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Wolff, Executive Director Accrediting Commission for Senior Colleges and Universities Western Association of Schools and Colleges (WASC)Z Where are we now? Significant budget reductions Decreased enrollment Increased accountability expectations New WASC model 3 years into implementation  How should we respond?W WASC response Institutional response Unit/program response Individual response XX/Tools for the JourneyMental Models Shared Vision Systems Thinking Organizational Learning Personal Mastery (Adapted from Senge, The Fifth Discipline and Schools That Learn) @WBWBe00 Mental ModelsrCrisis or opportunity? Can we review our mental models of quality  capacity vs. effectiveness Shall we  wait it out or rethink what we are doing? Shall I get involved or hunker down? 1 Shared VisionIs there a vision for the future? Is it shared? Is it being created by an effective process of development and engagement? Who is involved and engaged? Does it lead to an authentic institutional plan and agreed upon priorities?2Systems ThinkingDifference between pockets of excellence and quality systems Quality is a result of holistic organizational thinking Are all academic and service units included in quality thinking? Is there alignment of purposes, outcomes and actions?Z3Organizational Learning=Are all units seen as contributing to student learning results as well as institutional effectiveness? Do all units have outcomes related to the learning mission of the institution and connected to the mission? Are all units engaged in assessment? Are results shared to create organizational learning and improvement?>Z>4Personal Mastery=How is the institutional community supported to address the impact of budget reductions and layoffs? Do individuals feel connected to the learning mission of the institution? Are the tools provided in an ongoing way to develop competence in student and organizational learning methods? Is there a learning community? &=ZZ> How WASC Is RespondingContinued emphasis on the Core Commitments to Institutional Capacity and Educational Effectiveness Increased focus on 1) student learning outcomes and results and 2) organizational learning and quality systems Attention will be not on what was cut but the quality of what remains &:What Have We Learned From Implementation of the New Model?;;$\Impact of required Institutional Proposal  accreditation as an organizational research inquiry Renaming of first review to  Capacity and Preparatory Review Increasing expectations of learning assessment and alignment of learning goals with course syllabi, program review and institutional assessment &.ZZ/'What Have We Learned (cont.)?(Expectation of deliberate quality systems and organizational learning Introduction of new forms to guide evidence collection But focus on academic elements has left out other critical institutional units  library, student services, business units, and others.Z}3 It s Time: To Bring Support and Service Units into the WASC Review Process&L $3C$sReconnecting Standards 2 and 4 with support and service units Applying key assessment processes to IR, faculty development, student services, financial aid, business offices, library and technology support Shifting from satisfaction to authentic program reviews, learning outcomes, alignment with institutional priorities and objectives, connecting with academic affairs tZt Standard 4 N Standard 4: Creating an Organization Committed to Learning and Improvement 6O0i(?b( Sample Criteria for Review CFR 4.4 The institution employs a deliberate set of quality assurance processes at each level of institutional functioning, including new curriculum and program approval processes, periodic program review, ongoing evaluation, and data collection. 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Dev.Offices Student Services Financial Aid Business Services .n0 <2L+@ 4 6X@ G ~HResources Structures Policies Alignment of academic and support servicesI0 F2I 4 0|  x [Learning Results Campus Climate Co-Curricular Results Program Review Results for all units\0 F2\ 4 0`G UCapacity and Preparatory Review (2  4 0 @: m!Educational Effectiveness Review 0! 2 2! 4 S Pp   HExpanding Each Site ReviewH 4 0޽h ? ̙33* 0 V*N*`88)(  ^B  6DԔ ^B  6DԔ``x  <A ??`   0l ESample Format 7.1 Inventory of Educational Effectiveness Indicators P 4 ! 2! ! &  # #"."nmnnnmn  H?-  R   @`  H ?p -  R   @`   H?p- p  R   @`   H!?@- p R   @`   N*?- @ L4.  @`   HX3? -  R   @`   H%?p -  R   @`  H|E?p p -  R   @`  HN?@ p-  R   @`  N4W? @-  L3.  @`  H,`?R   R   @`  Hdj?p R   R   @`  Hr?pR p  R   @`  H{?@R p  R   @`  N?R @  L2.  @`  Hh?R  R   @`  H?p R  R   @`  H̟?pp R  R   @`  H?@pR  R   @`  H?@R  List each degree program: 1.4#    @`  H?v R   @`  H?p v R   @`  H?pvp  R   @`  Hx?@vp R   @`  H?v@ 8For general education (if an undergraduate institution):(98#   @`   H<? v R   @` ! 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After completing this analysis, what are the 2 or 3 most important issues that should be emphasized under this Standard for your institution? *'   @`   N?@y R   @`   N? y R   @`   N`?0  y R   @`  Hh?0 y "The institution incorporates in its assessment of educational objectives results with respect to student achievement, including program completion, license examination, and placement rates results. *'   @`t  N?y 2.7 In order to improve currency and effectiveness, all programs offered by the institution are subject to review, including analyses of the achievement of the program s learning objectives and outcomes. Where appropriate, evidence from external constituencies such as employers and professional societies is included in such reviews. 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""")))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwGGG㽽GG՜.+,0    On-screen ShowWASC Times New RomanAlbertus MediumComic Sans MSArialTahomaDefault Design Bitmap ImageMicrosoft PowerPoint SliderMoving Beyond Compliance to a Systems Approach to Quality: Early Reflections on the New WASC Accreditation Model Where are we now?How should we respond?Tools for the JourneyMental ModelsShared VisionSystems ThinkingOrganizational LearningPersonal MasteryHow WASC Is Responding The New ModelLearning through Feedback;What Have We Learned From Implementation of the New Model?What Have We Learned (cont.)?LIts Time: To Bring Support and Service Units into the WASC Review Process Standard 4Sample Criteria for Review4.6 CFR 2.13Expanding Each Site ReviewSample Format 7.1$Institutional Self Review WorksheetSummary  Fonts UsedDesign TemplateEmbedded OLE Servers Slide TitlesG_/0Instructional & Information Technology ServicesInstructional & Information Technology Services  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~     Root EntrydO)PicturesCurrent UserSummaryInformation(dUPowerPoint Document(DocumentSummaryInformation8