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Developing the Self-Study Document Using Integrated Assessment Briefs
Millersville University of Pennsylvania
Presented by: Dr. Thomas Burns, Associate ProvostDr. Lisa Shibley, Assistant Vice PresidentDr. Helena Tuleya-Payne, Chair and Professor, Psychology
• 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
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
• Site Visit—Spring 2010
• Began planning in summer 2007
• A data rich environment
• Perceived, growing culture of assessment
• Unique planning process
Background
Structure
Provost & Cabinet Coordinating Team
Steering Committee
10 Working Groups on Standards
Group1 Communication & Morale Working
Self-Study Phases
Spring 2008• Establish
Working Groups
• Develop Research Questions
Fall 2008• Develop
Research Protocols
• Assess, Review Data
March 2009• Submit
Assessment Briefs
May 2009• Submit
Reports on Standards
June to August 2009• Write 1st
self-study draft
•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
Research Questions
Spring 2008• Establish Working Groups• Develop Research Questions
• Designed Protocols• Encouraged to use existing evidence• Coached in new information sources
• Interviews, focus groups, surveys• Clarifying findings from existing information
Conducting the Research
Fall 2008• Develop Research
Protocols• Assess, Review
Data
March 2009• Submit
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**
Developing Assessment Briefs
Fall 2008• Develop Research
Protocols• Assess, Review
Data
March 2009• Submit
Assessment Briefs
Working Group Reports
May 2009• Submit Reports on
Standards
• 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
Writing the Self Study
June to August 2009• Write 1st self-study
draft
• 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
Writing the Self Study
June to August 2009• Write 1st self-study
draft
• Copy editor to identify style guide
• Sought to write document in one voice narrative
• Used “writing circle” concept
• Coordinating Team Brief
• Sample Discussed with Steering Committee
• Steering Committee members reviewed Assessment Briefs and provided comments
• Exemplar Briefs
Sample Briefs
• Link to Strategic Directions early on
• Strengthen implications sections within Assessment Briefs
What we wish we had known…..
• 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
Use in Assessment & Planning
Questions?
Contact Dr. Lisa R Shibley
Assistant Vice President, Institutional Assessment and Planning
Millersville University of Pennsylvania
717-871-2390