Accreditation, how we all

contribute!
Common Hour
Wednesday, April 13th, 2016
A few terms

MSCHE – Middle States Commission on Higher

Education

PRR – Periodic Review Report

ALO – Accreditation Liaison Officer

Accreditation cycle

Currently: Ten year cycle. Periodic Review report at

five years

New format: Eight year cycle. Annual reports.

MSCHE Request for Follow-up
“To accept the Periodic Review Report and to
reaffirm accreditation. To request a monitoring
report, due April 1, 2016, documenting the further
implementation of an organized and sustained
process for the assessment of institutional
effectiveness and the achievement of institutional
and program level student learning outcomes in all
academic programs with evidence that assessment
results are used to inform decision making and to
improve teaching and learning (Standards 7 and 14).
The next evaluation visit is scheduled for 2018-2019.”
Monitoring reports
Monitoring reports
When an institution undergoes any type of
accreditation review, the Commission will request a
monitoring report because it has concerns about
ongoing compliance with one or more of the
requirements of affiliation or standards for
accreditation. The Commission may also direct a
small team visit following the submission of a
monitoring report. In such cases, requests for
monitoring reports are compatible with the
reaffirmation of accreditation.
MSCHE Accreditation Standards
Standard 7: Institutional Assessment
The institution has developed and implemented an
assessment process that evaluates its overall
effectiveness in achieving its mission and goals and its
compliance with accreditation standards.

Standard 14: Assessment of Student Learning

Assessment of student learning demonstrates that, at
graduation, or other appropriate points, the
institution’s students have knowledge, skills, and
competencies consistent with institutional and
appropriate higher education goals.
MSCHE Accreditation Standards
Standard 7: Institutional Assessment
The institution has developed and implemented an
assessment process that evaluates its overall
effectiveness in achieving its mission and goals and its
compliance with accreditation standards.

Standard 14: Assessment of Student Learning

Assessment of student learning demonstrates that, at
graduation, or other appropriate points, the
institution’s students have knowledge, skills, and
competencies consistent with institutional and
appropriate higher education goals.
Recommendations
“In terms of Standards 7 and 14, these readers make
the RECOMMENDATION that evidence and analysis
must be documented to supplement the narrative
regarding student learning and institutional
effectiveness.”

“In terms of Standard 7 and 14, these readers make

the RECOMMENDATION that Ursinus College further
develop and implement a comprehensive, organized,
and sustained assessment process to evaluate and
improve student learning and institutional
effectiveness in all units and programs.”
Recommendations
“In terms of Standards 7 and 14, these readers make
the RECOMMENDATION that evidence and analysis
must be documented to supplement the narrative
regarding student learning and institutional
effectiveness.”

“In terms of Standard 7 and 14, these readers make

the RECOMMENDATION that Ursinus College further
develop and implement a comprehensive, organized,
and sustained assessment process to evaluate and
improve student learning and institutional
effectiveness in all units and programs.”
Recommendations
“In terms of Standards 7 and 14, these readers make
the RECOMMENDATION that evidence and analysis
must be documented to supplement the narrative
regarding student learning and institutional
effectiveness.”

“In terms of Standard 7 and 14, these readers make

the RECOMMENDATION that Ursinus College further
develop and implement a comprehensive, organized,
and sustained assessment process to evaluate and
improve student learning and institutional
effectiveness in all units and programs.”
Institutional context for report
At the time we submitted our PRR, there was an
insufficient structure for Student Learning assessment
and Institutional assessment. It was also noted that the
college was not sufficiently documenting evidence and
analysis to support assertions of student learning and
institutional effectiveness. Since receiving the Reviewer’s
Response to the PRR and recommendations for
improvements from MSCHE, we have worked to
strengthen the structure for assessment at the college.
Previously, assessment was not integrated into our
campus culture, but we have worked diligently to
develop assessment processes across our campus and we
show our progress and successes in this Monitoring
Report.
Standard 7: Assessment of institutional
effectiveness
MSCHE Recommendation: Further implementation of organized and sustained
assessment of institutional effectiveness

