Taking Ownership of Accreditation : Assessment Processes That Promote Institutional Improvement and Faculty Engagement.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- PREFACE: USING ACCREDITATION TO IMPROVE PRACTICE -- 1 ASSESSMENT AND ACCREDITATION: PRODUCTIVE PARTNERSHIPS -- Setting the Stage -- Assessment of the Past -- Assessment Today -- Accreditation of the Past -- Evidence of the Accreditation Shift -- Assessment and Accreditation: Partners for Improvement -- The Future of Accreditation and Assessment -- 2 CALIFORNIA STATE UNIVERSITY MONTEREY BAY AND THE WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES: UNDERSTANDING THEIR CULTURES OF INNOVATION -- Descriptions from Two Perspectives -- Western Association of Schools and Colleges: Innovative Accreditation Thinking -- California State University Monterey Bay: Innovative Accreditation Thinking -- 3 INSTITUTIONAL VISION, VALUES, AND MISSION: FOUNDATIONAL FILTERS FOR INQUIRY -- A Trio of Guides for Campus Practices and Assessment -- A Trifocal Lens: Filtering Our Intentions and Inquiry -- Bringing It All into Focus -- 4 PREPARING FOR ACCREDITATION: SOWING THE SEEDS OF LONG-TERM CHANGE -- Directions for Preparation -- Preparing the Soil: Communicating and Working with Campus Constituencies -- Weeding and Pruning: Selecting the Best Evidence to Grow -- Harvesting and Arranging: Presenting the Evidence -- Moving On to Other Pastures? -- 5 PROGRAM REVIEW AS A MODEL OF VISION-BASED CONTINUOUS RENEWAL -- Overview: CSUMB's Academic Program Review Process -- Revision of the Initial Committee Mandate -- Additional Processes: Facilitating Campuswide Discussion -- Reflections on This Process Through a Best Practices Lens -- 6 MULTILAYERED INQUIRY FOR PROGRAM REVIEWS: METHODS AND ANALYSIS FOR CAMPUSWIDE IMPLICATIONS -- Rationale for Inquiry -- Implementing a Multilayered Inquiry: Planning and Design -- Implementing a Multilayered Inquiry: Collecting the Data.

Implementing a Multilayered Inquiry: Analyzing Data -- Implementing a Multilayered Inquiry: Writing the Report -- Implementing a Multilayered Inquiry: Dissemination -- Implementing a Multilayered Inquiry: Closing the Loop -- Adapting the Writing Program Inquiry Process for Your Campus -- 7 EXAMINING CAPSTONE PRACTICES: A MODEL OF ASSETS-BASED SELF-STUDY -- The Self-Study Model -- Implementing the Self-Study -- Brief Summary of Self-Study Results -- The CSUMB Capstone Self-Study and Accreditation -- Emerging Institutional Improvement -- 8 A STUDY OF "BEST PRACTICES" IN ASSESSMENT: A VISIBLE AND PUBLIC LEARINNG PROCESS -- The Research Processes -- Evidence of Best Practices in Campus Assessment Profile -- Assessment Guideline 1: Define and Clarify Program Goals and Outcomes for Long-Term Improvement -- Assessment Guideline 2: Make Assessment-for-Improvement a Team Effort -- Assessment Guideline 3: Embed Assessment into Campus Conversations about Learning -- Assessment Guideline 4: Use Assessment to Support Diverse Learning Abilities and to Understand Conditions Under Which Students Learn Best -- Assessment Guideline 5: Connect Assessment Processes to Questions or Concerns That Program Decision Makers or Internal Stakeholders Really Care About -- Assessment Guideline 6: Make Assessment Protocols and Results Meaningful and Available to Internal and External Stakeholders for Feedback and Ultimately Improvement -- Assessment Guideline 7: Design an Assessment Model That Aligns With the Institutional Capacity to Support It -- 9 ONE DEPARTMENT'S ASSESSMENT STORY: PROCESSES AND LESSONS -- The Collaborative Health and Human Services Program: Background and History -- The Path to Skillful Assessment Practice -- The CHHS Assessment Protocol -- Lessons Learned -- 10 FACULTY INTERVIEWS: A STRATEGY FOR DEEPENING ENGAGEMENT IN INQUIRY.

Rationale and Chapter Organization -- Campus and Researcher Context -- First Interview Study -- Findings: First Interview Study -- Second Interview Study -- Findings: Second Interview Study -- The Value of Interview Studies -- 11 ADMINISTRATIVE ALIGNMENT AND ACCOUNTABILITY: STUDENT LEARNING AS FOCUS -- Early Alignment Attempts -- Alignment and Accountability -- Planning Alignment and Integration: Thinking Alignment Across Plans -- Costing the Model: Thinking Alignment and Student Learning -- Strategic Plan Review and Renewal: Bringing Assessment, Alignment, and Accountability Together -- 12 POSTSCRIPT AND REFLECTIONS -- INDEX.

This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership--illustrated by rich descriptions.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.