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GEORGIA HIGHLANDS COLLEGE. Using Annual Planning(Operational Planning)InAdministrative and Educational Support Unit ReviewToSupport AccomplishmentofInstitutional EffectivenessAtGeorgia Highlands CollegePresented by: Office of Institutional Effectiveness, Planning and ResearchDr. Fi
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1. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 1 Georgia Highlands CollegeInstitutional Effectiveness Process IE Circle
2. GEORGIA HIGHLANDS COLLEGE Using Annual Planning
(Operational Planning)
In
Administrative and Educational Support Unit Review
To
Support Accomplishment
of
Institutional Effectiveness
At
Georgia Highlands College
Presented by: Office of Institutional Effectiveness, Planning and Research
Dr. Fitzpatrick U. Anyanwu, Director/Presenter
3. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 3 GHCs Internal IE Plan
The Strategic Plan, and/or
Long Range Planning
The Tactical Plan, and/or Strategic Initiates or Priorities
Operational Plan, or Each years cycle of planning and evaluation (Unit Plans)
4. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 4 Understanding the Two Primary Components
The Strategic Plan
College Mission
College Goals
College Values
College Vision
Unit Purpose Statements
The Operational Plan
Unit Mission
Unit Goals
Unit Objectives
Unit Assessment Measures/Assessment Results
Unit Use of Results/Action Plans
5. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 5 Internal GHC Operational IE GHCs Operational Plan
A planning process and assessment process through which college goals are translated into unit actions and unit actions are assessed for effectiveness.
The strategic plan drives the operational plan
6. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 6 GHC IE CYCLE Develop Unit Mission
Develop Unit Goals
Develop Unit Objectives
Assessment Unit Measures
Assessment Unit Results
Assess College Effectiveness of Plan
Make Appropriate Changes to Plan (Use of Results to affect change and improvement)
Implement Plan
Assess Plan
Make Changes
Recycle Process
7. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 7 Definitions
Institutional Effectiveness (IE)
Planning
Assessment
Institutional Research (IR)
Policy Analysis
Management Research
Strategic, Long Range, and Tactical Planning
Annual Planning (Operational Plan)
Administrative and Educational Support (AES) Unit
Program/Service Review
SACS
Mandates
X
8. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 8 Visual of a Continuous Improvement Plan
9. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 9 Visual of an IE Plan
10. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 10 Visual of Annual Operational Planning(The Plan, Do, Study/Check, Act Model) Shewarts PDSA Cycle
11. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 11 IE & SACS An accredited institution is characterized by the
Linkage of outcomes assessment to the institutions ongoing planning and resource allocation process and to strategic efforts to improve institutional quality
To Achieve institutional Effectiveness
12. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 12 IE & SACS At the heart of SACS philosophy is the concept of institutional effectiveness (IE)
IE involves a process of planning and budgeting, assessment, evaluation, and use of results
SACS requires that in addition to providing evidence of planning and evaluation in its educational program, the institution must demonstrate planning and evaluation in its administrative and educational support services
13. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 13 SACS
Core Requirement 2.5
The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of program and services that (a) results in continuing improvement, and (b) demonstrates that the institution is effectively accomplishing its mission
Comprehensive Standard 3.3.1
The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.
14. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 14 Purpose of Workshop The purpose of this training workshop is
15. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 15 Training Workshop Topics Includes
What is assessment?
Why is assessment important to GHC?
Why assessment in Administrative and Educational Support (AES) Units?
Steps in developing an assessment plan for your unit
How to construct and use the language of planning, assessment and evaluation in GHC operational (annual) planning to support IE
16. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 16 Training Workshop Topics
17. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 17 Meanings of Assessment Dictionary definition: assessment is the act of assessing; appraisal; evaluation (Webster)
To assess is to estimate or judge the value, character of, etc.; evaluate
To appraise is to estimate the nature, quality, importance
To evaluate is to judge or determine the significance, worth, or quality of
BUT, dictionary definition has too many interpretations for program assessment
18. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 18 Meanings of Assessment What Is Assessment?