• Development of annual report and outcomes assessment initiative for

college operations.
• Development of new strategic plan progress reporting structure to include
measurable benchmarks and feedback loop
• Inclusion of regular assessment and data sharing sessions at structured
meetings (College Council meetings 2014-2015, Department Heads
Meetings 2015-2016, Monthly Dean’s Meetings, Faculty Salons, Faculty
Common Hours)
• Creation of Board of Trustees Strategic Indicator Dashboards (Core,
Enrollment Management Committee, Academic Affairs/Student
Affairs/Athletics Committee)
• Development of schedule for institutional and departmental specific survey,
assessment, research, and data collection
• New Director of Institutional Research and Effectiveness with responsibility
for assessment, hired December 2014
Standard 7: Assessment of institutional
effectiveness
MSCHE Recommendation: Further implementation of organized and sustained
assessment of institutional effectiveness

• Development of annual report and outcomes assessment initiative for

college operations.
• Development of new strategic plan progress reporting structure to include
measurable benchmarks and feedback loop
• Inclusion of regular assessment and data sharing sessions at structured
meetings (College Council meetings 2014-2015, Department Heads
Meetings 2015-2016, Monthly Dean’s Meetings, Faculty Salons, Faculty
Common Hours)
• Creation of Board of Trustees Strategic Indicator Dashboards (Core,
Enrollment Management Committee, Academic Affairs/Student
Affairs/Athletics Committee)
• Development of schedule for institutional and departmental specific survey,
assessment, research, and data collection
• New Director of Institutional Research and Effectiveness with responsibility
for assessment, hired December 2014
Standard 14: Student learning assessment
MSCHE Recommendation: Achievement of institutional and
program level student learning outcomes in all academic
programs with evidence that assessment results are used to
inform decision making and to improve teaching and learning

• Learning goals and rubrics developed for all core

requirements
• All core learning goals assessed
• Cycle of assessment of core put in place
• Information from core assessment disseminated
• New college assessment website developed to further
communicate and share processes, tools, and resources
• Outcomes Assessment Committee works with all academic
departments and programs on development of learning
goals, assessment plans, and documentation of assessment
findings and use
Standard 14: Student learning assessment
MSCHE Recommendation: Achievement of institutional and
program level student learning outcomes in all academic
programs with evidence that assessment results are used to
inform decision making and to improve teaching and learning

• Learning goals and rubrics developed for all core

requirements
• All core learning goals assessed
• Cycle of assessment of core put in place
• Information from core assessment disseminated
• New college assessment website developed to further
communicate and share processes, tools, and resources
• Outcomes Assessment Committee works with all academic
departments and programs on development of learning
goals, assessment plans, and documentation of assessment
findings and use
Assessment website
What’s next?
New standards for MSCHE
Self study 2018/2019, preparation

• Spring 2017, form working groups for each

standard
• Spring 2017 – Spring 2018, draft chapters,
campus review, finalize draft
• Fall 2018 – Send draft of report to visiting team
chair
• Spring 2019 – final report is due early spring
and team visits campus late spring
Resource allocation
Types of academic resources

Curricular Technologic Human

reviews or al resources talents, Space
changes or uses assignments,
or hires

Pedagogical
focuses, Time Evaluation Financial
strategies, allocation procedures allocations
or or priorities
workshops
Allocation of academic resources

College level Department Individual

and Program level
level

President, Department Faculty

VPAA, Deans, Chairs, Members,
Committees Program Student Affairs
Directors Professionals,
Librarians
 Department and Individual level:
College level: Program level: Faculty Members,
President, VPAA, Deans, Department Chairs, Student Affairs
Committees Program Directors Professionals,
Librarians

Curricular Technological Human

reviews or resources or talents, Space
changes uses assignments,
or hires

Pedagogical
Time Evaluation Financial
focuses,
allocation procedures or allocations
strategies, or
priorities
workshops
Think about ideas that have emerged from
assessment. How have you allocated
resources?

Are there ideas you could address through

assessment that could lead to better allocation
of resources?