Notes

Outline

Are Students Really Learning? Faculty/Librarian Collaboration for Accreditation Presentation at ACRL/NY: December 7, 2001 Oswald M. T. Ratteray Assistant Director for Constituent Services and Special Programs Middle States Commission on Higher Education www.msache.org  M  oratteray@msache.org

A National Focus on Learning Eight Regional Commissions Middle States, New England (2), North Central, Northwest, Southern, Western (2) C-RAC Council of Regional Accrediting Commissions CHEA Council for Higher Education Accreditation USED U.S. Department of Education

Current Initiatives Revising Characteristics of Excellence Collaborative Evaluations Task Force on Accreditation Processes Advisory Panel on Student Learning and Assessment New Handbook on Student Learning & Assessment; Revising Assessment Components of Training Workshops, Annual Conference, and The Millennium Initiative (Information Literacy) International Accreditation?

14 Interrelated Standards Institutional Effectiveness  Mission, Goals & Objectives; Integrity; Planning,  Resource Allocation & Institutional Renewal;  Institutional Resources;  Leadership & Governance;  Administration; and Institutional Assessment. Educational Effectiveness  Student Admissions; Student Support Services;  Faculty; Educational Offerings; General Education;  Related Educational Activities; and  Assessment of Student Learning

What’s New in Characteristics? New Format: The Standard The Context Fundamental Elements Optional Analysis and Evidence  In response to member requests, surveys, focus groups, and interviews with government, alumnae, students, employers, and others.

What’s New? cont’d A New Starting Point for the Dialogue about Quality: Refocusing on the institution’s central purpose: student learning Going beyond the industrial model, counting “units of production,” to asking, “Are we making a difference?” Acknowledging the diversity of providers

What’s New? cont’d Std. 11: Educational Offerings Expanded definition of information literacy Need for periodic updating/retraining in technologies Collaboration in teaching/fostering information literacy Transfer credit for learning outcomes, not institutional type or delivery modes

What’s New? cont’d Std. 12: General Education Students to integrate and apply core knowledge in different contexts Gen Ed requirements should assure students’ proficiency in information literacy Professional library staff promote information literacy Technological capabilities appropriate to discipline

What’s New? cont’d Std. 13: Related Educational Activities  Basic Skills  Certificate Programs  Experiential Learning  Non-credit Offerings  Distance or Distributed Learning  Contractual Relationships & Affiliated Providers

What’s New? cont’d Std. 14: Assessment of Student Learning Demonstrated knowledge, skills & competencies, consistent with institutional goals Institutions must articulate learning goals & objectives at institutional, program, & course levels (available on campus) Assessment plans may select levels, measures, and data for reporting

A Shared Responsibility For Information Literacy Know Determines Nature/Extent of Information Need Access Efficiently/Effectively Evaluate Information & Sources; Knowledge Base & Values Use Effectively to Accomplish Specific Purpose Ethically/Legally Understands Economic, Legal & Social Issues Starts with Faculty Member Librarian Leads, with Faculty Support Librarian & Faculty Jointly Faculty leads, with Librarian’s Insights Faculty & Librarian Jointly

A Shared Responsibility cont’d Commission Shares Responsibility Also:  Training of Institutions in Self-Study  Training of Evaluators  Publications on Student Learning that  Incorporate Information Literacy  CAO Conference in March 2002  Conferences for Faculty and Administrators   in 2002-03

Questions to Consider 1. Is information literacy a prerequisite     for awarding a degree?  If so, how does the institution verify that a student is information literate before awarding a degree? 2. Do programs/syllabi actually promote     student use of information and     learning resources?

More Questions . . . 3. Prioritizing Outcomes     and Selecting Measures:  Which information literacy outcomes should be   part of a comprehensive assessment plan? ACRL Standard     Perf. Ind.   Outcomes 1. Know   4 17 2. Access   5 22 3. Evaluate   7 25 4. Use   3 10 5. Ethically/Legally   3 13 Totals 22 87

More Questions… Getting relevant information from librarian â faculty member â program review? How to design formative intervention that enables students to understand their own educational progress? Who is the most appropriate person to engage in a dialogue with a student about an assignment?

More Questions… 5. What opportunities exist for training     and retraining students and faculty? 6. Is information literacy best taught     by librarians as a separate course or     integrated within the major fields of     study and General Education?