Another phase of Pepperdine’s reaffirmation of its accreditation was completed Monday as the WASC issued its full Capacity and Preparatory Review Report. The topics covered in the report focused on issues of faculty cohesiveness university and student assessment and planning and direction.
This phase the Capacity and Preparatory Review (CPR) is the second of three phases that the University must complete in order to receive renewed accreditation.
In the report the WASC team stressed the need for our “multi-versity” to become more of a “uni-versity with the implementation of a more focused direction to guide decision-making on campus. Values that are evident in the university and departmental mission statements were advised to show, in more meaningful ways, how the University plans to make more effective, informed decisions.
For example, the University has been advised to develop a plan that will guide decision-making on campus. University values, as found in the mission statement, will then be used to help in creating a system that will assess student learning.
Students should expect to find their classes more focused on learning outcomes, which will dictate what exactly a student will learn in each course. This will more clearly identify the WASC’s goals of conducting educational effectiveness in the classroom.
The University was praised for its many strides in regards to its program reviews processes, in order to assess progress within the five schools, establishment of a University Faculty Committee and continuation of a University Planning Committee, and increased diversity on campus among faculty and students.
Among other concerns, the report also noted at meetings and by means of confidential e-mails some faculty and staff cited fears about speaking openly on a variety of issues relating to academic and administrative matters.”
Darryl Tippens pointed out in an e-mail that the University reported similar findings in its own self-study. He continued by writing that the university hopes to improve “faculty-administration dialogue collaboration and shared governance.”
The contents of the report did not surprise faculty members since the assessment process has been an ongoing one. Chair of the Business Administration Division Jere Yates said the strength of the University’s educational achievement is one that is apparent. Yates explained that though there have always been goals for classes the title “learning outcomes” is a new implementation. Much of the learning that goes on according to Yates is not always explicit.
“A lot of what is taught is intangible said Yates. Developing values and perspectives are not as easily measured.”
Though the WASC has again stressed a need for clarification between the religious mission of Pepperdine and its academic excellence Religion Division Chair Tim Willis said his department will not be additionally responsible to solve this issue.
“The Religion Division constantly confronts in a unique way the task of fulfilling the University’s mission which involves joining the pursuit of academic excellence with matters of personal faith Willis said. Every division at Seaver deals with this but the Religion Division has some unique aspects that it deals with because it is the Religion Division at a Christian university.”
By the time the WASC returns for its final phase in 18 months Educational Effectiveness Review (EER) an additional emphasis will be placed on learning outcomes to assess student learning at the program level. The results of the assessments will then be used to increase classroom knowledge.