Conquering A Virtual Accreditation Transparent, Continuous Improvement

1. Conquering A Virtual AccreditationTransparent, Continuous Improvement A Collaboration between the Roger Williams University School of Architecture, Art and Historic Preservation and Department of Instructional Design

2. Initial Goal 2011-2012 Virtual Accreditation Visit from the National Architectural Accrediting Board (NAAB) Virtual Accreditation Sample Accreditation Evidence Room

3. It all starts with a PLAN…. CHALLENGE • Centralize & Organize All Activities and Outcomes for Self Assessment • Inform SAAHP Faculty & Students • Track Progress Over Time • Provide Just-in-Time Access to All Constituents

4. SOLUTION: SAKAI PROJECT SITE

5. PLANES HANDBOOK

6. SAAHP PLANES- Continuous Improvement 3 YEARS 6 YEARS

7. Challenge Create a Program Curriculum Map - Identify which courses, and which assignments within courses, would address: • 32 NAAB standards • Two Ability Levels

8. Solution: SAAHP Program Map

9. Challenge • Collect student work in electronic form for a wide range of courses as a manageable process for both students and faculty

10. Solution: • Implement BRIDGES/SAKAI Collaborative Learning Environment (CLE) • Utilize electronic assignments for each Architecture course DIGITAL VIDEO SAKAI ASSIGNMENTS DIGITAL STILL CAMERA SCANNERS PDF CONVERSIONS

11. Pilot Spring 2010 pilot conducted • 14 Architecture courses built in Bridges • 200 students • 12 faculty • Utilize electronic assignments embedded in course matrices to start collecting student work Program-wide Implementation Fall 2010

12. Establish Standardized File Conventions for All Assignments

13. Next Steps: • Develop Course/Program Matrices • Embed in All SAAHP Courses • Linkassignments to Matrix Cells by standard • Standardize file naming convention for all assignment submissions

14. Students upload assignments that automatically link to the appropriate standard

15. Bridges assignment submissions are aggregated in the course, graded and linked to course matrix in this space

16. Note that with a simple click a faculty member can link an assignment in Sakai to a specific cell in multiple matrices. This linking attaches tags to the data that identify it by standard and level of achievement without any additional work.

17. Cross-Link to Program Matrix

18. Challenge • Load time for large program matrix for accrediting team • Click …and wait… and wait….and wait

19. SOLUTION: C.A.R.S

20. Evidence by CourseStudent Work Aggregated in Course Folders Faculty select samples of exemplary student work and move them into the appropriate course folders along with a syllabus and framing assignments for team review

21. This Curriculum Assessment and Review System (CARS) provides • Web-Based Interface • Aggregates all Student Evidence for easy access and review

22. Provides curriculum maps for each program that identify which courses, and assignments within those courses, supports student progress towards each standard

23. NAAB accreditation requires samples of student work from courses that demonstrate student ability for each of 32 standards Student work and framing assignments linked from course folders

24. PORTS: Evidence by StudentE-Portfolios Showcase Exemplary Work • Feature: • Student-selected work • Displays progress toward standards • Student reflections on their own learning and development • Comments from instructors, peer reviewers and even internship/co-op employers. • Future revolving gallery on SAAHP Website to illustrate the quality of work done by our students to prospective students, parents and possible employers.

25. Individual Student E-PortfoliosShowcase Student Learning

26. E-Portfolios Showcase Exemplary Work

28. Lessons Learned • Start early (up to three year process) • Be flexible (!) • Think outside immediate software constraints • Involve faculty from beginning • Identify faculty mentors

29. Lessons Learned • Provide technical support & training to both students and faculty • Plan beyond accreditation to continuous improvement Technology-enabled assessment improves our self awareness as well as our awareness of each other

30. Impact/Results • Increased student performance based on: • Student awareness of learning outcomes/professional expectations • Observation of work-in-progress • Ability to reflect on goals and achievements

31. Impact/Results • Increased instructor performance based on: • Observation of student learning across cross sections • Focuses attention on course development • Fosters collaborative course development among faculty

32. Impact/Results • Increased program performance based on: • Heightened awareness of program objectives • Faculty ability to see whether learning outcomes are being achieved

33. Impact/Results • Building a sense of academic community • Within the University, student and faculty mentoring between levels • Nationally, working with a network of institutions engaged in similar practices

34. Impact/Results • Increased external presence through publication of student outcomes and showcasing of student work

35. Questions?? Photo by Davide Restivo. Accessed from Flickr at: www.flickr.com/photos/somemixedstuff/2403249501/

36. CONTACT INFO:Stephen White – swhite@rwu.eduGregory Laramie – glaramie@rwu.eduLinda Beith – lbeith@rwu.eduRussell Beauchemin – rbeauchemin@rwu.edu