1829 20120126 Focused Visit Mandated - Team Report

January 26, 2012 TO: President Nancy Barcelo, Northern New Mexico College FROM: Joyce Gardner SUBJECT: Accreditation Evaluation Report, Focused Visit-Mandated Enclosed is the institution’s copy of the evaluation report on Northern New Mexico College. At the end of the document, you will find the recommendation on the accreditation relationship. The Commission expects the President or Chancellor of the institution (or chief executive officer if a different title is used) to acknowledge receipt of this report within two weeks of the date indicated on the enclosed form. In addition, the institution may choose to submit an additional written response in the form of a letter to the Institutional Actions Council. The letter should not exceed five pages and is to be submitted electronically with the enclosed form within the two-week timeframe. Please complete and return the enclosed form, along with any additional written response, to Stephanie Kramer, [email protected], no later than two weeks from the date indicated. The institution’s response becomes part of the official record of the evaluation and is included in the materials sent through the decision process to the next committee that reviews the institution. If the Commission does not receive a response within two weeks, it will conclude that the institution concurs with the accreditation recommendation and will forward the appropriate materials to the Institutional Actions Council (IAC) for review and action. More information on the Commission’s decision process is provided on the attached form and available on the Commission’s website (www.ncahlc.org). The institution will receive an official action letter, a revised Statement of Affiliation Status (SAS), and a revised Organizational Profile (OP) following the IAC meeting. If you have any questions concerning the evaluation report or the decision process, please contact Stephen D. Spangehl, your staff liaison. Enclosures cc: Linda Johnson, Team Chairperson

REPORT OF A COMMISSION-MANDATED FOCUSED VISIT

Assurance Section

TO

NORTHERN NEW MEXICO COLLEGE Espanola, New Mexico

November 13-15, 2011

The Higher Learning Commission

A Commission of the North Central Association of Colleges and Schools

EVALUATION TEAM Dr. Linda G. Johnson, HLC/Assessment Coordinator/AQIP Liaison, Southeast

Technical Sioux Falls, SD 57107 Dr. Carolyn A. Haynes, Director of University Honors Program, Miami University,

Oxford, OH 45056

Assurance Section Northern New Mexico College/1829

2 November 14-15, 2011

CONTENTS

I. Context and Nature of Visit ....................................................................................... 4 II. Area(s) of Focus ....................................................................................................... 5 III. Affiliation Status ...................................................................................................... 12


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I. CONTEXT AND NATURE OF VISIT

A. Purpose of Visit This mandated focus visit to Northern New Mexico College (NNMC)

was conducted to determine the progress of the college in meeting accreditation standards as identified by the Commission Evaluation Summary Sheet (May 9, 2011) in three areas: implementation of the Bachelorʼs Degree in Music and the Bachelor of Arts in Integrated Studies, and progress of the overall assessment plan of the college.

B. Accreditation Status In April 1982, the Commission granted initial accreditation to Northern

New Mexico Community College. On November 29, 2001, the institution was admitted into AQIP and participated in Strategy Forums in April 2002 and October 2005. The name was officially changed to Northern New Mexico College in 2005, and the college requested changes in its status from a two-year to a comprehensive four-year baccalaureate-granting institution. Following an AQIP Quality Checkup visit (October 2006), the institution was granted approval in December 2006 to offer Bachelorʼs Degrees in Business Administration, Biology, Environmental Science, Information Technology, Integrative Healing, and Teacher Education. The Commission granted approval in February 2009 to award Bachelorʼs Degrees in Integrated Studies, Mathematics, Mechanical Engineering (Solar Energy), Music (Jazz Studies), Nursing, and Software Engineering.

In 2008-2009, a Reaffirmation Panel completed a comprehensive review of institutional documents, including the Systems Portfolio and Appraisal, Quality Checkup Report, and Commission findings. The Panel recommended continued accreditation with no Commission follow-up required for any of the five criteria.

C. Organizational Context Northern New Mexico College is a public higher education institution

authorized to offer associate degrees, bachelorʼs degrees (limited to those indicated in B), and certificates. The college has two campuses: the main campus at Espanola serves approximately 1900 students; and the El Rito campus serves 300 students. Additionally, the college offers courses at classrooms in the surrounding communities of Chama, Dulce, Tierra Amarilla, Gallina, Penasco, Mesa Vista, Santa Fe, Taos, and Questa, which serve approximately 200 students.

According to the 2006 Systems Portfolio, the institutionʼs origins reach

back to 1909 when it opened as a Spanish-American Normal School. It has operated as a teacher-education center, boarding high school,


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technical vocational school, and the first community college in New Mexico. The U.S. Department of Education designates NNMC as an Hispanic-Serving Institution.

The institution serves a population in Rio Arriba County, which is

approximately 72% Hispanic, 12% American Indian, and 20% White/Non-Hispanic. Median income for the county was approximately $30,000 in 2007. The median age of the student body is 34 with 80% of students testing into developmental mathematics and English.