Definitions
definitions
definitions
Why do assessment?
Who wants it?
Who needs to do it?
Where do we use the term assessment in higher education?
Assess student learning
Assess student development
Classroom assessment
Assess the quality of programs
Assess the quality of administrative and educational support services
Assess college performance
19. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 19 What is assessment?
ASSESS (V): TO EXAMINE CAREFULLY
Assessment is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development. ( Marchese 1987)
20. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 20 Levels of Assessment Classroom assessment
Assessment of individual students performance at the course level by an instructors
Course assessment
Assessment of how well a course is meeting student learning outcomes
Program assessment
Assessment of how well an academic program is meeting student learning outcomes
Assessment of how well an educational support program is meeting its objectives
Institutional assessment
Assessment of campus-wide issues: Services, Programs, or Operations
21. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 21 Purpose of Assessment-Improvement-
Strategic visionwhere we want to be
Assumptions:
- DESTINATION is better than current place
- IMPROVEMENT is required
Types of improvement
- Continuousincremental
- Discontinuousbreakthrough advance
22. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 22 Linkages Share data and information
Inform budget process
23. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 23 Differences
Different cycles
Additional data elements
Different purposes
Continuous improvement
Evaluation
Planning
24. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 24 Program Assessment for Continuous Quality Improvement Is a formative evaluation process designed to support program improvement
It is continuous
It is focused on improvement
Student learning
Student development
It improves institution, operations, and its people
25. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 25 The Importance of Assessment to GHC To improve the effects of teaching on student learning and development
To examine and enhance institutional effectiveness
To advance the reputation and image of GHC through the quality of its programs and services
To attract and retain qualified students
To maintain and strengthen its standing among its competitors
To satisfy the requirements and expectations of accrediting agencies
26. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 26 The Requirements @ GHCPlanning & Assessment Model The GHC Assessment Plan Require that
Each unit submit an Annual Planning and Evaluation Form, which is compiled by the OIEPR and the IEC to be published as a component of the Annual Georgia Highlands College Institutional Health and Outcomes Assessment Report.
27. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 27 TIMELINE REQUIREMENTS @ GHCPlanning & Assessment Model The GHC Planning & Assessment Model Require the following timeline
Summer Administrative Retreat
Cabinet Finalize Planning Objectives
Sept 1-15 Unit Submit Annual Plan
OIEPR/IEC Provide Feedback
Unit/OIEPR/IEC Finalize Annual Plan
Unit Implement Plan
February 1 Unit Submit Follow-up (on previous year) & Progress (on current year) Report
OIEPR/IEC Provide Feedback
Unit/OIEPR/IEC Finalize Mid Year Report
OIEPR/IEC Produce Institutional Mid Year Report
Unit Continue to Implement Plan
June 1-15 Unit Submit End of Year Report
OIEPR/IEC Provide Feedback
Unit/OIEPR/IEC Finalize Year End Report
OIEPR/IEC Produce Institutional IE Report
Repeat Cycle for next year
28. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 28 Why Assessment in Administrative and Education Support Units?
To know if we are offering the right services and how well we are providing them
Other Reasons Often Cited
Effective linking of AES services to academic programs
Accreditation requirements
Continuous quality improvement
Institutional effectiveness
29. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 29 Planning and Evaluation in Administrative and Educational Support Units
Administrative
Provide services which maintain the institution
Are essential to its operations
No direct impact on instructional programs
Educational Support
May not be primarily instructional or academic
Contributes directly to student learning or instruction
30. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 30 Underlying Assumptions for Assessment in AES Units
The primary aim of assessment is the continuous improvement of campus operations, especially as they support and promote the Colleges teaching and learning environment
Assessment is to be embedded as part of the normal order of business
Assessment will be a cyclic process and an ongoing unit or programmatic activity.
31. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 31 The Major Steps for Developing an Assessment Process
Establish a linkage to the Colleges Mission and Goals
Prepare the Unit Mission Statement
Formulate Unit Goals
Formulate Measurable Unit Objectives
Identify Unit Activities and Strategies to Achieve Objectives
Identify Unit Means of Assessment and Criteria for Success
Conduct Unit Assessment Activities
Document Unit use of Results for Service Improvements
32. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 32 The GHC Mission Statement
33. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 33 GHC Mission Statement Core Values Giving highest priority to teaching and learning
Placing the liberal arts, sciences, and selective career programs at the center of our college education
Stressing critical thinking, communication, and technological competence as essential skills
Fostering intellectual growth, ethical maturity, and civic responsibility
Balancing theory with practical applications
Responding to the individual needs of an increasingly diverse society and global economy
Preparing students for an increasingly diverse society and global economy
Emphasizing service as an integral part of teaching and life-long learning
34. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 34 GHC Mission Statement Commitments
Access and opportunity for qualified students of diverse backgrounds
Providing an excellent, affordable public education
Engaging students actively in the learning process
Maintaining collegiality and the free exchange of ideas
Involving students and faculty in decision-making
Managing the College responsively, effectively, and with financial responsibility
Continuing experimentation in the use of new technologies to support more effective teaching and to extend educational opportunities
35. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 35 Four Major Overlapping Pieces of an IE Plan
General Education Assessment
Program/Unit Review
Annual Goal Setting Cycle
College Assessment Process
36. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 36 Six (Major) Step Assessment Model Mission 2-3 sentences that articulate office name, primary purpose, primary activities, and audience/clients served
Goals top 3-5 planning-type statements
Program Objectives and Learning Outcomes 3-5 specific (i.e. measurable) statements
Measures Direct measures that can verify learning outcomes, attitudinal change or behavior modification. Indirect measures typically reflect student satisfaction and/or self-reported understandings
Collection of Data Research instruments (e.g., pre-post tests, surveys, focus groups, interviews, performances) designed to gather qualitative & quantitative information
Closing the Circle Resultant data should be used when considering program improvement modifications, etc.
37. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 37 Six (Major) Step Assessment Model Step 1: Mission
Mission statement should be an expanded statement of either institutional or divisional purpose.
Includes: Official Name, Primary Purpose, Primary Activities, and Target Audience
38. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 38 Six (Major) Step Assessment Model Characteristics of Unit Mission Statement
Describes the purpose of the unit, services and clients
Is brief in length
Provides linkage to and support of college mission and goals
Is understood and accepted by employees within the unit
39. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 39 Six (Major) Step Assessment Model
Examples of AES Mission/Purpose Statements
Student Services
The purpose of Student Services is to support student success through quality activities and services designed to enhance academic, personal, and career development. These activities and services support student-learning efforts and assist them in developing skills necessary for successful completion of their educational goals.
Admissions The Admissions Office assists students in developing an appropriate education plan through academic advising, career exploration, guidance, and selection of courses. It also provides accurate and timely information about institutional policies, procedures, resources and programs. Emphasis is placed on assisting students in formative and summative evaluation of progress toward their established goals and educational plans.
Academic Advising Center
The Academic Advising Center staff works collaboratively with students to engage in an ongoing developmental process that will help them to clarify and implement individual educational plans which are consistent with their skills, interests, and values. In addition, students will gain an understanding of the colleges academic requirements as well as its policies and procedures. As a result, students will be better prepared to take responsibility for their education and persist towards a timely graduation.
40. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 40 Six (Major) Step Assessment Model Examples of AES Mission/Purpose Statements
Controllers Office:
Support the institutions mission by providing timely, accurate fiscal operations for both staff and students. Protect the financial integrity of the institution, safeguard assets, and insure compliance with regulatory authorities while supporting the needs of staff and students relating to procurement of supplies and services, payroll, and student accounts.
