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Georgia Highlands College Institutional Effectiveness Process

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Title: Georgia Highlands College Institutional Effectiveness Process


1
Georgia Highlands CollegeInstitutional
Effectiveness Process
  • IE Circle

Forms, Cycles, and Reports
How We Do/Will Do It _at_ GHC
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
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
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
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
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
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
Visual of a Continuous Improvement Plan
9
Visual of an IE Plan
10
Visual of Annual Operational Planning(The Plan,
Do, Study/Check, Act Model)
  • Shewarts PDSA Cycle

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
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
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
Purpose of Workshop
  • The purpose of this training workshop is

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
Training Workshop Topics
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
Meanings of Assessment
  • What Is Assessment?
  • Definitionsdefinitionsdefinitions
  • 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
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
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
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
Linkages
  • Share data and information
  • Inform budget process

23
Differences
  • Different cycles
  • Additional data elements
  • Different purposes
  • Continuous improvement
  • Evaluation
  • Planning

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
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
The Requirements _at_ 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
TIMELINE REQUIREMENTS _at_ 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
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
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
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
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
The GHC Mission Statement
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
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
Four Major Overlapping Pieces of an IE Plan
  • General Education Assessment
  • Program/Unit Review
  • Annual Goal Setting Cycle
  • College Assessment Process

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
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
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
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
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
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
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
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
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
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
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
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
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
    800 a.m. each workday, not less than on 95 of
    scheduled workdays in the next evaluation period,
    to avoid disciplinary action

49
Six (Major) Step Assessment Model
  • EXPLAINATION OF THE 7 GUIDELINES
  • To arrive at the assigned worksite no later than
    800 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
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 800 a.m., divided by total workdays, will
    determine whether or not the goal was met.
  • Therefore, This goal is SAM

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
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
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
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
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
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
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
Six (Major) Step Assessment Model
  • Outcomes Oriented Objectives
  • Deals with What Clients are able to do after
    receiving AES services
  • Effectiveness

59
Six (Major) Step Assessment Model
  • Attitudinal Oriented Objectives
  • Deals with How Satisfied are Clients with AES
    services
  • Satisfaction

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
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
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
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
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
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
Six (Major) Step Assessment Model
  • Program Outcome Model

67
Six (Major) Step Assessment ModelProgram Outcome
Model (2)
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
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
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
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
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
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
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

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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.

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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

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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

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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

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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

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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

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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
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
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
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
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
Six (Major) Step Assessment Model
  • Sample Assessment Measures / Use of Results

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
REQUIREMENTS _at_ 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
TIMELINE REQUIREMENTS _at_ 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
SOLICITATION FORPRESENTATION FEEDBACK
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    click the check mark
  • By clicking on the check mark, I acknowledge
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  • I am responsible for complying with the policies
    and procedures (requirements and expectations)
    that GHC outlines.

91
THE END OF PRESENTATION
  • Questions?
  • Comments?
  • Suggestions?
  • Need more information?
  • Please contact
  • Office of IEPR _at_ GHC
  • OR
  • Email fanyanwu_at_highlands.edu
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