D. Unique Aspects of Visit NNMC has embraced a unique mission, which includes providing

“accessible, affordable, community-based quality learning opportunities that meet the education, employment, and enrichment needs of our culturally diverse region.” The Pueblo Studies program is the only one known to exist in the country. One of the team members attended a Pueblo Feast Day with the Director of Assessment, Director of BAIS, the Director of Pueblo Studies, and the NNMC President. The Feast Day provided valuable insight into the Integrated Studies program, and the Native/Pueblo Studies program, the integral nature of the institutionʼs relationship with the Native American community, and importance of understanding the culture of the region.

Both members also attended a Fine Arts exhibit and concerts featuring

performances by faculty and students in the Music program. E. Interactions with Organizational Constituencies

1. President 2. Board member 3. Provost, Academic Affairs 4. Dean of Arts and Sciences 5. Director of Assessment and Accreditation 6. Director of Integrated Studies 7. Director of Pueblo Studies 8. Student Learning Achievement Committee (SLAC) 9. Chair, Humanities 10. BAIS and Music faculty (full and part-time) 11. Film and Media Arts staff 12. General Education Committee 13. Faculty in Biology, IT, Mathematics, Engineering, Humanities,

History, Spanish, and Education 14. Undergraduate students in various programs, one alum.

F. Principal Documents, Materials, and Web Pages Reviewed

NNMC website WEAVE online management database/system


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Annual Student Learning Reports: General Education, Biology, Music Assessment Plan Focus Visit Report

NNMC Catalogs and marketing materials, including “Two Letters From Northern” (student testimonial film) and Documentary on Santa Clara Pueblo Fire (collaboration with Santa Clara community). Selected course syllabi (Music, BAIS, and general education courses; new Humanities 101 First-Year Experience Course) Bachelor of Integrated Students “Conversation Course” readings; class observation White Shell, Water Place: Native American Reflections on the 400th Anniversary of the Founding of Santa Fe by 2010 Sunstone Press (includes essays by professor in Pueblo Studies).

II. AREA(S) OF FOCUS

A-1. Statement of Focus The evaluation description included in the Evaluation Summary Sheet

issued by the Higher Learning Commission (dated May 9, 2011) called for a focus visit to review the implementation of the Bachelorʼs Degree in Music. Particular attention should be given to the institutional capacity to support the degree program (including the number of faculty and infrastructural support), narrowness of the program, the limited FTE, alignment of offerings with National Association of Schools of Music (NASM) accreditation, distinction between lower level and upper level courses, faculty qualifications, the relationship of the general education program with the degree program, and assessment of student learning outcomes.

B-1. Statements of Evidence

• Evidence that demonstrates adequate progress in the area of focus.

Since receiving notice of the focus visit in May 2011, Northern New

Mexico College has taken aggressive steps to improve its Bachelor of Music (BMUS) degree program. It instituted a college-wide program review process in which the BMUS program participated. The institution hired an energetic new director who constituted a Curriculum Revision Committee comprised of music faculty. Since its inception in July, this committee has engaged in a benchmarking exercise to explore similar music programs in the region, studied the standards of the National Association of the Schools of Music (NASM), identified ways in which their program was not aligned with standard practices, come to a consensus on needed changes, developed a proposal for a new and more general BMUS degree with three concentrations (Western, Contemporary and Northern


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New Mexico) and secured approval by the appropriate university curricular committees.

Program documents, course syllabi and the creative performances

which team members observed demonstrated that the mission of the new degree program is well aligned with the community-focused and access-oriented mission of the institution and meets the needs of NNMCʼs diverse student body. Interviews revealed that faculty members, students and administrators were familiar with and embraced the programʼs mission. Musical performances were well attended by members of the college as well as the community at large; and community members were well acquainted with and enthusiastic about the activities and focus of the music department. Performances consisted of experienced and novice musicians, and it was clear that all students were well prepared, took pride in their work, and were highly valued by the faculty and local community members.

The establishment of an internal curricular committee and an

external advisory board as well as the appointment of a new, diligent director have served to foster a collaborative and transparent process and have provided a needed infrastructure to ensure program success and sustainability.

Both part-time and full-time faculty members are remarkably

involved in student recruitment through intensive outreach to local and regional high schools (e.g. giving public performances in the school, offering dual credit courses, attending high school musical performances, and teaching middle and high school students to make and play instruments). These efforts have led to a modest growth in the number of music majors over the past year.

The new BMUS program advances clear learning outcomes.

Lower- and upper-level courses are clearly delineated, and clear measures (exit jury and skills examination) have been instituted to ensure that only qualified students are allowed to advance to upper level coursework. A thoughtful full-cycle assessment plan has been created which includes measurable outcomes aligned with NASM standards, a performance rubric and evaluation form, a newly enforced jury requirement, and the institution of a standardized skills examination. Because the new degree program has not yet been implemented, no data have been collected.

• Evidence that demonstrates that further organizational

attention is required in the area of focus. Although remarkable strides have been made to reform the BMUS

degree program and curriculum, the music faculty and institution must remain vigilant in reaching the stated goals of the new degree program. The most critical need is the incorporation of private


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music lessons into the curricular requirements. Without private lessons, the BMUS program will not be aligned with NASM standards, thus making transfer of their students to other institutions challenging and preventing students from reaching their full potential as musicians, music educators or music historians.