Office of OIEPR:
The mission of the office of OIEPR at GHC is to enhance institutional effectiveness and to ensure that accurate and timely information is available for college planning and decision-making by coordinating the collection, analysis, and ethical use of key college information to maximize educational effectiveness and institutional vitality in direct support of the college vision, mission, and goals. This mission is guided by a question-driven framework that is poised at instilling the values of inquiry, observation, reflection, analysis, improvement, and integrity as cornerstones for building a culture of evidence at the institution.
41. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 41 Six (Major) Step Assessment Model Step 2: Goals
Effective performance management is characterized by setting specific, attainable and measurable goals.
Goals are :
Broad statements that describe the overarching long-range intended outcomes of an administrative unit.
Usually not directly measurable and need to be further developed as separate distinguishable objectives and/or outcomes
Primarily used for general planning and are used as the starting point to the development and refinement of outcomes.
(From the Administrative Assessment Handbook college of Central Florida)
42. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 42 Six (Major) Step Assessment Model RULES FOR DEVELOPING GOAL STATEMENTS
Goals are to be developed so that
It is clear what needs to be done.
It identifies whether its being done.
Everyone knows when corrective action will take place.
You eliminate the I didnt know defense for bad performance.
You set the stage for good performance.
43. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 43 Six (Major) Step Assessment Model USING SAM RULE IN GOAL SETTING
Goal setting is the planning stage of performance management to give direction and lay track toward excellent performance.
When writing goals, remember the rule of SAM, which entails that goals are to be:
SPECIFIC
ATTAINABLE
MEASURABLE.
44. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 44 Six (Major) Step Assessment Model SPECIFIC
Goals are to be written so that they can be clearly understood by the employee and the supervisor.
In setting a goal, consider these questions:
Can a neutral third-party read the goal and clearly understand what is to be done, and by whom?
Have generalized words like often, sometimes, occasionally, etc. been avoided in writing the goal statements?
Does the goal statement reflect the language of the job (without being wordy)?
Are numbers, percentages, weights, days, etc. used?
45. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 45 Six (Major) Step Assessment Model ATTAINABLE
Goals are to be written so that they can be achieved by the unit and/or employee.
A goal statement should not include the following:
Dependence on the actions of other employees, work units, or outside parties.
Approval of a project, budget, or anything else out of the control of the unit and/or employee.
The decision-making of more than one supervisor.
A constantly changing work environment. (i.e. procedure, regulations, work flow
46. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 46 Six (Major) Step Assessment Model MEASURABLE
Goals are to be written so that they are quantified, easy-to-determine their accomplishment.
The following quantity measures should be considered:
The goal allows the employee to periodically self-measure their progress.
The goal is stated as a percentage, number, time, quantity, etc.
Achievement of the goal can be answered in yes or no terms.
A neutral third-party can measure the accomplishment after reading the goal statement.
47. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 47 Six (Major) Step Assessment Model 7 GUIDELINES TO ACCOMPLISH THE SAM PRINCIPLE IN GOAL STATEMENTS
Making a goal statement SAM can be done by following these 7 guidelines.
1. Begin each goal statement with the word To,
2. Follow the word To with an Action Verb,
3. Identify what you want the employee to accomplish or the problem area to be corrected the What,
4. Identify how the goal will be measured,
5. Set a target date for completion of the goal the When,
6. Outline the consequences,
7. Be sure to specify the What and When, but dont specify the Why or How.
48. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 48 Six (Major) Step Assessment Model AN EXAMPLE OF THE 7 GUIDELINES IN ACTION
The Situation
An employee has been counseled about tardiness. Arriving to work late is clearly a negative performance factor in the last review period. The supervisor would set the following work goal.
Sample Goal In Application
To arrive at the assigned worksite no later than 8:00 a.m. each workday, not less than on 95% of scheduled workdays in the next evaluation period, to avoid disciplinary action
49. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 49 Six (Major) Step Assessment Model EXPLAINATION OF THE 7 GUIDELINES
To arrive at the assigned worksite no later than 8:00 a.m. each workday, not less than on 95% of scheduled workdays in the next evaluation period, to avoid disciplinary action.
