SPORT MANAGEMENT ACCREDITATION

1. SPORT MANAGEMENT ACCREDITATION ACCREDITATION PROCESS AND SITE VISIT PREPARATION TRAINING

2. Philosophy of the COSMA Accreditation Model • Outcomes based/Mission driven • Accreditation principles based on best practices in SM education • Developmental – annual reporting focused on continuous improvement • Flexible – accommodates various institutional models and innovative approaches

3. Benefits of Accreditation • Dedicated staff • Free training, assistance • Best practices - templates, rubrics • External accountability, assurance of quality • Enhanced reputation • Effective mechanism for continuous improvement • Mechanism for program advocacy

4. Includes both undergrad (20% SM content) and graduate programs (50% SM content) Typical disciplinary areas e.g., sport management, sport administration, etc. Academic unit should be an identifiable entity and led by a doctorally- or professionally-qualified educator While normally offered through the SM department, some SM programs housed in other areas All modes of delivery and locations (off-campus) should be included (online, distance learning, adult degree, accelerated) Eligibility for COSMA Accreditation

5. Notify COSMA if a new program is created/added Program must provide rationale for what is included and what is not included in accreditation process Course content Operational control Distinguish and differentiate programs Cooperative/partnership arrangements Marketing: “appearance” of being accredited Eligibility for COSMA Accreditation

6. Steps to Accreditation Membership application & fee Attain Candidacy Status (CS) Collect data and begin writing Self Study Establish timeline for site visit Complete Self Study (at least 90 days prior to site visit) Site visit (2 days) Decision by Board of Commissioners (February/September of each year)

7. Annual Membership Dues • $1,800/year for Institutional Membership • for Covers all degree programs • Pro-rated quarterly • for $30/year for Individual Membership • Eligible to vote in elections • May serve as site reviewer, BOC/BOD member

8. Step One: Membership • Apply online (http://www.cosmaweb.org/membership-forms.html) or download the form to mail in. • Pay annual dues • Show proof of regional/national accreditation (U.S. institutions) or entity that authorizes degree granting (non-U.S. institutions) • Provide basic enrollment information on programs • Signature of CEO

9. Step Two: Candidacy Status • Purpose: To provide your academic unit/sport management program an opportunity to prepare itself for the development of a Self Study and have a site visit • Build overall confidence and understanding in the accreditation process • Normally will not exceed five years • Submit: Program overview, outcomes assessment plan (use template), links to industry, letter of support from administration, catalog, organizational chart

10. Step Three: Self Study/Documentation of Accreditation Principles • Outcomes Assessment • Strategic Planning • Curriculum • Faculty • Scholarly & Professional Activities • Resources • Internal & External Relationships • Educational Innovation

11. Step Four: Site Visit • Costs • Scheduling • Site Visit Team Assignments • Campus Coordinator role • Schedule • Materials • Evaluation and Follow-up

12. Cost of a Site Visit Estimated total cost for two days/two site reviewers - $3,800 Fixed costs: Application fee: $1,200 Honorarium: $1,000 Variable costs: Travel: $1,000 Food & Lodging: $600

13. Purpose of the COSMA Site Visit • Validates Self-Study • Peer review • Assistance in program improvement • “Outside” perspective

14. Site Visit Assignments • Scheduled 3-4 months in advance • COSMA staff, BOC assign two person team • Conditions • Avoid conflicts of interest • Balance and representation • Costs

15. Expectations of Site Reviewers • The site visit will be conducted in strict accordance with all of the current COSMA published guidelines. • Confidentiality • The site visit team will not express any opinions as to whether accreditation will be granted. • The site visit team’s report will contain sufficient information to allow the BOC to make a fair and informed accreditation decision.

16. Campus Coordinator Role • Person responsible for accreditation process (not necessarily the department chair) • Helps team make travel plans, including transport to and from their hotel to your campus • Develops site visit schedule • Makes sure site visit stays on schedule • Organizes on campus meeting room for team

17. On-site Materials • Course syllabi • Institutional course catalog • Copy of last regional accreditation self-study report and findings • Faculty member vitae • Faculty handbook • O/A Plan • Summary of realized outcomes • Internship Manual

18. Site Visit - Day 1

19. Site Visit - Day 2

20. Site Visit Report • Each team member completes his/her own checklist • Team chair writes final report (from template) and sends to COSMA • Address findings related to areas of non-compliance • Include strengths and weaknesses in areas of compliance • The team keeps all materials until the BOC meets to make their accreditation decision

21. Evaluation of the Site Team’s Visit • Fill out and submit evaluation of your experience • Site team members evaluate each other • All comments kept confidential • Questions include: • Professional behavior of the team • Anything overlooked by the team • Strengths and/or limitations of any team member

22. Institutional Response • Review the summary letter from the site visit • Prepare a response and submit by the stated deadline • Work with Heather on your response • Provide explanations and timelines where necessary

23. What COSMA Does After the Site Visit • Institution receives letter summarizing visit • May include request for additional information • All materials sent to small team on Board of Commissioners – self-study, site visit team report, rejoinder, etc. • Commissioners review materials and prepare detailed report to present at next Board meeting.