Although the BMUS faculty is qualified (with the vast majority

holding terminal degrees in their field and others having amassed vast levels of musical experience) and is achieving the goals of the degree program, new faculty resources and support, including additional faculty with terminal degrees, are needed to ensure that the program can sustain its broader-based curriculum and meet the critical needs of its students.


attention and Commission follow-up are required. None • Evidence is insufficient and demonstrates that Commission

sanction is warranted. None

C-1. Other Accreditation Issues [If applicable] No evidence of other accreditation issues was found. D-1. Recommendation of Team

Evidence sufficiently demonstrated. No Commission follow-up recommended.

E-1. Rationale for the Team Recommendation NNMC made impressive strides, including significant curricular revision

and development and additional infrastructural support, to respond to the concerns about the BMUS program raised by the Higher Learning Commission. The careful planning and active engagement of faculty, students and community members in the degree program are evidence that the program will soon gain the recognition it deserves.

A-2. Statement of Focus The Evaluation Description included in the Evaluation Summary Sheet

issued by the Higher Learning Commission (dated May 9, 2011) called for a focus visit to review the implementation of the Bachelor of Arts


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Degree in Integrated Studies (BAIS). No specific areas of concern were mentioned.



The BAIS degree program is in its first year of operation and is

scheduled for program review after its third year, in order to collect sufficient student data, tentatively scheduled for 2014-2015. NNMC has taken active steps to improve the BAIS program and create a more coherent focus for the programʼs mission. In particular, a director of the program has been appointed, student focus groups conducted and data analyzed, and a department-wide symposium on the meaning of integrated and interdisciplinary studies held. BAIS faculty members have engaged the professional literature on interdisciplinary and integrative learning, and the director recently attended the national conference of the Association for Integrative Students to glean new insights on the programʼs direction.

Interviews with BAIS faculty members revealed a highly qualified

faculty who are invested in the program and its students. Faculty members and students were able to communicate a clear, coherent and unique mission of the program: to explore the “human experience” through multiple disciplinary and cultural perspectives, including indigenous and traditional ones. Students not only engage intensively with one another and a variety of primary source texts from diverse cultures, but they also reflect purposefully on how these perspectives and their learning relate to their own personal development, career goals, and their responsibility to their community. The seminar approach (known as “learning through conversation”) is a unique feature of the program. The faculty members purposefully decided to call the program “integrated” rather than “interdisciplinary” studies because of the holistic and expansive focus of their degree.

Using the data received through focus groups and the symposium,

the BAIS faculty members have recently revised the programʼs curriculum so that it is more coherent and carefully sequenced with learning outcomes that increase in complexity at each successive level. A new introductory course has been designed and approved, and the existing upper-level courses have been sharpened in their focus and revised to move seamlessly in progression. To help students better understand the intent of the program, a new document, entitled “Learning Through Conversations,” which explains the key program features has been created and disseminated to students.


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The new changes made in NNMCʼs general education program (e.g., the addition of a foreign language requirement, a research skills course, and a writing-intensive, upper-level course) will reinforce and promote key BAIS learning objectives including writing, inquiry and intercultural understanding.


attention is required in the area of focus. The BAIS faculty members, in consultation with stakeholders from

the institution and community, need to develop a full-cycle assessment plan that includes qualitative and quantitative measures of student learning outcomes. Because the BAIS program, like most integrative studies programs, is more process-oriented rather than content driven, innovative assessment methods and tools may need to be developed.


attention and Commission follow-up are required. None • Evidence is insufficient and demonstrates that Commission

sanction is warranted. None

C-2. Other Accreditation Issues [If applicable] No evidence of other accreditation issues was found. D-2. Recommendation of Team

• Evidence sufficiently demonstrated. No Commission follow-up recommended.

E-2. Rationale for the Team Recommendation

The review team was impressed with the commitment of the BAIS faculty to the integrated nature of the program; they have a clear understanding of the programʼs mission and the way that its three areas of concentration (Pueblo Indian Studies, humanistic psychology, and humanities) relate to one another. Class observations showed the powerful impact of this program and its pedagogical approach on its students. The students uniformly praised the programʼs curriculum, pedagogical approach and faculty members.


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A-3. Statement of Focus The Evaluation Description included in the Evaluation Summary Sheet

issued by the Higher Learning Commission (dated May 9, 2011) called for a focus visit to review the progress of the overall assessment plan for the college.



Since the Quality Checkup in 2006 and Reaffirmation Panel Review

in January 2009, NNMC has continued to improve its assessment program. Participation in AQIP has contributed to the collegeʼs ability to approach assessment as a vehicle for continuous improvement on multiple levels. Faculty reported that AQIP processes and more specifically, participation in Process Improvement Teams (PITʼs), have increased their ability to define a challenge, convene a team to discuss the issues, and develop solutions to address the challenge. The AQIP Council members indicated that the process encourages re-imagining the college in new ways and has brought “…the entire college into decision-making and focus on assessment.” Faculty reported that data form an important role in improving programs. Quality principles and some team-based decision-making form the basis of assessment at NNMC.

The Quality Checkup Report indicated that while quality principles

were well-developed in several areas of the college, they were less apparent in Academic Affairs. The Focus Visit Team interviews with the General Education Committee, the SLAC Committee, and the Music and BAIS faculty indicated that improvement teams are now embedded in processes for department discussions.

