Institutional Effectiveness

& Assessment @ B-CU

Dr. Helena Mariella-WalrondVP of Institutional Effectiveness

Cory A. PotterDirector of Assessment

Administrative Support ServicesAcademic and Student Support Services

Building CapacityCapacity: Our ability to seek solutions to our challenges so that we can achieve our goals and objectives.Capacity building: Should provide faculty and staff the skills and tools needed (state proper outcomes, identify assessments – direct and indirect, collection of data, analysis of data, use of data to drive improvement) and strengthen our ability to work together..

Creating the common vision through multiple perspectives that matches Dr. Jackson’s vision

Framework for Institutional Effectiveness

•Purpose•Goals•Components of IE•Accountability

Institutional Effectiveness

Annual IE Report

Annual Assessment ReportAccreditation Reports

Purpose:

To systematically engage in a process

designed to monitor and document the

degree to which the institution is progressing

together towards accomplishing its Mission.

IE Goals1. Inform the strategic planning process

2. Promote effective allocation of resources (human & fiscal)

3. Engage faculty and staff in the continuous improvement of

the institution’s programs and services

4. Provide accountability to stakeholders

Components of IE

How is the IE process supported? (leadership support, IT, faculty and staff development, policies and procedures manual, reporting templates)

How is the IE process organized and coordinated? (Institutional Research, Fiscal, Assessment, IE)

Planning (Mission-driven – plan and review mission simultaneously, integrated into the annual planning and budgeting cycle)

Budgeting (driven by Mission and Division plans)

Feedback Mechanism / Accountability Annual Reports(University, Division, Unit) 1. Annual IE report 2. Annual assessment

report3. Accreditation reports

Assessment• Academic Program

Assessment• Administrative &

Educational Support Services Assessment

• General Education Assessment

• University Assessment

•.Accountability

1. Who is the audience?2. What are the products? (IE report, Assessment report, Accreditation

reports)3. How do we most effectively communicate (convey information) to

stakeholders?4. What is the process for getting a good product?

The Art of Explanation

“The single biggest problem in communication is the illusion that it’s taken place.”

G. Bernard Shaw

Source: Keynote Speech AIR Forum Orlando, May 2014, Lee LeFever, Common Craft

A Culture of Evidence“Accrediting agencies – both at the institutional level and the programmatic level – are now operating in a ‘culture of evidence’ that requires institutions to qualitatively and quantitatively demonstrate that they are meeting student learning goals and effectively marshalling human and fiscal resources toward that end.”

Michael MiddaughAuthor of Planning and Assessment in Higher Education

Assessm

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Outcome Statements

Specific

AssessmentPlans

Descriptive Defines Measures Easy to download

Use of Results Targeted to audience Provides examples

Describes improvement Defines next steps

COMMON TO ALL

Clearly worded Prominently posted Updated regularly

Receptive to feedback

AssessmentResources

Easy to download

Evidence of Efficiency &

Quality Interpreted results

Contextualized to B-CU Presented graphically

Disseminated

Current Assessment

Activities

Defines activities

Source: National Institute forLearning Outcomes Assessment (NILOA)

Assessment @ B-CUAssessment is an integral part of the annual planning activities at B-CU, as it determines whether or not the objectives of education are being met. The main goals in the assessment of Administrative Support Services and Academic & Student Support Services are to:

1. document what support of learning is taking place and,2. use the results of assessment activities to improve the

student learning environment.

Annual Planning & Assessment Report

Guide Template

Staff analyzes data and makes recommendations

for unit improvement.

Staff reviews and revises Annual

Plans.

Vice-Presidents, Deans, Department Chairs and Directors submit Annual Plans for the upcoming

academic year.

Collect, aggregate,

disaggregate data for Academic

Year.Share data with

Staff in Pre-Planning for

Academic Year.

Annual Planning and Budgeting Cycle

B-CU collects assessment data to enhance outcomes in an ongoing, staff-driven continuous improvement cycle by adhering to an assessment plan which, in turn, drives the strategic plan.

Elements of the Report1. Description of the Support Services in the Unit

2. Mission Statement

3. Resources Used

4. Support Specifics

5. Outcomes

6. Annual Planning and Assessment Grid

7. Assessment Plan Methods and Procedures

8. Analysis and Evaluation

9. Action Plan

10. Rubric for Assessing the Annual Assessment Report

Description of the Administrative / Academic and Student Support Services

In this section, provide a brief overview of your unit. Be sure to describe the functions, structure, and purpose of your support services.