24. Commissioners’ Accreditation Decisions • Accreditation with Notes • Accreditation with Observations • Accreditation Deferred • Accreditation Denied

25. Annual Reports • All institutions -- regardless of accreditation status -- submit an Annual Report • Respond to Notes • Provide Outcomes Assessment data • Indicate program and administrative changes • Due by July 31 each year

26. Step Three (Reprised): Writing the Self Study • Outcomes Assessment • Strategic Planning • Curriculum • Faculty • Scholarly & Professional Activities • Resources • Internal & External Relationships • Educational Innovation

27. Principle 1: Outcomes Assessment • Five areas of assessment: • Mission and broad based goals • Student learning outcomes • Basic skills development • Student personal development • Operational outcomes measures

28. Outcomes Assessment: Documentation in the Self Study Documentation for the Self Study includes: 1. Copy of O/A plan (updated from CS application) 2. Results of implementation in five assessment areas 3. Summary of changes, improvements needed 4. Summary of action plans to make changes 5. Summary of realized outcomes from action plans 6. Narrative showing integration of O/A results into your strategic plan

29. Mission and Broad-Based Goals Institution: Provide your institution’s approved mission & broad-based goals Sport Management Program: Provide the approved broad-based goals for your sport management program Measurement: State how you will provide evidence that the goals are being accomplished

30. Basic Skills Development • Prepare a statement on the “Basic Skills” development program at your institution • Describe how this is administered within the SM department • Programs to help students with writing deficiencies • Tutoring services

31. Personal Development of Students • Prepare a statement on the “Personal Development” of students at your institution • Describe how this is administered within your SM department • Special programs focused on personal development – interpersonal skills, student leadership • First year seminar

32. Operational Measures How you will measure effectiveness of your SM program and accomplish goals and objectives outlined in strategic plan: • Graduation rates and internship placement • Teaching evaluations • Advisory Board meetings and action plans • Retention rates • Alumni/Graduate exit surveys • SWOT analysis • Faculty scholarship • University-based assessments (okay for program level)

33. Student Learning Outcomes What is a learning outcome? • Description of what your students are able to do • Clear and measurable • Related to the goals of the institution • Identify measurement tools you will use/rubric design (2 direct and 2 indirect measures)

34. Tips for Writing Student Learning Outcomes • Creating student learning outcomes is a process. Some programs have found the following steps to be helpful: • Step 1: Faculty/staff brainstorm meeting … and/or … Consult other SM program websites. • Step 2: Agree on a first draft list of outcomes. • Step 3: List the student learning outcomes on every syllabus for the required courses in your degree program. • Step 4: Gather feedback from students. • Step 5: Design assignments geared to measure achievement of each of the outcomes for each degree program. • Step 6: Using the collected data, revise the list of outcomes, teaching methods, curricula, and/or program. • Step 7: Repeat the above steps regularly and as needed to improve student learning.

35. Measuring Student Learning Outcomes: Bloom’s Taxonomy

36. Measuring Student Learning Outcomes • Identify a minimum of: • two direct measures • two indirect measures • Explain the process for how your measures will provide meaningful results • Provide copies of your instruments/rubrics in the appendix

37. Direct Measures Demonstrate direct evidence of student learning: • Comprehensive exams • Standardized national exams • Pretest and posttest assessments • Required structured internship • Portfolios (electronic or traditional) • Capstone project assessment • Thesis/Dissertation • External certification program (e.g., NSSE)

38. Indirect Measures ofStudent Learning Ask students about their learning: • Graduate survey • Alumni survey • Employer survey • Exit interview • Advisory Boards • Student focus groups • Anecdotal evidence

40. What are Action Plans? • Make informed decisions regarding curriculum and program • Action plans should be related to assessment results • Action plans should be driven by the faculty (curriculum committees); maintain meeting minutes, etc. • Create a culture of assessment and continuous improvement

41. Final Step – Action Plans

42. O/A: Common Challenges • Direct measures – linking measures to specific outcomes • Rubric development & data collection • Go beyond using course grades • Distinguishing between direct and indirect measures: e.g., teaching evaluations, internship reflections, internship supervisor evaluations

43. Useful Resources for Rubric Development • http://course1.winona.edu/shatfield/air/rubrics.htm • http://academic.scranton.edu/department/assessment/ksom/ • National Institute for Learning Outcomes Assessment: learningoutcomeassessment.org

44. Principle 2: Strategic Planning Profile of sport management program Description, assessment of resources External analysis – beyond COSMA site visit SWOT analysis Student learning objectives, strategies, actions plans, and O/A processes Operational objectives, strategies, action plans, and O/A processes

45. Principle 3: Curriculum • 3.1 Program Design • 3.2 Common Professional Component • 3.3 General Education • 3.4 Breadth and Depth of Curriculum • 3.5 Curriculum Review and Improvement • 3.6 Master’s Degree Curriculum • 3.7 Doctoral Curriculum

46. 3.1: Program Design • Self-Study Guidelines: • List each academic degree and number conferred • Provide enrollment information: a) institution total b) SM program(s) total c) each degree’s total • Describe contact hours required to earn one unit of academic credit • Length of time to each bachelor’s, master’s, doctoral degree

47. More on Program Design • Program Curriculum Mapping • A process that considers when, how, and what is taught. • Identifies the assessment measures needed to explain achievement of expected student learning outcomes. • How does it help? • Is intended material being taught? Is it furthering what students actually learn? • Links learning outcomes, learning opportunities, content, and assessment. • Examines specific portions of the curriculum from multiple perspectives.

48. More on Program Design • Why use Curriculum Maps? • Identify potential deficiencies in the curriculum • Aid in planning assessment activities • Guide the assessment process for COSMA accreditation and other (e.g., regional) accreditations • Incorporate a desired topic by guiding strategic planning • Examples of tools for measuring content and alignment: • Faculty surveys on instructional content • Content analyses of instructional materials (e.g., abbreviated course syllabi) • Alignment indices to show overlap between content and principles (e.g.. CPC table)

49. 3.2: CPC Areas

50. CPC Self Study Guidelines • Prepare abbreviated syllabi for each required course • Prepare CPC Table (1) • Provide rationale for deviations • Use sample tables and course syllabi • A course may simultaneously cover multiple topics • Does not apply to Master's/Doctoral programs