Furthermore, several best practices in assessment have been

implemented:

A Director of Assessment and Accreditation coordinates assessment at the college, guides the Student Learning Achievement Committee (SLAC), supervises professional development, and works collaboratively with faculty and staff liaisons to complete reports.

An Institutional Assessment Plan which defines roles, a cycle of

analysis and reporting, tools, terminology, etc. was adopted by SLAC, Faculty Senate, the AQIP Council, and the Board of Regents in fall 2008.


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The WEAVE online management tool for storing and archiving assessment data is used regularly by faculty to organize program and course-level outcomes. The majority of programs have completed documentation within this system.

Professional development for assessment is provided in various

workshops and during an “Assessment Day,” which includes speakers, sharing of effective practice, and awards and recognition. Further education about assessment is accomplished by the SLAC Committee members working with program faculty to improve student learning.

Student Learning Achievement Committee (SLAC) members

serve as assessment coaches for faculty. The Committee reviews the Annual Program Reports and offers suggestions for improvement (program report cards). Faculty on the committee reported that a primary benefit of the “report cards” created by SLAC for various programs provided valuable external input and opened the conversations about improving programs and student learning.

Programs are using the data about student learning to effect

changes. Faculty cited several examples of conversations around data analysis which have led to changes in the program, curriculum, and pedagogy. Examples include: (1) In response to assessment data, the Mathematics Departmentʼs development of a common final exam and a summer bridge program -- the latter of which resulted in the successful graduation of 37 high school students; (2) the Biology Departmentʼs revision of its mission statement, website, course catalog, and course sequencing in response to assessment data; and (3) the addition of hands-on laboratory work in the engineering major as a result of benchmarking against ABET standards.

An Institutional Academic Program Review process adopted in

September 2010 comprises another key aspect of overall assessment. The peer review process is required for all programs every three years or as deemed necessary.

• Evidence that demonstrates that further institutional attention is required in the area of focus.

A review of WEAVE online program learning outcomes and annual

Student Learning Reports, as well as interviews with faculty, the Assessment Coordinator, and the Dean of Arts and Sciences suggests that the WEAVE system and current requirements for program and course reporting on a majority of outcomes every year could be streamlined. Reviewing and revising the structures and reporting timelines for assessment could lead to a less complex and more manageable process, further increasing sustainability of the assessment program. The AQIP quality improvement processes


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and Action Projects may provide a foundational tool for streamlining the program.

All programs should engage in a complete cycle of assessment

(e.g., defining learning outcomes, collecting data, and making improvements based upon data). While many program faculty indicated that they understand the need to fully implement assessment for their programs, implementation of the complete cycle of measurement including analysis and reporting is uneven. For a strong and comprehensive assessment program, all degree programs must identify appropriate learning measures of their outcomes, develop a manageable process for analysis, and participate in a reporting cycle which can inform improvements.

Assessment of general education outcomes is progressing. Three

years ago, the General Education Committee began investigating general education and what it should look like. Working within the state mandates for five general learning areas, the committee members had multiple conversations around the question: “What should every student on campus know?” Those conversations, coupled with the analysis of annual reports for courses in the core areas (communication, mathematics, lab science, social and behavioral, and humanities and fine arts) have led to improvements such as the creation of the first-year experience course and implementation of a professional development course for faculty focused on teaching principles for writing intensive courses.

The General Education Committee works within the constraints of

required state standards for general education while honoring the unique needs of NNMC. Furthermore, there is no department of General Education per se; no single individual functions as department chair or team leader to coordinate these activities.

Some key strategies which might further strengthen the role of

General Education as a foundation for associate and bachelorʼs degrees include these:

1. Continue to identify valid, appropriate, and practical measures

of learning for general education outcomes. 2. Foster and build on the creative conversations which the GE

Committee has begun for strengthening General Education. 3. Consider designating a General Education team leader,

department chair, or other position with authority to coordinate the several areas of general education.

4. Participate in conversations with leaders at the state level to change the need to comply with state mandates for assessing all areas of GE every year to a more manageable process which meets the needs of NNMC and accomplishes the spirit of the state requirements.

E-2. Rationale for the Team Recommendation


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Since the Quality Checkup Visit and the Reaffirmation of Accreditation

in 2008-2009, NNMC has accomplished significant progress regarding the its assessment plan, and more importantly, in its application of the principles of effective assessment: faculty ownership of the program, meaningful measures of learning, data analysis which leads to practical and appropriate changes, and infrastructure which supports assessment.

While the tools for measuring learning in every program are not fully developed and analyzed, the Coordinator of Assessment, SLAC Committee and faculty do understand what steps should be taken to complete the process. As NNMC continues to improve its assessment program, the benefits of applying continuous quality processes will bear fruit.

III. STATEMENT OF AFFILIATION STATUS Affiliation Status No change. Nature of Organization Legal status No change. Degrees awarded No change. Conditions of Affiliation Stipulation on affiliation status No change. Degrees limited to Business

Administration, Biology, Environmental Science, Information Technology, Integrative Healing, Teacher Education, Integrated Studies, Mathematics, Mechanical Engineering (Solar Energy), Music (Jazz Studies), Nursing, and Software Engineering.