1. Used beginning word! (To)
2. Used Action word! (Arrive)
3. Specified What! (8 a.m. each workday)
4. Established Measurement of the goal! (95%)
5. Specified When! (By next evaluation period)
6. Specified Consequence of failing to meet the goal! (Disciplinary Action)
7. Specified another What (arriving on time) & when! (by next evaluation period)
* NOTE: Why and How are not specified!
50. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 50 Six (Major) Step Assessment Model REMEMBER TO USE THE SAM PRINCIPLE IN DEVELOPING GOALS
In the preceding example, the goal is:
SPECIFIC: It describes what is desired, how it is measured, and what the consequence of failure will be.
ATTAINABLE: It does not require effort from others, it does not depend upon a particular alignment of the planets, and it does not rest upon approval of a proposed budget.
MEASURABLE: The number of workdays in which the employee failed to be at an assigned work station by 8:00 a.m., divided by total workdays, will determine whether or not the goal was met.
Therefore, This goal is SAM
51. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 51 Six (Major) Step Assessment Model Examples of Office Goals
Institutional Effectiveness
- To enhance learning outcomes and College programs, processes, and services through coordinating a systematic and continuous process of planning, budgeting, assessment, analysis, and improvement.
Academic Advising Center
To help students clarify and implement individual educational plans which are consistent with their skills, interests, and values.
To help students gain an understanding of the colleges academic requirements as well as its policies and procedures
To prepare students to take responsibility for their education and persist towards a timely graduation
52. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 52 Six (Major) Step Assessment Model Step 3: Objectives
Objectives:
Are specific statements that describe desired outcomes derived from the goal statements of the unit
May relate to the operations and processes of the unit
May also relate to intended attitudes or behaviors that a student and/or target clients/audience having used the services provided by the unit should demonstrate.
(Adapted from: Administrative Assessment Handbook college of Central Florida)
53. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 53 Six (Major) Step Assessment Model Unit objectives are the most important results or outcomes that should occur as a result of the units activities.
May include customer needs, key process effectiveness, professional development, and efficiency objectives.
May be broken down into four areas:
What the critical work processes of the unit are and how they should function;
What the customer or end user will experience;
How human resources are to be improved; and
What efficiencies will result.
54. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 54 Six (Major) Step Assessment Model Administrative Objectives
"Administrative Objectives" are measurable descriptions of what a unit hopes they or their clients will achieve through the delivery of services
Many
Units do not directly serve students or they want results within their units that are not truly outcomes.
Units want to improve services or approach an old problem in a new way.
Units want to become more efficient and effective.
Units will set administrative objectives.
55. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 55 Six (Major) Step Assessment Model Objectives & Outcomes
Objectives set for a program (has nothing to do with students outcomes)
Example
to recruit one new faculty member
to seek and gain accreditation
to increase retention by 10%
to send each faculty member to at least one professional conference/development activity per year
to gain funding for an innovative program through a grant proposal
56. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 56 Six (Major) Step Assessment Model In formulating AES Objectives
The Purpose is to
* support the Units mission statement
* provide the linkage to the means of
assessment
57. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 57 Six (Major) Step Assessment Model Types of AES Objectives
Process Oriented Objectives:
Deals with What Unit intends to accomplish
Volume of unit activity
Efficiency
Compliance
58. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 58 Six (Major) Step Assessment Model Outcomes Oriented Objectives:
Deals with What Clients are able to do after receiving AES services
Effectiveness
59. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 59 Six (Major) Step Assessment Model Attitudinal Oriented Objectives:
Deals with How Satisfied are Clients with AES services
Satisfaction
60. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 60 Six (Major) Step Assessment Model Formulating Unit Administrative Objectives
In formulating Administrative Objectives, it should be:
Linked to the Unit Mission Statement
Realistic
Limited in number
Measurable
61. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 61 Six (Major) Step Assessment Model Using Short Listing for Administrative Objectives
Administrative Objectives initially chosen should be:
Targeted to those areas that can be improved using currently available resources and personnel
Related to the services the unit provides
Relatively easy to assess within one cycle
Directly under the control of the AES unit
62. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 62 Six (Major) Step Assessment Model Examples of Office Objectives
Academic Advising Center Objectives
Objective 1: New students will have knowledge of college General Education, academic requirements and resources through comprehensive freshman, transfer and parent orientation programs.
