Evidence and Documentation
“A fundamental principle of evidence-based practice is that the quality of our decisions is likely to improve the more we make use of trustworthy evidence – in other words, the best available evidence.”
Barends, E., Rousseau, D.M., & Briner, R.B. (2014). Evidence Based Management: The Basic Principles. Amsterdam: Center For Evidence-Based Management.
Libellum Helps:
- Reduce time spent by stakeholders in fulfilling their accreditation obligations by providing consistent and simplified workflows.
- Gain clarity of the program status by monitoring progress of program mapping and performance data collection.
- Eliminate the pain of getting raw data by simplifying evidence/student performance data collection and capture.
- Expedite accreditation processes by sourcing course and student information directly from registrar systems.
- Transform records into clean, effective, quality data to develop insights for program improvement by integrating the Performance Data Capture and Program Modelling domains.
Create Assessments
- Easily capture student performance data for accreditation evidence purposes.
- Instructors enter assessment details to create the assessment.
- Instructors indicate GAIs and attribute student marks.
- System does all normalization.
A system that simplifies data capturing, allows that data to be used for ongoing reporting to improve evidence and documentation!
In other words, such a solution empowers higher frequency reporting, thus turning data into performance based information, helping drive the cycle of continual improvement.
Review
- Instructors capture samples of student performance.
- Information is stored in a secured and controlled database.
Reporting
- Reports available include spectrum maps for Graduate Attributes, and Accreditation Unit (AU) calculations across multiple requirements.
- Built-in reports include aggregate AU totals for grouped requirements. This makes it easy to calculate combinations of totals to show whether programs meet all the requirements.
Course Set-Up
- Simple method for attributing AUs to CLOs and GAIs.
- Enter AU distribution.
- Correlate CLOs and GAIs.
- Flag for data capture.
- Complete program charts for engineering components.
- Produce summaries for key accreditation details.
Program Mapping and Modeling
- Illustrate how curriculum aligns with accreditation (a.k.a program mapping).
- Produce summaries for key accreditation details.
- Capture program design/intended delivery, relating to CEAB GA requirements and match to CEAB guidelines to see if your program, as intended, meets CEAB standards.
- Track information with time.
- Program Modeling ensures quality assurance practices are occuring.
Key Attributes
User Experience
- Built-in reports for tabulation of accreditation units across courses, programs, and years by various summaries of attributes/components.
- Curriculum mapping - comprehensive and easy to use for instructors to report grades and develop course outlines aligned with graduate attributes.
- Monitor faculty progress.
- Interactive web pages using standard form components allow for a standardized and user-friendly interface.
Integrity and Security
- Historical records of data for all course instances.
- Data entered by instructors can be locked when complete.
- Indicators of instructor progress.
- Instructor profiles with credentials and course data history.
- Cloud based system with data stored and backed up in Canada.
- Academic references.
- Security and auditing.
Accreditation Specialists
Accreditation specialists govern the process and are responsible for the success of accreditation initiatives. They collaborate with all stakeholders to ensure this success.
Accreditation specialists need:
- A tool that integrates the Program Modeling and Evidence sides of the accreditation process;
- Easy mapping of Graduate Attributes and Indicators to courses;
- To reduce administrative burden; and
- The flexibility to rewrite the entire model in order to meet continuous improvement requirements.
Instructors
Instructors are already extremely busy with courses, research, and other administrative tasks, as such, they need:
- To easily gather and reconcile student performance data;
- Efficient workflows so they can focus on teaching and research;
- Reports that analyze teaching outcomes and CEAB accreditation progress; and
- Flexibility to add and edit program mapping specific to each course and track it.
Deans/Executive
Ultimately responsible for ensuring their programs get accredited and meet the obligations set out by the CEAB, they need:
- A quickly compiled, broad view of the accreditation status across multiple engineering programs;
- To ensure faculty time is not wasted;
- A tool to help guide and prioritize improvements to the programs; and
- To understand how/if improvement is occurring.