Paula Mass & Debra L. Frank

Download Presentation

The Role of Data and IT in Accreditation and Assessment
  Session IV, Friday 11:45 - 12:45
  Paula Maas, Executive Director, Center for Institutional Effectiveness
  Debra L. Frank, Coordinator of Assessment, School of Education, The College of New Jersey

Biography

  Paula A.Y. Maas

Paula Maas has served as the Executive Director for the Center for Institutional Effectiveness at The College of New Jersey (TCNJ) since January 2008. In this role she facilitates cross-divisional collaboration for the design, execution and communication of institutional data used in the evaluation and improvement of institutional effectiveness. She previously served as Assistant Director and Director of Assessment in the Office of Institutional Research & Assessment and Assistant Dean of Science (July 2002 through January 2005). Paula holds an undergraduate degree in the Biological Sciences with a minor in Women’s Studies from Douglass College (1989) and a Ph.D. in Ecology and Evolutionary Biology from Rutgers University (1996).

  Debra L. Frank

Debra Frank is the Coordinator of Assessment for the School of Education at The College of New Jersey (TCNJ). For the past three years she has served as the NCATE Coordinator in preparation for the national accreditation review. She has also served as an Assessment Fellow for the Office of Institutional Research and Assessment at TCNJ where she has provided consultation to programs throughout the college in their efforts to develop and implement program-level assessment of student learning outcomes. Debra has a Ph.D. in Counseling Psychology from Memphis State University and an M.B.A. in Management from the Darden School at the University of Virginia.

Abstract

Higher education accrediting bodies have been steadily moving from measures of "input" (e.g. how many volumes in your library; how many computers on your campus) to measures of "outcome" (e.g. upon graduation, students in our program will know and be able to do ....). Thus, the types of data needed, the organization of the data, and the relationships between sets of data required to prepare the self-studies and reports for these accrediting agencies has also changed.