Objective 2: All freshmen will participate in a three-phase comprehensive, proactive advising and major/career exploration program by spring 2008.
Objective 3: Develop an assessment model by December 2007 for the Freshman Advising Program to measure the impact of developmental academic advising.
Objective 4: There will be a 5% increase in the retention of students who have been reinstated as Undeclared majors. These students will receive comprehensive advising and will achieve good academic standing by the following semester after reinstatement.
63. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 63 Six (Major) Step Assessment Model Sample Broad Student Services Unit Objectives
Broaden community awareness of GHC opportunities
Develop and implement retention strategies
Support students efforts towards graduation and placement
Strive for continuous improvement of processes within student services
Improve the college experience for students
64. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 64 Six (Major) Step Assessment Model Operational Objectives: Example
Office of Information Technology:
Students, faculty and staff members will be able to use the most technologically advanced voice and data communications at the lowest cost possible.
Clients will experience prompt and efficient response to problems and service issues.
Client feedback will be used to continuously improve information technology service operations.
65. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 65 Six (Major) Step Assessment Model Outcomes
"Outcomes" are benefits for people: changes in knowledge, values, position, skills, behavior or status.
More simply stated, outcomes are typically what service providers hope recipients achieve once they complete a program or receive services. This is not the what but the why of education.
Student learning outcomes are outcomes related to the learning that takes place in the classroom
For example, what are the benefits to a student who receives an associate degree in Nursing or completes a math class?
Outcome objectives are just objectives that relate to the identified outcomes.
66. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 66 Six (Major) Step Assessment Model Program Outcome Model
67. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 67 Six (Major) Step Assessment ModelProgram Outcome Model (2)
68. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 68 Six (Major) Step Assessment Model AES Contribution to Student Learning Outcome
A review of an instructional units would reveal that
- AES Units helped create an environment conducive to learning at the college and supported the learning process
- AES Units undergo a review process to ensure congruence of Units with Instructional mission
69. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 69 Six (Major) Step Assessment Model Step 4: Measures
Identifying the Means of Assessment
When will assessment activities take place?
Where will we find information that will reflect accomplishment of our objective?
Exactly How will the assessment be accomplished?
How well should the unit perform on the means of assessment identified, if the unit is functioning the way it should?
70. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 70 Six (Major) Step Assessment Model Common Assessment Activities in AES Units
Client satisfaction measures
Direct counts
Results of internal and/or external evaluation
Outcome measures of target audience/clients
Satisfaction with services
71. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 71 Six (Major) Step Assessment Model Assessment Measures: Example
For a Physical Plant:
Operational Objective:
Building maintenance and repairs will be completed in a manner that is timely, promotes building longevity, and satisfies the customer
Potential Measures:
Elapsed time between request and response
Proportion of projects consistent with institutional maintenance priorities
Customer satisfaction.
72. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 72 Six (Major) Step Assessment Model Assessment Procedures: Example
For a Campus Bookstore:
The bookstore will participate in the annual student satisfaction survey that contains items on student satisfaction with bookstore products and services
Two focus groups of student clients will be conducted annually in March to discuss and interpret student satisfaction survey results
73. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 73 Six (Major) Step Assessment Model Unit Criteria of Success
How do we know that we have been successful in reaching our objectives?
