new traditions: nwccu standards and process ronald l. baker executive vice president northwest...
TRANSCRIPT
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New Traditions:NWCCU Standards and Process
Ronald L. Baker
Executive Vice PresidentNorthwest Commission on Colleges and Universities
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Messenger
These are but the shadows of the things that have been. That they are
what they are, do not blame me.Ghost of Christmas Past in A Christmas Carol (Charles Dickens)
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Evolution
While we flatter ourselves that things remain the same, they are changing under our very
eyes from year to year, from day to day.Charlotte Perkins Gilman
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Incongruence
Most of us do not look as handsome to others as we do to ourselves.
Assiniboine Tribal Proverb
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Change
OutcomesImplied Explicit
What does that mean?
AchievementsAssumed Assessed
How do you know?
EvidenceAnecdotal Verifiable
Show me the data!
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Homo Academicus
Most people are in favor of progress; it’s the changes they don’t like.
Anonymous
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Redirection
When you discover you are riding a dead horse, the best strategy is to dismount.
Dakota Tribal Proverb
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Interrelationships
The challenge is for us to see beyond the innumerable fragments to the
whole, stepping back far enough to appreciate how things move and
change as a coherent entity.Margaret Wheatley
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Viewpoint
What you see depends on where you stand.Albert Einstein
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Trust
Who are you going to believe . . .me or your own eyes?
Chico Marx
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Isolated Functions
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Interlocking Communities
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Function-Centric Fit
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Interest-Centric Fit
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Relevance
How does this talk grow corn?Hopi Tribal Saying
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Assurances
An NWCCU accredited institution:
Has a clear and appropriate mission;
Has the potential to fulfill its mission;
Is substantially fulfilling its mission; and
Is projected to continue to do so.
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Framework
The standards are principle-based statements of agreed-upon expectations for institutional practice that form a flexible qualitative, catalytic, non-prescriptive framework that enables institutions with divergent missions, philosophies, and characteristics to exhibit essential principles of quality and effectiveness.
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Standard One:Mission, Core Themes, and Expectations
Examines institutional purpose and intentions based on a clear statement of institutional mission, articulation of mission fulfillment, and identification of mission core themes complete with objectives and assessable indicators of achievement of those objectives.
Revised Standards
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A core theme is a manifestation of a fundamental aspect of institutional mission with overarching objectives that guide planning for contributing programs and services, development of capacity, application of resources to accomplish those objectives, and assessment of achievements of those objectives. Collectively, the core themes represent the institution’s interpretation of its mission and translation of that interpretation into practice.
Standard One:Mission, Core Themes, and Expectations
Revised Standards
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Mission
Core Theme 1
Objective 1
Indicator 1
Objective N
Core Theme N
...
. . .
...
Indicator N
Indicator 1
...
Indicator N
Indicator 1
...
Indicator N
Indicator 1
...
Indicator N
Objective 1 Objective N...
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Nuance
Input-driven Core ThemesStudent AccessEffective Learning Environments
Outcome-driven Core ThemesStudent SuccessIntegrative Student Learning
Values-driven Core ThemesResponsible Civic EngagementEmbodiment of Catholic
Character
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Systems vs. Components
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Standard One:Mission, Core Themes, and Expectations
Standard Two:Resources and Capacity
Revised Standards
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Standard One:Mission, Core Themes, and Expectations
Standard Two:Resources and Capacity
Standard Three:Planning and Implementation
Standard Four:Effectiveness and Improvement
Revised Standards
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Standards Three and Four
Institutional Planning (Standard 3.A)
Core Theme 1
Planning to AchieveCore Theme 1 Objectives (3.B)
Assessment of Achievement ofCore Theme 1 Objectives (4.A)
Use of Assessment Results to Improve Core Theme 1 Success (4.B)
…
Core Theme N
Planning to AchieveCore Theme N Objectives (3.B)
Assessment of Achievement ofCore Theme N Objectives (4.A)
Use of Assessment Results to Improve Core Theme N Success (4.B)
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Standard One:Mission, Core Themes, and Expectations
Standard Two:Resources and Capacity
Standard Three:Planning and Implementation
Standard Four:Effectiveness and Improvement
Standard Five:Mission Fulfillment, Adaptation, and Sustainability
Revised Standards
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Standard One Standard Two
Sta
nd
ard
s T
hre
e a
nd
Fo
ur
Co re
Theme
1
Standard 3.A
Standard Five
Co re
Theme
2
Co re
Theme
3
Co re
Theme
N
...
Stan
dard
s 3.B; 4.A
; 4.B
Standard 5.A Standard 5.B
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Direction and Distillation
Mission
Core Themes
Programs/Services
Contributing Components
Mission Fulfillment
Objectives
Goals/Intended Outcomes
Accomplishments
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Communities
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Institutional Communities
Communities of Function
and
Communities of Interest
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Community of Function
A community of function is an assemblage of expertise and services that contribute to the essential infrastructure needed to operate and sustain the institution and fulfill its mission.
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Community of Interest (Core Theme)
A community of interest is a purposeful cross-functional application of capacity and allocation of resources to achieve clearly-defined objectives of an essential aspect of institutional mission.
