purposes quality assurance, and quality
  improvement.
• The two types of voluntary accreditation are
• institutional accreditation whole
  institution
• specialized accreditation specific program.

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The Benefits Institutional Accrediting Agencies
Provide

• Accreditation processes.
• verify that institutions meet established
  standards
• promote institutional improvement
• minimize the scope of external institutional
  control
• build confidence in higher education
• provide assurance to the public
• certify the existence of basic quality

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Beyond Myth and Mystery!

• Accreditors are not evil people they are
  friendly and concerned people, just like you!
• Virginia Coombs
• Michael Reich
• Institutional accreditation in the United States
  is not a requirement it is a voluntary process
  that is peer-based, self-regulated, and
  non-governmental.
• The USDE links accreditation to Title IV
  Financial Aid.

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Specialized Accrediting Agencies Examples

• Accreditation Board for Engineering and
  Technology ABET
• American Board of Funeral Service Education
  ABFSE
• American Culinary Federation ACF
• Association of Collegiate Business Schools and
  Programs ACBSP
• Commission on Collegiate Nursing Education CCNR

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National Accrediting Agencies Examples

• Accrediting Commission of the Distance Education
  and Training Council DETC
• Accrediting Council of Independent Colleges and
  Schools ACICS
• Association for Biblical Higher Education ABHE
• Association of Theological Schools in the United
  States and Canada ATS
• Transnational Association of Christian Colleges
  and Schools Accreditation Commission TRACS

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The Higher Learning Commission Region
19 States 1000 institutions
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What an Institutional Accreditation Agency Does

• Evaluates an educational organization in terms of
  its mission and the agencys standards
• Evaluates the organizations formal educational
  activities in an institutional context

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What an Institutional Accreditation Agency Does

• Evaluates specific factors within the
  organization
• Governance and Administration
• Financial Stability
• Admissions and Student Services
• Institutional Resources
• Student Learning
• Institutional Effectiveness
• Relationships with Internal and External
  Constituencies
• Other

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Mission of The Higher Learning Commission of NCA

• Serving the common good by assuring and
  advancing the quality of higher learning

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Diversity of Mission among the Membership of
Institutions 1002

• Two-year Institutions 350
• Four-year Bachelors Institutions
• Four-year Liberal Arts Institutions
• Comprehensive Institutions
• Tribal Colleges
• Faith Based Institutions
• Research Universities
• Single Purpose Institutions
• Public, Private NFP, and For Profit

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Foci in the University of Wisconsin--Mission
Statement

• Develop Human Resources
• Discover and Disseminate Knowledge
• Extend Knowledge Beyond Campus Boundaries
• Serve and Stimulate Society
• Search for Truth

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Foci in the UW-River Falls Mission Statement
Foci in the UW System Mission Statement

• Offer Liberal Arts Programs
• Offer Professional Programs in Education
• Offer Programs in Agricultural Sciences
• Offer Graduate Programs

• Promote Interstate Cooperation
• Offer Opportunities for the Development of
  Sensitivity to other Cultures
• Provide Public Service and Enrichment Programs

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Words of Chancellor Betz

• We are here to honor the past, to embrace the
  present, and to create a vision together in order
  to build for the future.
• We are here to help students to learn so they
  can become productive, creative, ethical and
  engaged citizens and leaders.

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Words of Chancellor Betz

• Action Goals
• Live a Life of Engagement
• Commit to Continuous Improvement
• Help Students Learn
• Reaffirm a culture of learning and leading, a
  culture of collaboration and caring, a culture of
  authenticity and academics.

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The Commission/UW-River Falls Relationship

• 1935 - Accreditation Granted
• 1936 - Accreditation Continued
• 1938 - Accreditation Continued
• 1970 - Accreditation Continued
• 1978 - Accreditation Continued
• 1988 - Accreditation Continued
• 1998 - Accreditation Continued
• 2007-08 Next Accreditation Visit

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Commission Changes Since the Universitys Last
Comprehensive Visit

• 1999 - Empowerment of New Decision-making Bodies
  Institutional Actions Council and Review
  Committee
• 1999 - Establishment of the Academic Quality
  Improvement Program AQIP
• 2000 - Re-naming of Commission of Institutions of
  Higher Education to The Higher Learning
  Commission
• 2000 - HLC Adoption of a New Mission Statement
• 2002 - Development of New Team Report Formats
• 2003 - Naming of the Traditional Accreditation
  Program Program to Evaluate and
  Advance Quality PEAQ
• 2004 - Introduction of New Criteria with Core
  Components

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Two Evaluation Processes for Continued
Accreditation

• Self-Assessment
• Strategy Forum
• Action Projects
• Annual Updates
• Systems Appraisal
• Continued Accreditation
  --Seven-Year Cycle

• Institutional Self-Study
• Peer Review
• Decision-making Processes
• Continued Accreditation --Ten-year
  Cycle

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Fundamental Shifts

• Outcomes
• Learning
• Focus on Future
• Connectedness

• Inputs
• Teaching
• Focus on Past
• Autonomy

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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.
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1 - Mission and Integrity Core Components -
Paraphrased