Approval of degree sites No change. Approval of distance education degrees: No change. Reports required None.

Summary of Commission Review

Year for next Quality Checkup visit: 2014-15 Year for next Reaffirmation of Accreditation: 2015-16

Advancement Section Northern New Mexico College/1829

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REPORT OF A COMMISSION-MANDATED FOCUSED VISIT

Advancement Section

TO

NORTHERN NEW MEXICO COLLEGE Espanola, New Mexico

November 13-15, 2011

The Higher Learning Commission

A Commission of the North Central Association of Colleges and Schools

EVALUATION TEAM Dr. Linda G. Johnson, HLC/Assessment Coordinator/AQIP Liaison, Southeast

Technical Sioux Falls, SD 57107 Dr. Carolyn A. Haynes, Director of University Honors Program, Miami University,

Oxford, OH 45056


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ADVANCEMENT SECTION CONSULTATION OF TEAM

A. Observations of Team Regarding Area(s) of Focus Since the Quality Checkup Visit in 2006 and the Reaffirmation Review in 2008-2009, Northern New Mexico College has undergone a number of personnel changes relative to the areas of focus. The new president hired in July 2010 has advanced a vision to “reimagine the college” in meeting the “educational, cultural and economic needs of the region.” In collaboration with the cabinet, AQIP Council, faculty, staff, and community members, including governors from local Indian tribes, she has encouraged partnerships with the surrounding Hispanic and Pueblo Indian communities. Because of their strong emphases on local cultures, the BAIS and BMUS programs are central to this vision. A Director of Music was hired in August 2011, and the one-year-old BAIS program includes both a Director of BAIS and a Director of Pueblo Indian Studies. In General Education, a Director of Writing and Rhetoric was hired. A Director of Assessment and Accreditation was appointed in spring 2011. NNMC has leveraged AQIP quality processes to educate the campus community about the importance of accreditation and to make significant improvements in the BAIS and BMUS programs as well as the overall assessment efforts at the college. Process Improvement Team (PIT) members reported the benefits of continuous improvement, including team-based and data-informed decision-making. As one member noted, “We have been able to collectively come together and remove silos.”

B. Consultations of Team Bachelor of Music The Bachelor of Music Program (BMUS) has made impressive strides in improving its program. To maintain this momentum and ensure long-term program success, the review team recommends that the BMUS faculty continue collaborating with each other as well as faculty from other appropriate departments to develop any or all of the following: 1. Strategic plan for music or the fine arts at NNMC with key goals,

including target enrollments, NASM accreditation, and measurable student achievement, as well as action steps and a timeline. Special consideration should be given to resource allocation among the three areas of concentration within the BMUS program.

2. Learning community or community of practice to explore the interrelationship and possible synergies among the three concentrations with the BMUS program as well as between the BMUS program and other relevant programs and majors.


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3. Public relations/communication plan which leverages multiple forms of media (website, brochures, newsletters, DVDs, etc.) to help students, NNMC faculty and community members understand the three areas of concentration and the value of each. Special attention should be devoted to showcasing the most unique features of the BMUS program, such as its concentration on Northern New Mexico music and culture.

4. Fundraising plan developed in consultation with the BMUS advisory board, community foundations and other appropriate units on campus. The plan could also include strategies for identifying partners who could support student scholarships.

Bachelor of Arts in Integrated Studies The Bachelor of Arts in Integrated Studies Program at Northern New Mexico College is unique on multiple levels. It encompasses three disparate fields (Pueblo Indian Studies, psychology, and humanities) that are not generally combined within one program. It serves a diverse population of students, and it is housed within an institution which has historically focused on associate technical or scientific degrees. In addition, it asks its students to traverse multiple cultural and disciplinary boundaries and to synthesize traditional academic disciplinary knowledge with knowledge derived from communities and lived experience outside of the academy. Because of its unique nature, there exist no ready-made models it can follow. Faculty members and other stakeholders must co-construct the program through careful study and modification of existing models, open and honest deliberation, and collective decision-making. From reviewing the program documents and interviews with students and faculty, it is clear that the program focuses a common theme—the human experience—and several broad questions: What is the self? How does the self relate to others within a community? Moreover, it is clear that all members value the three concentrations or pathways available in the program. Identifying a common theme is a significant progress step. Yet, the review team noted that more attention could be devoted to cultivating even greater program coherence. We would encourage faculty along with other key stakeholders (students, staff, administrators and community members) to come together in a “learning community,” a community of practice or an intensive retreat to review relevant professional and scholarly literature, benchmark against similar integrative programs (Appalachian State University, Gallaudet University, Utah Valley University, Ferris State University, Weber State University, Great Basin College, Miami University), and address the following questions:

1. How do the three areas of concentration under the BAIS umbrella

differ in terms of their purposes, assumptions about truth, inquiry


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methods, biases, economies of labor, norms, modes of communication, language, tone, etc.?

2. How are they similar? 3. What knowledge or skills do students need to learn from each area

or field? 4. What outcomes should all BAIS students achieve upon graduation? 5. How can we best teach students to understand and practice within

each area of concentration? 6. What, if any, pedagogical approaches should we use in addition to

the “conversations” approach? How might we know which approaches are effective in promoting student learning and development?

