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Institutional Effectiveness: A trend that continues to be a primary focus in higher education is institutional effectiveness. While that term seems to have an obvious meaning, what constitutes effectiveness is sometimes debated. To judge institutional effectiveness, we must conduct what is often called institutional assessment, that is, evaluation of the effectiveness of the institution. It is important to keep in mind, as Suskie (2018) stated, that “because student learning is the heart of most college missions, the assessment of student learning is a major component of institutional assessment” (p. 325).
Accreditation: If you have already been involved in accreditation efforts, you know how important accreditation is and how apprehensive faculty, staff, and administrators can become when preparing for an accreditation visit. (If you have not yet participated in accreditation efforts, you are very likely to be in the future.) Assessment of students’ learning outcomes is a critical element of an institution’s demonstration of what accreditation reviewers are investigating—whether and to what extent an institution is fulfilling its purpose.
For this question, you will begin to draft the beginning of the final section of the Assessment and Evaluation of Learning Plan, entitled “Closing the Loop.” Reflect on how your plan to assess learning outcomes connects to the larger context of the effectiveness of the program, department, or institution under which such assessment falls. Explain that connection in your initial post. How might the assessment efforts that you are proposing pertain to accreditation, either directly or indirectly? Use and cite the readings and the interview with Dr. Natasha Jankowski for this to support your argument.(all attached below)
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