• Clear Articulation of the Mission
• Recognition of Diversity among Learners,
• other Constituencies and Greater Society
• Organizational Understanding of Mission
• Mission Supported through
• Organizational Structures
• Organizational Protection of the Mission

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2 - Preparing for the Future
The organizations 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.
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2 - Preparing for the Future Core Components -
Paraphrased

• Realistic Preparation for a Future Shaped by
• Societal and Economic Trends
• Resource Support for Maintaining and
• Strengthening Educational Programs
• Evaluation and Assessment Processes Show
• Effectiveness and Continuous Improvement
• Planning Levels Align with Mission and
• Capacity to Fulfill the Mission

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3 - Student Learning and Effective Teaching
The organization provides evidence of student
learning and teaching effectiveness that
demonstrates it is fulfilling its educational
mission.
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3 - Student Learning and Effective
Teaching Core Components - Paraphrased

• Clear Statements of Student Learning Outcomes
• That Make Effective Assessment Possible
• Organization Values and Supports Effective
• Teaching
• Organization Creates Effective Learning
• Environments
• Learning Resources Support Student Learning
• And Effective Teaching

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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.
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4 - Acquisition, Discovery, and Application of
Knowledge Paraphrased

• 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 Support Responsible Acquisition,
  Discovery, and Application of Knowledge

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5 - Engagement and Service
As called for by its mission, the organization
identifies its constituencies and serves them in
ways both value.
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5 - Engagement and Service Core Components -
Paraphrased

• Organization Learns from Constituencies
• and Analyzes its Capacity to Serve Them
• Organizational Capacity and Commitment to
• Engage with Identified Constituencies and
• Communities
• Organization Demonstrates Responsiveness
• to Constituencies that Depend on It
• Internal and External Constituencies Value
• the Organizations Services

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Cross-cutting Themes
Future-oriented
Learning-focused
Connected
Distinctive
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Position Statements
Assessment of Student Learning
Diversity
General Education
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The Commissions Requirement of a Member
Institution

• Host an Evaluation Team!
• Produce and Submit a Self-Study Report, including
  an Introductory Institutional Snapshot!
• Conduct an Institution-wide Self-Study in the
  Context of the Commissions Criteria for
  Accreditation!

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Challenges Identified by the Previous Visiting
Team

• Diversity
• Concept of Shared Governance
• Student Support Services

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Federal Compliance Program Requirements

• Credits, Program Length, and Tuition
• Compliance with the Higher Education
  Reauthorization Act
• Compliance visits to Off-campus locations
• Reference to the Commission in Advertising and
  Recruitment Materials
• Institutional Records of Student Complaints

Chapter 8.2 - Handbook of
Accreditation
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Know Thyself!

• Understand the Dual Mission Wisconsin System
• Evaluate the UW- River Falls against the
  Commissions Criteria and Core Components
• Respond to Team Identified Concerns
• Satisfy Federal Compliance Issues
• Provide Institutional Snapshot
• Document Learning and Institutional Outcomes
• Plan for the Future

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Institutional Effectiveness

• The Institutional Umbrella
• Governing Board and Administration
• Academic Affairs
• Student Services
• Administrative Services
• Learning Resources
• Community Outreach and Services

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Think Holistically about Your Organization
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An Engaged University of Wisconsin-River Falls!
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Key Figures in the Self-Study Process

• Committed CEO who Selects and Supports the
  Self-Study Coordinator(s)
• Effective Leadership of the Self-Study
  Coordinator(s)
• Engaged Self-Study Steering Committee
• Cooperative and Supportive Sub-Committees and
  Multiple Constituencies

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Hallmarks of An Effective Self-Study Process
Chapter 5

• Fits the distinctive nature of the organization
• Achieves stated goals that inform the Self-Study
  Plan and the conduct of the Process
• Ensures effective evaluation of the whole
  organization
• Promises to have an impact on the organization
  beyond the Commission visit

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Hallmarks of An Effective Self-Study Process
Chapter 5

• Engages multiple constituencies of the
  organization
• Builds naturally on existing and on-going
  self-evaluation processes
• Has strong Presidential and Board support
• Draws on the expertise and credibility of
  recognized leaders throughout the organization

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Hallmarks of An Effective Self-Study Process
Chapter 5

• Maintains regular and effective communication
  links with institutional constituencies
• Produces evidence to show that the Commissions
  Criteria for Accreditation and Core Components
  are met
• Produces a Self-Study Report that meets the
  Commissions needs

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Think about whats inside and outside of the box!
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Valuing Education

• What is the goal of education?
• What is the value of learning?
• How do people learn?
• Who benefits from learning?
• How do we know learning has occurred and at what
  level?
• How can we enhance learning?
• How do institutions add value to lives?