7. How can we ensure that students are able to integrate these and other fields of knowledge?

8. How can we as faculty members model integrated learning? What signature assignments or experiences can we offer our students to promote the program outcomes and build greater coherence within the degree program?

9. How might we assess those assignments and the development and learning of our students?

Once these key questions are addressed, attention can be devoted to developing a strategic plan or timeline for curriculum development and the creation of an assessment plan to ensure program viability and sustainability. Careful thought should be devoted to whether, how and when new areas of concentration should be added and old ones removed.

The assessment plan should be focused on significant questions you

have about your students, their learning and development or on significant assignments (e.g., inquiry, service-learning, or multimedia projects) in which multiple learning outcomes are advanced and high impact learning occurs. Because the program outcomes are likely to be developmental, process-oriented and affective as well as cognitive, special attention should be given to generating qualitative as well as quantitative methods of assessment. Possible examples include: • Asking the students to develop a resume and personal statement at the

beginning and end of the program to track their perceptions of their personal and intellectual growth;

• Self-reflective questionnaires administered at key milestones in the program;

• Focus groups with different cohorts of students to assess how they develop in terms of their understanding of integrated learning;

• Service learning project and reflection statement which addresses their perceptions of how they integrated knowledge within the project and how the project contributed to their growth in terms of key outcomes or competencies;

• Semi-structured interviews with students from different cohorts.


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A good starting place for discussion might be Allen Repkoʼs brief review of the literature on assessment of interdisciplinary learning outcomes at: http://www.uta.edu/ints/faculty/REPKO_Outcomes_AEQ.pdf. Other possible areas for program development include the creation of the following: Communication plan in which clear messages that convey the program mission, outcomes and benefits to various target audiences and in various media (website, Facebook, brochures and viewbook, videos, student handbook, alumni and student newsletters).

Student organization whose members design and organize key co-curricular programs, such as an orientation for new students (in which they explain the meaning and value of the degree program, offer tips on the “conversation” pedagogical approach, and provide “insider” tips for college success), lectures, symposia, exhibits of student work, etc.

Assessment

Since 2008, NNMC has laid a solid foundation for assessment practices upon which to build. Sustainability of the assessment program depends on the ability of faculty to view the infrastructure, reporting requirements, and timelines as manageable. Discussions with the Director of Assessment and Accreditation and the SLAC Committee suggest that with some revision, the assessment program can become robust.

The majority of programs have defined learning outcomes within the current WEAVE management system. While the system is rather cumbersome and complex, it does provide a repository for data and a consistent format throughout the institution. Adjusting the requirements for exactly how many learning outcomes are analyzed and reported annually, as well as adjusting the due dates (for example, to the month the program chooses, rather than at the end of the year) might make it easier for faculty to complete analysis and reports in a timely manner.

Additionally, measuring discrete learning outcomes with separate instruments adds to the complexity and hence to the challenges of completing all the work. Faculty might investigate the possibility of designing tools which measure several learning outcomes with one instrument. Interviews with the General Education Committee and BAIS faculty indicated that faculty members are open to designing tools such as portfolios, capstone projects, or service-learning projects. The General Education Committee had several innovative suggestions for creating interdisciplinary assignments. Moreover, tools such as service learning projects seem to be a natural fit with NNMCʼs mission and relationship to community.

A review of the WEAVE system and several annual reports revealed another challenge for the analysis of assessment results: the numbers in


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some programs are too small to make useful generalizations for any given semester. Therefore, some way to develop comparisons with similar courses or programs in the state or nationally becomes important. As faculty and staff investigate ways to improve assessment, some consideration should be given to benchmarking, both with peer institutions and at the program level (as Engineering is doing with investigating ABET membership and BMUS faculty did with NASM standards). During Systems Portfolio documentation, the choice of peers can be justified. For example, institutions who are peers for the BMUS or BAIS programs may not be appropriate peers in composition or mathematics. Benchmarking could also lead to collaboration and an effective way to conserve resources.

Interviews with faculty and a review of annual reports indicate that faculty understand and practice a key concept in assessment—having meaningful conversations about the results of student learning. Leaders should continue to ensure that resources, including the space and time for conversations (beyond standard faculty and staff duties) are available. Practices such as the Assessment Day are an excellent start.

Other suggestions include these:

Create an institutional calendar which includes due dates for

assessment activities throughout the year. Consider developing multiple year trend reports for some learning

outcomes rather than analyzing all outcomes in one year. Continue to share positive models as departments develop these.

Share what did not work as well as what was successful. All programs should review their targets, direct measures of learning,

and documented results, ensuring that specifics represent the best (most valid and appropriate) evaluation for the program, not simply an evaluation to meet compliance.

Finally, in the next phases, NNMC should discuss how to publicly share assessment results. The BMUS department student performances and Fine Arts shows already constitute an effective way to engage the community and celebrate student achievement. The collegeʼs newsletter pages, a Presidentʼs Report or an Annual College Report to the Community might accomplish that last stage in public reporting.

There is a wealth of resources regarding assessment. The new Association for the Assessment of Learning in Higher Education (AAHLE http://aalhe.org/) and the National Institute for Learning Outcomes Assessment (NILOA http://www.learningoutcomeassessment.org/) offer conferences, listserv conversations, and other resources on their websites. Among the many excellent print resources on assessment, some of the most practical include P. Makiʼs Assessing for Learning (2004), Assessment to Promote Deep Learning, edited by L. Suskie (2007), and other publications from Stylus Publishing.