Identify a reasonable level of service improvement to expect given the resources and personnel of the unit
Set performance levels as reference points or benchmarks
Select a percentage of improvement for services
Use peer institutions who provide the same service to help identify
74. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 74 Six (Major) Step Assessment Model Criterion Levels of Service: Example
Example for a Physical Plant:
Expected Impact: Maintenance and repairs are completed in a manner that is timely, promotes building longevity, and satisfies the customer
Measure: Elapsed time between request and response
Criterion Level: 95% of requests are scheduled within 2 days; 90% are completed on schedule
Ensure that:
Your Criterion Levels of Service, achievement or performance are selected so as to motivate continuous improvement
Your Criterion Levels are realistic for the specific unit, while still permitting room to grow (e.g., stretch goals)
Unit-wide discussion is held to help establish Realistic Criterion Levels
75. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 75 Six (Major) Step Assessment Model Further Examples of Procedure/Measures
Academic Advising Center Measures
Objective 1 Measures: Orientation Survey of new students (pre/post test or post test only) to immediately assess the impact of orientation (through both online and traditional sessions) on students knowledge and understanding of the institution, academic requirements, and resources.
Objective 2 Measures: All advising appointments and sessions will be tracked through a database.
Objective 3 Measures: Have 70 percent of the students participate in a survey that measures the impact of the advising program and how it affected their confidence in selecting a program/major and making informed decisions.
Objective 4 Measures: Track through database and advising sessions. Analyze Grades by the end of the following semester after reinstatement.
76. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 76 Six (Major) Step Assessment Model SAMPLE ASSESSMENT
Student Service Advisors
Assessment Measure: Student Retention (Assigned Admissions / Registration /Financial Aid Advisors)
Benchmark: Decrease the # of students applying but not enrolling in their first semester by 5%.
Outcome TBD
Use of Results TBD
77. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 77 Six (Major) Step Assessment Model Graduation
Assessment Measure: Student Satisfaction with Graduation Process and Ceremony
(Diplomas on Demand and Certification Officer)
Benchmark: At least 80% of students surveyed will rank the graduation process and ceremony on an average of 4 or higher on a 5 point scale.
Outcome: TBD
Use of Results: TBD
78. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 78 Six (Major) Step Assessment Model Withdrawal Process
Assessment Measure: Student withdrawals
Benchmark: Decrease the # of students completely withdrawing from all classes by 5%.
Outcome: The number of students completely withdrawing from all classes in FY 06 was reduced by 4% or 247 students.
Use of Results:
- The process for collecting data will be automated by using e-listen software; thereby, eliminating any untimely submission of data
- Program information will be collected and shared with the Academic department for follow- up
- All exit interviews will be conducted using admissions staff
- Require students to meet with academic advisor in Student Services
Explain withdrawal procedure
Check GPA
Calculate Completion Rate for Financial Aid
- Data is Assimilated and Shared with College Community
79. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 79 Six (Major) Step Assessment Model Open House/ Financial Aid Fair
Assessment Measure: Increase # of new students enrolling in GHC and applying for financial aid.
Benchmark: New student enrollment will increase by 5% over FY 06 and the # of students applying for financial aid will increase by 2% over FY 06.
Outcome: New student enrollment decreased by 6.9% from FY 06. Students applying for financial aid increased by 1% over FY 06.
Use of Results:
- An GHC Open House will be held during spring semester as a marketing tool to increase enrollment
- Open House will be marketed in the Cobb and Paulding School Systems and in local newspapers
- Open House dates will be moved up to coincide with the local high school calendar
- Financial aid will host a Financial Aid Fair during spring semester to advertise financial aid and to address financial aid issues
- Counselors will be available
- Extensive advertisement will be done in-house
80. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 80 Six (Major) Step Assessment Model Other Broad Student Services Assessment Measures
Service Learning - # of faculty participating
Disability Services - Satisfaction with web site
International Day Satisfaction/ Info. available
Analyze pattern of new applicants
New applicants that do not enroll for quarter indicated
Job Fair - # of new employers participating
Retention Data USG/Other
Customer Comment Cards - all areas
81. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 81 Six (Major) Step Assessment Model Implementation Plan: Example
For an Admissions Office:
Annual CIRP Freshman Survey coordinated by Student Affairs, administered by Student Orientation with results released to the Director of Admissions.