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Purpose, Potential, and Direction
Mission Fulfillment
Co
re T
hem
e 1
... C
ore
Th
eme
2
Co
re T
hem
e 3
Co
re T
hem
e 4
Co
re T
hem
e N
Standards3.B, 4.A, and 4.B
StandardFive
StandardsOne, Two, and 3.A
Co
re T
hem
e N
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Human Resources
Education Resources
Student Support Resources
Library and Information Resources
Financial Resources
Governance
Physical and Technological InfrastructurePhysical and Technological Infrastructure
Co
re T
hem
e 1
Human Resources
Education Resources
Student Support Resources
Library and Information Resources
Financial Resources
Governance
Co
re T
hem
e 3
Co
re T
hem
e 4
Co
re T
hem
e N
...C
ore
Th
eme
2
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Weave
GovernanceHuman Resources
Education Resources
Student Support Resources
Library and Information Resources
Financial ResourcesPhysical and Technical Infrastructure
Core T
heme
1
Core T
heme
2
Core T
heme
3
Core
Them
e 4
Cor
e Th
eme
N
. . .
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Image
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Tapestry
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Analysis and Synthesis Embedded in the Accreditation Standards
Standard One: Mission, Core Themes, and ExpectationsExplication of Mission, Core Themes, Objectives, and Achievement Indicators
Standard Three: Planning and ImplementationInstitutional and Core Theme Planning to Apply Resources and Capacity
Theme 1 Theme 2 Theme 3 . . . Theme N
Governance ↓ → ← ↓ → ← ↓ → ← ↓
HumanResources
↓ → ← ↓ → ← ↓ → ← ↓
EducationResources
↓ → ← ↓ → ← ↓ → ← ↓
StudentSupport
Resources
↓ → ← ↓ → ← ↓ → ← ↓
Library andInformationResources
↓ → ← ↓ → ← ↓ → ← ↓
FinancialResources
↓ → ← ↓ → ← ↓ → ← ↓
Physical andTechnical
Infrastructure
↓ → ← ↓ → ← ↓ → ← ↓
↓ ↓ Theme 1 Theme 2 Theme 3 . . . Theme N
↓ ↓ Standard Four: Effectiveness and Improvement↓ ↓ Assess Achievement in Core Themes with Results Used for Improvement
Standard Five: Mission Fulfillment, Adaptation, and SustainabilityEvaluate Mission Fulfillment; Evaluate Adaptability to Change
Determine Confidence for Future Relevance, Success, and Viability
Ex
am
ina
tio
n o
f M
ajo
r In
sti
tuti
on
al
Sy
ste
ms
Standard Two
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Monitoring
People change and forget to tell each other.Lillian Hellman
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1
Standard One: Mission, Core Themes, and Expectations
Submit Year One Report to Address: Standard One
No Visit; Evaluator Panel Reviews Standard One; Findings forwarded to Board of Commissioners.
3
Standard Two: Resources and
Capacity
Submit Year Three Report to Address: Standards One and Two
Committee Visit to Review Standards One and Two; Findings forwarded to Board of Commissioners.
5
Standard Three: Planning and
Implementation; Standard Four:
Effectiveness and Improvement
Submit Year Five Report to Address: Standards One, Two, Three, and Four
No Visit; Evaluator Panel Reviews Standards Three and Four; Findings forwarded to Board of Commissioners.
7
Standard Five: Mission Fulfillment,
Adaptation, and Sustainability
Submit Year Seven Report to Address: Standards One, Two, Three, Four, and Five
Committee Visit to Review Standards Three, Four, and Five; Findings forwarded to Board of Commissioners.
Seven-Year Accreditation CycleEventPrimary FocusYear
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aInstitution 3 Review and Evaluation
Report
aInstitution 6 Review and Evaluation
Report
aInstitution 5 Review and Evaluation
Report
aInstitution 2 Review and Evaluation
Report
aInstitution 1 Review and Evaluation
Report
aInstitution 4 Review and Evaluation
Report
Evaluator 2 Evaluator 1 (Chair) Evaluator 3
Three-Evaluator PanelPanel agrees—as a whole—on all Peer-Evaluation Reports,
Commendations, Recommendations, and Confidential Counsels
aPrimary Responsibility
Year One and Year Five Panel Structure
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ChairStandards 1.A; 1.B; 2.A; ERs 2-21
Year Three Committee Structure
Evaluator 1Standards
2.B; 2.D(Students)
Evaluator 2Standard
2.C(Academics)
Evaluator 3Standard
2.E(Library)
Evaluator 4Standards
2.F; 2.G(Finance)
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ChairStandards 3.A; 5.A; 5.B; ERs 22-24
Year Seven Committee Structure
Evaluator 1Core Theme 1
Standards 3.B; 4.A; 4.B
Evaluator 2Core Theme 2
Standards 3.B; 4.A; 4.B
. . . Evaluator 3
Core Theme 3Standards
3.B; 4.A; 4.B
Evaluator NCore Theme N
Standards 3.B; 4.A; 4.B
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BYU-I Transition Calendar
Spring 2011 Year One Report
Spring 2012 Year Three Report and Visit
Spring 2013 Year Five Report
Spring 2014 Year Seven Report and Visit
Spring 2015 Year One Report
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Summary
Consistency in communication, purposeful collaboration, and clarity of
expectations are necessary elements for the pursuit of a common agenda.
Anny Morrobel-Sosa
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Comments and Questions