7 November 14-15, 2011

Many colleges have assessment web pages, guidebooks, and other useful tools. A few with a history of successful assessment programs include colleges such as these: Winona State College, Mesa Community College, Johnson County Community College, Rose-Hulman Institute of Technology, Arizona Western College, and Alverno College.

CIP CodeDegree Code Degree Major Code Major/Concentration260101 BS Bachelor of Science BIOL Biology520201 BBA Bachelor of Business/Administr BAA Accounting520201 BBA Bachelor of Business/Administr BU25 Business Administration/Manag520201 BBA Bachelor of Business/Administr OA15 Management Infor Systems BBA131202 BA Bachelor of Arts ED2 Elementary Education030104 BS Bachelor of Science ES3 Environmental Science030104 BS Bachelor of Science ESF Environmental Science-Forestry143501 BE Bachelor of Engineering BENG Information Engineering Tech240101 BAIS BA in Integrated Studies ISH Humanities240101 BAIS BA in Integrated Studies ISP Psychology240101 BAIS BA in Integrated Studies ISPI Pueblo Indian Studies500901 BM Bachelor of Music BMUS270101 BS Bachelor of Science MATH Mathematics150505 BE Bachelor of Engineering BEME Mechanical Engineering511601 BS Bachelor of Science NU3 RN to BSN150399 BE Bachelor of Engineering BESE Software EngineeringCIP CodeDegree Code Degree Major Code Major500701 AA Associate in Arts ART Art520201 AA Associate in Arts BU1 Business Administration430104 AA Associate in Arts CJ2 Criminal Justice500301 AA Associate in Arts DANC Dance131210 AA Associate in Arts ECE Early Childhood Education131202 AA Associate in Arts ED9 Elementary Education500602 AA Associate in Arts FDMA Film and Digital Media Arts240102 AA Associate in Arts GENS General Studies440701 AA Associate in Arts HS2 Human Services in Soc Sci500901 AM Associate in Arts AJS Jazz Studies500901 AA Associate in Arts FA1 Music050202 AA Associate in Arts PIS Pueblo Indian Studies500701 AA Associate in Arts FA6 Southwest Folk Art511501 AA Associate in Arts SAC3 Substance Abuse Counselor500501 AA Associate in Arts FA8 Technical Theatre

Academics at Northern New Mexico College

500501 AA Associate in Arts FA7 TheatreCIP CodeDegree Code Degree Major Code Major260101 AS Associate in Science BIO1 Biology143501 AE Associate in Engineering AEIE Information Engineering Tech143501 AE Associate in Engineering PREE Pre-Engineering511601 AS Associate in Science NU1 Nursing (ADN) AS400101 AS Associate in Science SCI Science150399 AE Associate in Engineering AESE Software EngineeringCIP CodeDegree Code Degree Major Code Major519999 AAS Associate in Applied Science HO1 Allied Health470604 AAS Associate in Applied Science AT1 Automotive Technology120402 AAS Associate in Applied Science BB Barbering151301 AAS Associate in Applied Science DR10 Computer-Aided Drafting400501 AAS Associate in Applied Science CTT Chemical Technician520201 AAS Associate in Applied Science BU22 Constru Trades MGMT469999 AAS Associate in Applied Science CON2 Constru Trades Technology120401 AAS Associate in Applied Science COS2 Cosmetology030104 AAS Associate in Applied Science ES5 Environmental Science500712 AAS Associate in Applied Science FB1 Fiber Arts261201 AAS Associate in Applied Science LABB Laboratory Biotechnology250301 AAS Associate in Applied Science LT1 Library Technology513501 AAS Associate in Applied Science MAS4 Massage Therapy030101 AAS Associate in Applied Science REM Natural Res-Range Ecology MGN511601 AAS Associate in Applied Science NU2 Nursing (ADN)520401 AAS Associate in Applied Science OA9 Office Administration460503 AAS Associate in Applied Science PLB2 Plumbing Technology430107 AAS Associate in Applied Science PS1 Police Science030101 AAS Associate in Applied Science PREF Pre-Forestry410299 AAS Associate in Applied Science RAD2 Radiation Protection510907 AAS Associate in Applied Science RAD1 Radiologic Technolog150503 AAS Associate in Applied Science RE Renewable Energy480702 AAS Associate in Applied Science SCF2 Span Col Cabt/Furn Making511501 AAS Associate in Applied Science SAC2 Substance Abuse Counselor480508 AAS Associate in Applied Science WLD2 Welding Technology

430203 AAS Associate in Applied Science WFS Wildland Fire ScienceCIP CodeDegree Code Degree Major Code Major000000 ALTER Alter Licensure Program ALT ALT Elementary(K-8)000000 ALTER Alter Licensure Program ED11 ALT Secondary(7-12)000000 ALTER Alter Licensure Program ED4 ALT Special EducationCIP CodeDegree Code Degree Major Code Major520401 CERT Certificate Program OA1 Administrative Assistant469999 CERT Certificate Program ADOB Adobe Construction