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Over-arching Learning Goals for College Students

• To master an advanced and rigorous body of
  knowledge and related skills
• To apply theory to practice or vice versa
• To refine ones capacity to conceptualize,
  analyze, and integrate ideas
• To enhance the capacity to use ones intellect
• To engage other students and teachers in a free
  exchange of ideas and exploration of attitudes
• To consider divergent views relative to research
• To examine virtues, values and value systems

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Student Learning Central to
Determining Institutional Effectiveness
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Assembling the Pieces
Academic Affairs
Student Affairs
Learners
Learning Resources
Administrative Resources
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Focusing on Learning

• Knowledge Base
• Subject Content
• Curricular Sequence

• Learning Theories
• Pedagogies
• Learning Styles
• Learning Activities

Assessment of Learning Outcomes
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More than Inputs and Processes, Outcomes!
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As a Strategy of Inquiry
ASSESSMENT is a participative and iterative
process that

• Provides information regarding student learning
• Engages stakeholders in analyzing and using
  information about student learning to confirm
  learning and improve teaching

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As a Strategy of Inquiry
ASSESSMENT is a participative and iterative
process that

• Produces evidence that confirms achievement of
  intended learning outcomes and
• Guides broader educational and institutional
  improvement.

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The Commissions Focus Learning

• PURPOSE OF ASSESSMENT
• The primary purpose of an assessment program is
  to contribute to the continuous improvement of
  student learning by documenting the extent to
  which
• students are achieving the learning that the
  institution as a whole and the faculty intend
  and
• students are meeting or exceeding the published
  goals and measurable objectives of general
  education and disciplinary learning that are a
  reflection of those broader institutional goals.

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The Commissions Focus Learning

• EFFECTIVE ASSESSMENT IS
• The degree to which the organization and its
  academic program faculty and leaders
• demonstrate that they are actively using the
  results of assessment to discover where students
  could be learning more and learning better, and
• discuss their findings, recommend and make
  changes that result in documented improvements in
  student learning.

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Assess Students Learning Outcomes Using
Multiple Quantitative and Qualitative Measures

• Direct Measures
• Theses and Dissertations
• Standardized Tests
• Licensure Exams
• Juried Reviews and Performances

• Direct Measures
• Pre-Testing and Post- Testing
• Capstone Courses
• Oral Examinations
• Internships
• Portfolio Assessments

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Assess Students Learning Outcomes Using
Multiple Quantitative and Qualitative Measures

• Indirect Measures
• Job Placement Data
• Surveys of Alumni and Students
• Surveys of Employers

• Indirect Measures
• Program Completion Rates
• Retention and Transfer Studies
• Graduate follow-up Studies

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Conversations Five Prompt Questions

• How are (y)our stated student learning outcomes
  appropriate to (y)our mission, programs, and
  degrees?
• What evidence do you/we have that students
  achieve (y)our stated learning outcomes?

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Five Prompt Questions ConversationsFive Prompt
Questions

• In what ways do you/we analyze and use evidence
  of student learning?
• How do you/we ensure shared responsibility for
  assessment of student learning?
• How do you/we evaluate and improve the
  effectiveness of (y)our efforts to assess and
  improve student learning?

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Bringing it All Together!

• Converse
• Plan and Research
• Collect, Analyze and Discuss
• Decide
• Write Self-Study Draft
• Review Extensively
• Decide on the Final Self-Study Report
• Produce the Report
• Disseminate the Report
• Consider Peer Evaluation and Consultation
• Make the Document Live!

Institutional Perspective
Self-Study Documents
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Peer Review Activities

• Individual Study of Institutions Materials and
  Website
• Determination of Individual Perspective
• Sharing of Perceptions

• Group Evaluation, Review and Discussion
• Formation of Team Recommendation
• Share the Recommendation
• Write the Team Report

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The Team Report Format--Part I - Assurance
Section--

• Context and Nature of the Visit
• Commitment to Peer Review
• Compliance with Federal Requirements
• Fulfillment of the Criteria
• Evidence Criterion is met
• Evidence Criterion needs institutional attention

• Evidence Criterion requires institutional
  attention and Commission follow-up
• Evidence Core Components not met Sanction likely
• Team Recommendation
• Statement of Affiliation Status
• Additional Comments and Explanations

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The Team Report--Part II - Advancement Section--

• Overall Observations about the Institution
• Consultations of the Team
• Recognition of Significant Accomplishments,
  Significant Progress, and Exemplary and
  Innovative Practice

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The Accreditation Review Process

• 9. Board Validation
• 8. Accreditation Decision by the
  Institutional Actions Council or Review Committee
• 7. Readers Panel or Review Committee
• 6. Institutions Acceptance of Final Team
  Report
• 5. Evaluation Teams Final Team Report
• 4. Institutions Feedback
• 3. Evaluation Teams Report Draft
• 2. Evaluation Team Visit Peer Review
• Institutional Self-Study Snapshot

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University of Wisconsin-River Falls
Looking to a Bright Future!
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Contact Information

• The Higher Learning Commission
• 30 N. LaSalle Street
• Chicago, IL 60602
• www.ncahlc.org
• jtaylor_at_hlcommission.org