Writing Programs and Accreditation Agencies by lih18327

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									Accreditation Agencies and Writing Programs

Presented
at the

2004 Thomas R Watson Conference
October 8, 2004

Peggy C. Wilds, Consultant

Regional Accrediting Agencies in the United States Middle States Association of Colleges and Schools New England Association of Colleges and Schools North Central Association of Colleges and Schools Northwest Commission on Colleges and Schools

Regional Accrediting Agencies in the United States (Cont’d) Southern Association of Colleges and Schools Western Association of Schools and Colleges Accrediting Commission for Senior Colleges and Universities Western Association of Schools and Colleges Accrediting Commission for Community and Junior Colleges

Common Requirements by All Accrediting Agencies
Planning and evaluation process to achieve and improve its mission (institutional effectiveness)
Purpose statements for all educational programs Expected outcomes for all educational programs and continuous improvement

Institutional Effectiveness

“The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission." (SACS)

Institutional Effectiveness and Educational Programs
WASC

The institution:  Clearly defines and publishes educational objectives for each program, including expected student learning outcomes;  Identifies means for achieving these objectives and outcomes;  Establishes processes for evaluating the achievement of these outcomes.

Institutional Effectiveness and Educational Programs

MSACS The institution’s educational offerings:  Display academic content, rigor, and coherence;  Identify student learning goals, including knowledge and skills, for its educational offerings.

To Summarize:
All writing programs, whether a part of general education, English composition, WAC, or a degree program, MUST: Engage in the process and procedures of institutional effectiveness; and, Demonstrate improvement on an annual basis for the institution to be accredited or reaffirmed in accreditation.

Developing Intended Outcomes for Annual IE Plans and Assessment Reports
Annual basis Three to five intended outcomes Measurable and attainable Desired level of performance Realistic Full participation

Guidelines for Assessment
Clear and explicit purpose statement Reflect understanding of learning as multidimensional, integrated and revealed in performance over time Must identify what student must know or be able to do upon graduation Most effective when ongoing Various representatives of the institution and/or program are involved Must be done at all levels from mission to the course level

The Process of Institutional Effectiveness
(Summary)

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Setting goals (intended outcomes); Identifying at what level (criterion) the goal is to be achieved; Assessing by already identified measures and procedures that the intended goal has been achieved; Analyzing the data; and
Using the results for improvement.

Accreditation Agencies and Writing Programs

Presented
at the

2004 Thomas R Watson Conference
October 8, 2004

Peggy C. Wilds, Consultant


								
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