continuous improvement in academic...
TRANSCRIPT
Using Assessment to Make
This workshop describes the assessment processes, schedules, cycles, workshops, reviews, strategic planning, and governance New Mexico State University Carlsbad uses to make continuous improvement in academic quality.
Continuous Improvement in Academic Quality
Ronald Girmus, Ph.D. and William Finley
About Us
• Descrip(on of NMSU Carlsbad – Small [enroll. ~ 2000], Rural [pop. ~ 35K], Hispanic-‐Serving [~ 50%]
Ins(tu(on – AQIP Pathway – 2015 Uncondi(onal Reaffirma(on of Accredita(on – Mission: The mission of New Mexico State University Carlsbad is to
provide students the resources necessary for them to fulfill their educa>onal poten>al so that they may help meet the needs of their community as well-‐trained, well-‐educated, and produc>ve ci>zens.
• Development of Con(nuous Improvement Process – HLC Team Workshops
• Assessment team workshops • AQIP strategy forums
– NM-‐HEAR [Higher Ed. Assessment & Reten(on] Conferences – Networking
• Learning from other ins(tu(ons’ successes and failures.
Agenda
• Academic Assessment and Con(nuous Improvement Process at New Mexico State University Carlsbad
• Basic Tenets for Assessment and Con(nuous Improvement
• Collabora(on Council, Strategic Plan and KPI-‐repor(ng
= Con(nuous Improvement Loop Learning Outcomes
Program Reviews
Course Assessment (Dec.)
Program Assessment (April)
Course Assessment (May)
Assessment In-Service (Aug.)
Graduate Exit Exam (April)
Executive Assessment Retreat (July)
Assessment In-Service (Nov.)
Executive Assessment Day (March)
Institutional Research Data (Oct.)
Assessment In-Service (Apr.)
Learning Outcomes
• Course, Program and Ins(tu(onal Levels • Course Outcomes
• Required for all courses each semester • Program Outcomes
• Required for all degree-‐seeking programs • Graduate Outcomes
• Over-‐arching outcomes expected of each gradua(ng student.
• Measureable • Based on Bloom’s Taxonomy
BACK
Assessment In-Services
• Build Faculty Involvement in Assessment • Have Specific Focus • Recent Examples:
• Changing the Culture of Assessment • Developing Faculty-‐Driven Assessment Projects
• Harves(ng Our Success • Incorpora(ng Program Assessment into Program Reviews
BACK
Institutional Research Data
• Surveys • Employee Survey • Student Engagement Survey
• Ins(tu(onal Research data Sets [5-‐yr] • Enrollment trends, demographics • Persistence and comple(on rates [overall and program specific]
• Degree produc(on trends • Grade distribu(ons / DFW rates • Course offerings and faculty load sta(s(cs BACK
Course or Program Assessment
• Needed for Con(nuous Improvement: • Targets • Measureable Learning Outcomes • Descrip(on of Assessment • Results • Analysis/Interpreta(on of Results • Course Improvements Based on Results
• Results of previous proposed course improvements and implementa(ons
BACK
Executive Assessment Day
• Execu(ve team analyzes program reviews and ins(tu(onal data. Budgets are (ed to outcomes assessment and aligned with strategic planning ini(a(ves [tac(cal and strategic] in a transparent process.
• Requests for addi(onal informa(on are generated.
• Priori(za(on of mul(ple requests with limited new and re-‐alloca(on of funding.
BACK
Executive Assessment Retreat • Execu(ve team reviews academic and
non-‐academic assessment results to produce annual data-‐driven State of the College report that analyzes performance trends and ins(tu(onal accomplishments. The report demonstrates (es between assessment, improvement, budge(ng, decision-‐making, and strategic planning.
BACK
Graduate Exit Exam • Collegiate Assessment of Academic
Performance • Graduate outcomes aligned with different sec(ons of test.
• Rotate graduate outcomes to be assessed.
BACK
(Academic) Program Reviews [APRs] • Two Versions
• Interim – Performed Annually • Condensed. Yearly con(nuous improvement.
• Three Year Review • Comprehensive
• Must include program assessment results. • Must link assessment with budge(ng.
• Template Examples: • What are the planning and budge(ng implica(ons of your course and program assessment results?
• Itemize any improvements obtained from your Academic Department’s program and course assessment efforts.
BACK
Basic Tenets for Assessment and Con(nuous Improvement • Leadership
• At administra(ve and faculty levels • Organiza(on
• Scheduled events, clear deadlines • Communica(on
• Overdo it. • Flexibility
• Allow for change • Autonomy
• Give faculty room to do their thing. • Documenta(on
• Track improvement effects
Collaboration Council • Established and charged in Dec. 2013 • Provide aggregated repor(ng, analysis, and narra(ve to Steering Commijee and Execu(ve team based on input from the standing, governance commijees, assessment ac(vi(es, and AQIP ac(on projects
• Representa(ves elected from faculty [2], exempt staff [2], non-‐exempt staff [2], students [2], and IR/Assessment officer
Sample KPI-Reporting Form:
TaskStream
• Implemented in July 2014 for AMS • Collect academic and non-‐academic assessment ac(vi(es, proposed ini(a(ves, and budget requests
• Academic Units: – Program Reviews [interim and full] – Course outcomes [by semester] – Program outcomes [by year] – Curriculum mapping [Course to Program, Course to Ins(tu(onal, Course to/from Gen-‐Ed]
– Planning, Budget-‐requests, and analysis – Co-‐curricular
Align Budgeting with Strategic Planning
Q & A
• Final Comments and Suggestions • Contact information:
– Dr. Ron Girmus: [email protected] – Mr. Bill Finley: [email protected]