470604 CERT Certificate Program ABR3 Auto Body Repair Unibody Nonstructural Analysis & Damage

470604 CERT Certificate Program ABR2 Auto Body Repair Refinishing

470604 CERT Certificate Program AT3 Automotive Service Fundamentals Automotive Powertrain Repair

470604 CERT Certificate Program ABR8 Automotive Service Advisor470604 CERT Certificate Program ABR4 Automotive Structural Analysis & Damage

470604 CERT Certificate Program ABR5 Automotive Suspension and Drivetrain Repair

470604 CERT Certificate Program ABR6 Automotive Under-Hood Repair120402 CERT Certificate Program BB1 Barbering520301 CERT Certificate Program BU4 Bookkeeper151301 CERT Certificate Program DR15 Computer-Aided Drafting120401 CERT Certificate Program COS1 Cosmetology520701 CERT Certificate Program ENSP Entrepreneurship100201 CERT Certificate Program FTT Film Technician

520901 CERT Certificate Program HTRM Hospitality, Tourism, and Restaurant Management

250301 CERT Certificate Program LT2 Library Technology513501 CERT Certificate Program MAS3 Massage Therapy460503 CERT Certificate Program PLB1 Plumbing511613 CERT Certificate Program NU5 Practical Nurse520901 CERT Certificate Program RESA Residential Assistant480702 CERT Certificate Program SCF1 Span Col Cabt/Furn Making480508 CERT Certificate Program WLD1 Welding Technology430203 CERT Certificate Program WFS1 Wildland Fire Science

CIP CodeDegree Code Degree Major Code Major000000 000000 Undeclared NDED Non Degree Grad Education000000 000000 Undeclared 0000 Non-Degree

Staff Recommendations for the STATEMENT OF AFFILIATION STATUS

INSTITUTION and STATE: Northern New Mexico College, NM TYPE OF REVIEW (from ESS): Focused Visit-Mandated DESCRIPTION OF REVIEW (from ESS): A visit focused on the progress meeting the areas of concern in regards to the implementation of the Bachelors degree in Music and the BA in Integrated Studies. Visit should also report on the progress of the overall assessment plan of the College. DATES OF REVIEW: 11/14/11 - 11/15/11 No Change in Statement of Affiliation Status:

Nature of Organization

LEGAL STATUS: Public RECOMMENDATION: No change

DEGREES AWARDED: A, B RECOMMENDATION: No change

Conditions of Affiliation

STIPULATIONS ON AFFILIATION STATUS: Degrees at the Baccalaureate level are limited to Teacher Education, Business Administration, Biology, Environmental Science, Information Engineering Technology, Information Technology, Integrative Healing, Integrated Studies, Mathematics, Mechanical Engineering (Solar Energy), Music (Jazz Studies), Nursing, and Software Engineering. RECOMMENDATION: No change

APPROVAL OF NEW ADDITIONAL LOCATIONS: Prior Commission approval required. RECOMMENDATION: No change

APPROVAL OF DISTANCE EDUCATION DEGREES: New Commission policy on institutional change became effective July 1, 2010. Some aspects of the change processes affecting distance delivered courses and programs are still being finalized. This entry will be updated in early 2011 to reflect current policy. In the meantime, see the Commission's Web site for information on seeking approval of distance education courses and programs. RECOMMENDATION: No change

REPORTS REQUIRED: None RECOMMENDATION: No change

OTHER VISITS REQUIRED: AQIP Quality Checkup: 2014 - 2015; ; Focused Visit-Mandated: 2011 - 2012; A visit focused on the progress meeting the areas of concern in regards to the

Staff Recommendations for the STATEMENT OF AFFILIATION STATUS

implementation of the Bachelors degree in Music and the BA in Integrated Studies. Visit should also report on the progress of the overall assessment plan of the College. RECOMMENDATION: : AQIP Quality Checkup: 2014 - 2015

Summary of Commission Review

YEAR OF NEXT SYSTEM APRAISAL: 2012 - 2013 RECOMMENDATION: No change

YEAR OF NEXT REAFFIRMATION OF ACCREDITATION: 2015 - 2016 RECOMMENDATION: No change

ORGANIZATIONAL PROFILE

INSTITUTION and STATE: Northern New Mexico College, NM TYPE OF REVIEW (from ESS): Focused Visit-Mandated _x__ No change to Organization Profile Educational Programs

Program

Distribution Recommended

Change (+ or -) Programs leading to Undergraduate Associate 51 Bachelors 18 Programs leading to Graduate Masters 0 Specialist 0 First

Professional

Doctoral 0 Off-Campus Activities

In-State: Present Activity: Recommended Change:

(+ or -) Campuses: None Additional

Locations: Espanola (Espanola Campus)

Course Locations:

8

Out-of-State: Present Wording: Recommended Change:


Locations: None

Course Locations:

None

Out-of-USA: Present Wording: Recommended Change:


Locations: None

Course Locations:

None

Distance Education Programs: Present Offerings: None

Recommended Change: (+ or -) Correspondence Education Programs: Present Offerings: None

1829 20120126 Focused Visit Mandated - Team Report

Documents

Transcript of 1829 20120126 Focused Visit Mandated - Team Report