Developing the Self-Study Document Using Integrated Assessment Briefs

1. Developing the Self-Study Document Using Integrated Assessment Briefs Millersville University of Pennsylvania Presented by: Dr. Thomas Burns, Associate Provost Dr. Lisa Shibley, Assistant Vice President Dr. Helena Tuleya-Payne, Chair and Professor, Psychology

2. Background Process and Timeline The Assessment Brief Template Sample Briefs What we wish we had known…. Integration into the University’s assessment and planning processes Questions? Session Overview

3. About Millersville Pennsylvania State System of Higher Education • Located in Southeastern Pennsylvania • A comprehensive, public masters level • More than 55 baccalaureate degree programs and over 25 master’s degree programs • Faculty Collective Bargaining Agreement • Over 8700 students enrolled (headcount) • About 87% undergraduates • 51 credits required for general education

4. Site Visit—Spring 2010 Began planning in summer 2007 A data rich environment Perceived, growing culture of assessment Unique planning process Background

5. Structure

6. Self-Study Phases

7. Research Questions • Provided justification that linked research question to: • Tell Millersville’s Story (Self- Study Outcomes) • Fundamental Elements • University Mission Statement • Established data needs • Existing Information • New Information • Identified Timeline

8. Conducting the Research • Designed Protocols • Encouraged to use existing evidence • Coached in new information sources • Interviews, focus groups, surveys • Clarifying findings from existing information

9. Developing Assessment Briefs • Connect back to justification: • Tell Millersville’s Story (Self- Study Outcomes)** • MSCHE Standards and Fundamental Elements • University Mission Statement** • Clarify data used • Source • Sample • Provide results • Develop conclusions**

10. Working Group Reports • Matrix to organize information from Briefs • Connected information data to conclusions to fundamental elements by Standard • Used more than one research question to fundamental element • Report on Standard • Used narrative from assessment brief to identify major findings for Standard

11. Writing the Self Study • Coordinating Team used Matrices and Reports to identify information for the chapters. • Assessment Briefs • Integral to developing self-study chapters • Provided data for Tables, Figures • Served as Appendices

12. Writing the Self Study • Copy editor to identify style guide • Sought to write document in one voice narrative • Used “writing circle” concept

13. Sample Briefs • Coordinating Team Brief • Sample Discussed with Steering Committee • Steering Committee members reviewed Assessment Briefs and provided comments • Exemplar Briefs

14. What we wish we had known….. • Link to Strategic Directions early on • Strengthen implications sections within Assessment Briefs

15. Use in Assessment & Planning • Faculty Senate Academic Outcomes Assessment Committee (AOAC) • Assessment Briefs on General Education Competencies • Special Analyses (triangulation of data) • Wabash National Study of Liberal Arts Education • NSSE / FSSE / BCSSE / HERI Faculty Data • University Planning Council • Report on Progress towards achieving Strategic Directions

16. Questions? Contact Dr. Lisa R Shibley Assistant Vice President, Institutional Assessment and Planning Millersville University of Pennsylvania 717-871-2390 Lisa.Shibley@Millersville.edu