Institutional Accountability, Assessment, and AQIP

Sheri RogersMarsha Watson

Neal Topp

UNO Strategic Planning AdvanceMay 8, 2006

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Overview

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Continuous Improvement Process

Plan (1998 – present)• Chancellor Belck led revitalization of Strategic Planning

process

• Revise Academic and Student Affairs Strategic Plan (student learning-centered)

• Revise/Create College Strategic Plans

• Student learning assessment plans and analysis reports required by Academic Affairs (North Central’s Higher Learning Commission)

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Collect (2000-present)

• Traditional student learning assessment plans reorganized for AQIP (Academic Quality Improvement Program) http://www.aqip.org/

– North Central’s Higher Learning Commission has two paths to campus accreditation

• AQIP (Academic Quality Improvement Program)– Strong Strategic Plan and History of Measurement– Requires External Evaluation and Commitment to Continuous

Improvement– Requires Three to Four Action Projects with Yearly Updates

• PEAQ (Program to Evaluate and Advance Quality)

Continuous Improvement Process

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Collect (2000-present)

• AQIP acceptance 2004

• AQIP Strategy Forum May 2005– Led by Chancellor Belck– Regent Ferlic– Action Project One: myMAPP™/faculty

Continuous Improvement Process

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Current UNO ePortfolios

myMAPP™/campus

myMAPP™/faculty

myMAPP™/student

http://mymapp.org

myMAPP™/staff

myMAPP™/department

myMAPP™/college

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Improve (2000 – present)Board of Regents Center designation for ePortfolio Based Assessment (CeBA)

• Director of CeBA - Sheri Rogers

• CeBA will:

– Be a major contributor in the field of ePortfolio development and research

– Bring together creative faculty, student, and staff researchers and practitioners with common interests in assessment and ePortfolios

– Produce innovative collaborative research

– Develop partnerships with local, regional, national, and international educational systems

Continuous Improvement Process

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Improve (2000 – present)Academic and Student Affairs (ASA) identifies/adopts direct and indirect measures aligned with Quality Indicators

Direct:

• Aggregate data from nested ePortfolio tools (myMAPP™)

• Collegiate Learning Assessment (CLA)

Continuous Improvement Process

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Improve (2000 – present)Academic and Student Affairs (ASA) identifies/adopts direct and indirect measures aligned with Quality Indicators

Indirect:

• National Survey of Student Engagement (NSSE)

• Faculty Survey of Student Engagement (FSSE)

• Your First College Year (YFCY)

• PK-16 alignment of survey questions (local questions on YFCY, NSSE)

• Graduation Survey (PK-12 questions)

• Cooperative Institutional Research Program (CIRP)

Continuous Improvement Process

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Improve (2000 – present)

ASA redesigned Academic Assessment • Assessment Coordinator (Marsha Watson) provides

consultative service to departments

• Mini-grants

• Workshops • Development of Assessment Mentors

• Assessment Coordinator and Associate Vice Chancellor for Academic Affairs trained/serve as NCA/HLC External Evaluators

• Assessment Website http://www.unomaha.edu/assessment

Continuous Improvement Process

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Continuous Improvement Process

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Continuous Improvement Process

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Direct Measures

Council for Higher Education Accreditation (CHEA) Statement of Mutual Responsibilities

for Student Learning Outcomes

“Institutions and programs share responsibility with accrediting organizations for providing clear and credible information to constituents about what students learn.”

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Direct Measures

• Should not rely on any single measure for complete picture

• Performance-based assessments:– Measure content knowledge + skill sets

– “What students know and what they can do with what they know.”

– Collegiate Learning Assessment (CLA)

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Accreditation Focus: from Inputs to Outputs

• Direct Assessments of Student Learning

– Look at learning outputs

– Reveal value-added for education

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Future Plans

• Generate assessment plans for units/ departments/colleges from templates designed by units/departments/colleges with assessment coordinator

• Workshops

• Facilitate and support course, department, and college direct assessment initiatives

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myMAPPTM/campus

• Designed to measure and communicate progress towards the Strategic Plan goals

• Aligns with UNO Strategic Plan and University of Nebraska Strategic Framework

• Provide AQIP data

myMAPP™/campus http://unoportfolio.unomaha.edu/

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myMAPPTM/campus

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myMAPPTM/campus

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myMAPPTM/campus

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myMAPP™ TeamFaculty and Students

Neal Topp Professor Teacher Education - COE

Marsha Watson

Assistant Professor English - A&S

Karen Hein

Assistant Professor - Library

Paul Clark

Coordinator/Web Master - COE

Tracy Bridgeford

Assistant Professor English - A&S

James Rolfsen

Student

OPS Early Entry Students

myMAPP™ Consultants

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myMAPP™ TeamAdministrators

Sheri Rogers

Associate Vice Chancellor

Academic and Student Affairs

John Fiene

Associate Vice Chancellor

Academic and Student Affairs

Steve Shorb

Dean of the University Library

myMAPP™ Administrative Leaders

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myMAPP™ TeamInformation Technology Services