MissionRemember that the mission of the unit must be aligned with the Mission of the University and demonstrate that it supports the Mission of the University.

The Mission of Bethune-Cookman University is to develop global leaders committed to service, life-long learning and diversity by providing a faith-based environment of academic excellence and transformative experiences.

Mission

Outcomes• List the expected outcomes for your area

(administrative or academic and student support services) as related to Division Key Performance Indicators (KPIs) and Bethune-Cookman University’s Strategic Goals.

• The professional staff in each unit are to work together to establish a limited number of overarching outcomes for the unit as a whole.

OutcomesAdministrative / Academic & Student Support areas typically have outcomes that focus on the critical functions, services, and processes that impact the student learning environment with an emphasis on satisfaction, efficiency and quality.

S.M.A.R.T. OutcomesSpecific - The outcome is clear among all choices and not bundled with multiple outcomes

Measurable - The outcomes contains quantifiable terms

Attainable - The outcome is reasonable give the area's resources and influence

Relevant - The outcome must be relevant to the area's mission, responsibilities, and all people affiliated with the area

Time-bound - The period of time for accomplishing goal is reasonable

Types of AssessmentsSatisfaction• General (institutional)• Specific (satisfaction with particular

area)

Direct Measures• Volume of Activity (# of persons

served)• Level of Efficiency (average

response time)• Quality average (# of errors)

External Validation• Audits (financial, IT)• Public Health Inspector• Fire Marshall

Outcome ExamplesOutcome 1: The Office of the registrar will process transcripts

in a timely manner.ELOA: 90% of transcript requests will be processed within 2

business days.Measure/Tool: Log of transcript requests (monthly) Outcome 2: The Office of the registrar will be in compliance with

FERPA regulations.ELOA: 100% of employees will answer 90% of the questions

correctly.Measure/Tool: Survey

Resources UsedBriefly describe resources, including personnel, used to accomplish the outcomes. It may be beneficial to review expenditures during the fiscal year (July 1 – June 30) to categorize where resources were allocated within your unit.Areas to address in your brief description:• Number of personnel utilized to accomplish each

outcome• Categories of expenditures that consumed a

substantial portion of your budget (with computations and details when available)

• Physical space/facilities utilized

Support SpecificsTeaching - Briefly describe how your unit supports the teaching and learning enterprise.

Research - Briefly explain how your unit engages in activities related to research and how your unit supports research at the University.

Community and Public Service - Briefly state any unit goals related to community and public service and how your unit supports service at the University.

Annual Planning & Assessment Grid

Purposes: • Show the summation and results of data

analysis• Tie the assessment plan to any identified,

targeted strategic goals• Reveal the area’s expected levels of

achievement • Report if the targeted level of achievement was

met• Explain how your area plans on using the

results in terms of actions

Annual Planning & Assessment GridAnnual Planning and Assessment (Previous Academic Year)

 

 

Mission Statement:Targeted Strategic Goal(s):Targeted Division Key Performance Indicators:Targeted Institutional Student Learning Outcome(s): 

Outcomes Expected Level of Achievement

Measure/Tool

Results Use of Results (to include analysis and Action Plan)

Met Not Met

           

           

           

           

           

           

Annual Planning & Assessment Grid

Annual Planning and Assessment (Current Academic Year)

Mission Statement:Targeted Strategic Goal(s):Targeted Division Key Performance Indicators:Institutional Student Learning Outcome(s) addressed: Outcomes Expected Level of

AchievementMeasure/Tool

          

     

     

     

     

     

Assessment Plan Methods & ProceduresDescribe the methods and procedures used to assess the area. Be sure to use the questions below to thoroughly cover methods and procedures involved in your assessment plan.

1. Who was/will be involved in the process of reviewing and revising the assessments?

2. What is the difference between the previous program assessments and the revised assessments?

3. How will the assessments be collected?4. Who will collect the assessments?5. When will the assessments be collected?6. Who will aggregate and disaggregate the data?7. Who will analyze the data? 8. How are / will data (be) used to drive improvement?9. How do you want to share the information with

stakeholders?

Analysis and Evaluation

Write out a well-reasoned description of your conclusions based on the data by explaining the significance and impact of the results.

Action Plan

Briefly summarize the actions for improvement. Describe what decisions need to be made, next steps that will be taken during the following academic year, and explain how the results are being used to inform unit changes.