Biannual Student Satisfaction Inventory Survey coordinated by the Institutional Research Office which will release results to the Director of Admissions.
Survey results will be circulated annually to admissions staff and discussed at length at annual retreat. Results will be used to refine strategic and annual plans as well as the Administrative Unit Assessment Plan.
All assessment processes will be monitored by the Director of Admissions or designee who will report to the Vice President for Student Services at least annually through the Outcomes Assessment Plan.
82. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 82 Six (Major) Step Assessment Model Step 5: Assessment Results/Data
Assessment data should:
Highlight all significant findings
Indicate the extent to which the program/service reached its intended outcomes
83. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 83 Six (Major) Step Assessment Model Sample Internal Sources of Assessment Data
Noel Levitz Satisfaction Inventory
CCSSE
Graduating Student Survey
Graduation Satisfaction Survey
Registration Satisfaction Survey
Customer Comment Cards
International Student Survey
84. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 84 Six (Major) Step Assessment Model Sample External Sources of Assessment Data
Benchmarking Peer/2-year Colleges
Conferences / Workshops
Data and Decision AIR
GAIRPQ
USG-ACIRP
NACADA
SACRAO
GACRAO
NAFSA
National Council on Student Development
GACE
GCPA
GAIE Georgia Assoc. of International Educators
AHEAD
85. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 85 Six (Major) Step Assessment Model Step 6: Use of Results
The statement should explain how the findings from data will be used to improve the program and/or increase student learning.
Use of Results for Service Improvement may entail:
Changes in organizational structure
Changes in process procedures
Relations with the constituencies
Changes in assessment procedures
Changes to comply with regulatory requirements
Internal resource reallocation
Justification for additional resources
86. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 86 Six (Major) Step Assessment Model Sample Assessment Measures / Use of Results
87. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 87 Impacts on Annual Planning & Evaluation The Many Factors That May Impact Internal Operational Planning and Evaluation at the College
Example, changes in...
Mission, Goals, Values
Assessment Results
Action Plan Results
Facilities Master Plan
System Accountability Requirements & Expectations
US-DOE & State Financial Aid Measures
Faculty & Staff Evaluations
Student & Customer Evaluations
Staff Development Plans
88. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 88 REQUIREMENTS @ GHCPlanning & Assessment Model In conclusion:
The GHC Assessment Plan Require that
Each unit submit a thoroughly completed Annual Planning and Evaluation Form, which is compiled and reviewed by the OIEPR and IEC; and to be published as a component of the College Annual Institutional Health and Outcomes Assessment Report
89. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 89 TIMELINE REQUIREMENTS @ GHCPlanning & Assessment Model The GHC Planning & Assessment Model Timeline Require that
Summer Administrative Retreat
Cabinet - Finalize Planning Objectives
Sept 1 Unit Submit Annual Plan
OIEPR/IEC - Provide Feedback
Unit/OIEPR/IEC - Finalize Annual Plan
Unit Obtain Budget
Unit - Implement Plan
February 1 Unit Submit Follow-up (on previous year) & Progress (on current year) Report
OIEPR/IEC - Provide Feedback
Unit/OIEPR/IEC - Finalize Mid Year Report
OIEPR/IEC - Produce Institutional Mid Year Report
Unit - Continue to Implement Plan
June 1 Unit Submit End of Year Report
OIEPR/IEC - Provide Feedback
Unit/OIEPR/IEC - Finalize Year End Report
OIEPR/IEC - Produce Institutional IE Report
Repeat Cycle - for next year
90. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 90 SOLICITATION FORPRESENTATION FEEDBACK
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91. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 91 THE END OF PRESENTATION Questions?
Comments?
Suggestions?
Need more information?
Please contact:
Office of IEPR @ GHC
OR
Email: fanyanwu@highlands.edu