Bret Blackman

Director, Administrative Information Services

Matt Morton

Senior Web Architect

Brandon Keepers

Web Application Developer II

Todd Nelson

Web Application Developer II

Dan Kenny

Senior Web Architect

Mi Un Criffield

System Administrator II

Mike Zimmerman

System Administrator II

Technical

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myMAPP™ TeamInformation Technology Services

Lanyce KeelDirector, Distant Education and

Academic Partnership Initiative

Shelley SchaferManager, Distance Education,

Training and Marketing

Pat DargantesCoordinator, Education &

Communication

Erin KingTechnical Support Specialist

Communication/Customer Support/Marketing

Project Manager

Joyce CrockettDirector of Project Management

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AQIP Action Projects

• AQIP LiaisonSheri Rogers

• myMAPPTM/faculty Neal Topp, Team Coordinator

• Assessment ExchangeMarsha Watson, Team Coordinator

• Civic Participation

Jody Neathery-Castro, Team Coordinator

• Academic Transitions

Deb Smith-Howell, Team Coordinator

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myMAPP™/faculty• Help faculty understand the advantage of

ePortfolios by gaining experience populating their own portfolios

• Ability to link with artifacts of student learning within myMAPP™/student to demonstrate effect of teaching on student learning

myMAPPTM/faculty

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myMAPPTM/faculty

• Used by faculty for Annual Review

• Used by new faculty for Reappointment, Promotion, and Tenure (RPT)

• Adopted by professional schools for accreditation purposes

• Aggregate data for myMAPP™/campus

• Generates Customized Reports

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myMAPP™/faculty

Advantages for Faculty

• Focuses on accomplishments and impact

• Different views with same entries

• Helps to understand ePortfolio process

• Standardization of process (fairer)

• Multimedia

• Reflection is important

• Process is more transparent

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myMAPPTM/faculty

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myMAPPTM/faculty

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myMAPPTM/faculty

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myMAPPTM/faculty

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myMAPPTM/faculty

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Student

myMAPP™/student

• Student Learning Outcomes — Identify what students know and are able to do with what they know

• Identify artifacts to measure Student Learning Outcomes

• Aggregate data for assessment reports

• Aggregate data for myMAPP™/campus

• Provides accountability for student learning to all constituencies, including students

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myMAPPTM/student

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myMAPPTM/student

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myMAPPTM/student

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myMAPPTM/student

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Future Plans

• Continue on the AQIP path

– Writing Systems Portfolio Summer 2006

• AQIP Systems Portfolio Writing Team

• Aggregate data from all faculty, staff and student ePortfolios (UNO Datamart)

• Provide aggregate views for myMAPP™/campus of student learning achievements and faculty and staff contributions to strategic planning goals and improved student learning outcomes

• Continuous improvement of the myMAPP™ tool

What are UNO’s key collaborative relationships?

• Address specific relationships with educational organizations, businesses, and other organizations. Also address the nature of the relationship (existing or emerging, feeder or receiver, community support, outsource, etc.).

• External collaborative partners might include organizations that are the sources of entering students (high schools, community colleges, places of work); organizations that are the destination of exiting students (four-year institutions, graduate schools, places of work); suppliers such as food services, book suppliers, and student recruiting services; external agencies such as state coordinating boards or state, local, or national governments; religious organizations; and other institutions or consortia of institutions.

Exercise

• If applicable, how do the relationships support changes in UNO’s direction?

Exercise

In what ways do these collaborative relationships reinforce UNO’s institutional mission?

How does UNO create, prioritize, and build relationships with the following?

• Educational institutions and other organizations from which UNO receives students

• Educational institutions and employers that depend on a supply of UNO students and graduates who meet their requirements

• Organizations that provide services to UNO students

• Education associations, external agencies, consortia partners, and the general community with which UNO interacts

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Web Sites

UNO myMAPP™

http://mymapp.unomaha.edu

UNO myMAPP™/campushttp://unoportfolio.unomaha.edu/

UNO myMAPP™/facultyhttp://mymapp.unomaha.edu/demo.php

UNO Assessment http://www.unomaha.edu/assessment

AQIP (Academic Quality Improvement Program)http://www.aqip.org/

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Email questions

Sheri Rogers

sherirogers@mail.unomaha.edu

Deb Smith-Howell

dsmith-howell@mail.unomaha.edu

Marsha Watson

mwatson@mail.unomaha.edu

Neal Topp

ntopp@mail.unomaha.edu

Jody Neathery-Castro

jneathery@mail.unomaha.edu