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Working Group Training

Working Group Training. Compiling Evidence for a Successful Chapter. LaMont Rouse, Executive Director of Assessment, Accreditation & Compliance. Goals of the Self-Study. To demonstrate compliance with Middle State’s Standards of Excellence

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Working Group Training

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  1. Working Group Training Compiling Evidence for a Successful Chapter LaMont Rouse, Executive Director of Assessment, Accreditation & Compliance

  2. Goals of the Self-Study • To demonstrate compliance with Middle State’s Standards of Excellence • To provide a process whereby Cedar Crest can make recommendations for improvement • To determine how to improve enrollment through new markets and educational offerings

  3. Thank you This process can only be completed with your assistance Middle States wants you to join in the national conversation on improving the quality of undergraduate education This self-study process should be a collegial process. Please try to find consensus. If we work smart and steady, we should be able to keep stress levels to a minimum.

  4. Self-Study Time Line Fall 2012: Working groups will seek to gather evidence in order to answer the research questions Spring 2013: Working groups submit their draft chapter to the steering committee -- The steering committee then produces the self-study report The End of Phase I

  5. Self-Study Time Line Public Phase Fall 2013: Campus reviews the document and suggests changes and modifications. -- CCC sends the draft report to evaluation team chair (S/he may also make suggestions and changes) -- Team chair makes a preliminary visit

  6. Self-Study Time Line Team Visit Phase Spring 2014: There is a team visit -- A preliminary report will be issued -- There is an institutional response Summer 2014: Middle States meets and acts

  7. Getting Things Done Best Practices in the Division of Labor Determine who will address each question; Identify what documents will support in the answering of the question -- If no document exists or data is incomplete, inform the WG Chair. -- If the document exists “in someone’s head,” then please gather that data through a formal process (answer sheet, interview, etc.)

  8. Getting Things Done Important Positions Within Each Working Group Someone must be in charge with organizing the appendixes list (source documents). Give each a specific identification. -- Interface with those tasked with gathering evidence to update the list every two weeks 2) Someone must keep notes/minutes from meetings (This demonstrates shared governance) -- Prefer meetings at least twice per month

  9. Writing During Phase I • Try to answer each question in a couple of paragraphs (2 to 4) • Answers should (can) contain 3 parts • 1) Brief discussion of the process at Cedar Crest • 2) Discussion of the data/information sources • 3) Analysis of the data/information

  10. Writing During Phase I Writing Analysis -- Determine if a chart, table or graph could be included when answering your question. -- If one is developed, relay it to the appendix keeper --Draw conclusions and make comparisons. Explain what the results mean, why they are important. In general, positive trend lines are solid indicators. Negative trend lines may need further discussion and explanation. -- Text-based data should be judged on their alignment with the question

  11. Writing During Phase II Developing A Chapter (Spring 2013) -- The answers will all be merged into one text. Overlapping answers will also be merged where possible. -- The questions will be synthesized and turned into subheadings -- Don’t worry about length.

  12. Writing During Phase II Elements of the Chapter Format -- Each chapter begins with a Summary -- The body -- Each chapter concludes with commendations, suggestions and recommendations Commendations acknowledge what the College does well. Suggestions are collegial advice Recommendations have to be acted upon (and reported out in the 2019 PRR)

  13. Writing During Phase II Determining the Difference Between Suggestions and Recommendations -- Suggestions will help improve operations and perhaps marginally impact the institution. -- Recommendations acknowledge that the College could be substantively improved in a particular area and that it needs to adopt this proposal in order to be in alignment with the standard. Without being formulaic, let me suggest: 3 to 5 commendations 3 to 4 suggestions 2 to 3 recommendations

  14. Final Reminders Work smart Build consensus Remember the big picture: -- To strengthen Cedar Crest for the next generation! If you need help, ask.

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