Evidence and Standard Two

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EvidenceandStandardTwo
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The Big PictureStandard Two is about

• Curriculum
• Planned, overseen curriculum with clear
  outcomes
• Assessment
• Student achievement, benefits regularly measured
• Monitoring
• Trends, challenges, successes identified
• Evaluation
• Reasoned, collective responses to findings
• Ongoing improvement

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A Work of Non-Fiction

• The content cant be made up during self-study
• Documentation must reflect ongoing processes
• The record of curricular improvements must extend
  beyond the self-study period
• Where theres trouble, admit it
• Identify and declare problem areas
• Develop credible action plans and timelines
• Start working . . . at a realistic, sustainable
  pace

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What are the key components?

1. Information
2. Infrastructure
3. Investment
4. Impact

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1. Information

• The institution should be able to document that
  it collects data on
• Student profile
• Student progress
• Quality of student work
• Gains in skills, abilities
• Student achievement

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Examples

• Admissions data
• Demographics, entrance testing, prior education
• Progress data
• Grades, credit accumulation, completions
• Evidence of student gain
• Departmental assessments e.g., portfolios,
  projects
• Third-party evaluations e.g., standardized
  tests
• Self-evaluation e.g., student self-report
  surveys (commercial or home-grown),
  self-reflection
• Documentation of student achievement
• Employment, transfer, admissions to further study
• Employer surveys, transfer performance data

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2. Infrastructure

• The institution should be able to document its
  capacity for collecting, controlling, and using
  data
• Curriculum control
• Assessment
• Regular monitoring

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Examples

• Curriculum processes
• Curriculum control structure
• Committee membership, records (minutes),
  processes
• Curriculum materials course masters, catalog
• Assessment infrastructure
• Outcomes statements by program area, degree(s)
• Institutional data collection, distribution
  mechanisms
• Mechanisms to collect, analyze student gains
• Assignment outcomes, evaluation rubrics, archives
• Test score collection, analysis tools
• Survey collection plans, summary, administration
  schedule

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3. Investment

• The institution should be able to document that
  it sustains a conversation that is
• Both broad-based and focused
• Institution-wide
• Departmental
• Regular and ongoing
• Formalized
• Attached to decision-makers

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Examples

• Departmental activity records
• Retreats, meetings
• Reports
• Participation
• Assessment committee records
• Membership, schedule
• Reports and studies
• Communications mechanisms
• Institutional engagement
• Tie-in to curriculum committees, cabinet,
  instructional leadership, institutional leadership

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4. Impact

• The institution should be able to document
  examples of data-driven
• Curricular change
• Improvements in processes
• Commitment to set new goals

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Examples

• Alterations to course content
• Changes in emphasis, content additions/deletions
• Curricular changes
• Sequence, prerequisites, course
  additions/deletions
• Student support enhancements
• Advising, tutoring, mentoring, orientation
• Instructional resources library, technology
• Changes in pedagogy
• New approaches, alternative delivery,
  supplemental materials and activities,
  applications
• Associated faculty-development initiatives

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Implications for self-study

• The Standard Two subcommittees role
• Rigorously seek and consider evidence
• Rigorously apply accreditation standards
• Sift impressions, identify whats most important
• Examine evidence collaboratively
• Engage departments, standing committees, leaders
• Encourage thorough, honest committee discussion
• Arrive at the teams findings . . . only sooner

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First-stage Initial inquiry

• Checklist For each indicator, is the
  institution
• In compliance?
• Out of compliance?
• Unsure?
• What documentation, evidence exists to support
  those initial conclusions?

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Second-stage Analysis

• As the discussion continues
• What patterns emerge?
• Strengths?
• Weaknesses?
• What requires further study?

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Final stage Conclusions

• In the end, what are
• Consistent strengths?
• Consistent weaknesses?
• Recommendations for next steps

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Implications Avoid blind sides

• Seek broad participation
• Check for consistency
• Throughout Standard 2 text
• In supporting documentation
• Pay extra attention to hot buttons
• Policy 2.1 General education, related
  instruction
• Policy 2.2 Educational assessment
• Policy 2.6 Distance delivery
• Review Eligibility Requirements
• Especially Eligibility Requirements 8, 9, 12
• Revisit past recommendations