INSTITUTIONAL EFFECTIVENESS: BITE-S JARGON FREE … · About Faculty, Staff, and most importantly...
Transcript of INSTITUTIONAL EFFECTIVENESS: BITE-S JARGON FREE … · About Faculty, Staff, and most importantly...
INSTITUTIONAL EFFECTIVENESS: BITE-SIZED AND JARGON FREE (MOSTLY)
CUNY MSCHE COUNCIL WORKSHOP
MARCH 1, 2019
Christopher Shults, Ph.D
Dean of Institutional Effectiveness and Strategic Planning
MSCHE Accreditation Liaison
TODAY’S SCHEDULE
9:00 – 9:10 Introduction and Self-Study Lessons
9:10 – 10:10 Guide to Institutional Effectiveness/IE and Standards
10:10 – 10:15 Break
10:15 – 12:00 Central State College/IE Compliant Planning
12:00 – 12:45 Lunch and Examples
12:45 – 2:00 IE Compliant Assessment
2:00 – 2:05 Break
2:05 – 2:20 IE Compliant Resource Allocation
2:20 – 2:45 Develop a Draft IE Framework
2:45 – 3:00 Discussion and Q&A
TODAY’S SCHEDULE
Ready!
Set!
Here we Go!
LESSONS LEARNED
Criticality of Evidence
Expectations Regarding Assessment
Programmatic
AES
Expectations Regarding Planning
Strategic
Operational
Institutional
Expectations Regarding Institutional Effectiveness
System
Integrated
Evaluated
Institutional Effectiveness Impacts ALL Standards
Expectation of Mature, Evaluated Systems
Accountability and Responsibility
INSTITUTIONAL EFFECTIVENESS JARGON
Eschew Obfuscation, Articulate Coherently
Basically – Avoid Jargon
INSTITUTIONAL EFFECTIVENESS JARGON BINGO
TODAY’S SCHEDULEINTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
Achievement of Mission
What do we Do?
Who do we Serve?
What do we Provide?
Proxies for Achievement
Missions are not Measurable
Institutional Goals/Strategic Goals
S.M.A.R.T.
How do we Get to Institutional?
Academic Programs
AES Units
Planning
Resource Allocation
Why are we Doing this?
Student Learning and Success
Prioritization/Resource Allocation
Sense making/Direction Setting
Accreditation
What IE IsMission Oriented
About Faculty, Staff, and most importantly Students
Measurable by Proxy
Mandate
Contextual and Multidimensional (Jargon Alert!)
What IE is notAssessment
Evaluation
A Metric
A KPI
An Isolated Construct
Limited to a Report, Office, Function, or Mandate
Information about DefinitionsImportance Emerged after Spellings Commission
Literature is Primarily in Community Colleges
Regional Bodies (MSCHE) don’t offer Definitions
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
DEFINITION AND IMPLEMENTATION OF IE AT THE DISCRETION OF
INDIVIDUAL COLLEGES
King University (TN)
The institutional effectiveness program at King University is one of demonstrating and documenting the
extent to which the College fulfills its mission and achieves its goals as stated in the strategic plan [and]
promotes institutional quality through a comprehensive, institution-wide, data-driven continuous cycle of
planning, implementation, assessment, and improvement.
Carteret Community College (NC)
Institutional effectiveness (IE) at Carteret Community College is a systematic, integrated, and ongoing
process of planning and assessing institutional performance through regular review of the college’s mission,
goals, and outcomes; evaluation of programs and services; assessment of outcomes across all institutional
units; and use of data and assessment results to inform decision-making.
IE DEFINITIONS
IE DEFINITIONS
Ogeechee Technical College (GA)
Institutional Effectiveness at Ogeechee Technical College is a continuous, comprehensive, and integrated
system of analysis, planning, implementation, assessment, and application of the results, designed to
demonstrate the progress of the College in fulfilling its stated mission. This continuous, comprehensive and
integrated approach to improving quality also involves monitoring local, state, and federal budgeting.
Institutional Effectiveness employs a system that ensures plans are implemented and evaluated with emphasis
on decision-making and changes as a result of the evaluation findings. In addition, research is conducted and
results are utilized in the planning and evaluation process.
Central Piedmont Community College (NC)
Institutional effectiveness at Central Piedmont Community College consists of a set of ongoing and
systematic, institutional processes and practices that include planning, the evaluation of programs and
services (including administration and student services), the identification and measurement of outcomes
across all institutional units (including learning and program outcomes in instructional programs), and the
use of data and assessment results to inform decision-making (culture of evidence). All of these activities are
accomplished with the purpose of improving programs and services and increasing student success and
institutional quality.
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
INSTITUTIONAL EFFECTIVENESS, AT ITS CORE, IS ABOUT DOCUMENTING EVIDENCE THAT THE COLLEGE IS
PROGRESSING TOWARDS ACHIEVEMENT OF ITS MISSION. MAKING THE CASE FOR ACHIEVEMENT OF THE MISSION
REQUIRES NOT ONLY A PLANNING-BASED MISSION STATEMENT, BUT ALSO GOALS THAT ARE DERIVED FROM THE
STATEMENT. THESE INSTITUTIONAL GOALS ACT AS PROXIES FOR ACHIEVEMENT OF THE MISSION.
THE DEGREE TO WHICH BMCC IS ACHIEVING ITS MISSION AS EVIDENCED BY YEARLY PROGRESS MADE
TOWARDS THE ACHIEVEMENT OF ITS INSTITUTIONAL GOALS, STRATEGIC PLANNING OUTCOMES, AND STRATEGIC
OBJECTIVES. THE INSTITUTIONAL EFFECTIVENESS SYSTEM, WHICH ALLOWS FOR THE TRACKING OF PROGRESS, IS
AN INTEGRATED PLANNING MODEL THAT INCORPORATES COMPREHENSIVE AND SYSTEMATIC ASSESSMENT,
PERIODIC EVALUATION, EFFECTIVE PLANNING PROCESSES, AND DATA INFLUENCED RESOURCE ALLOCATION.
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
INTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
TODAY’S SCHEDULEINTRODUCTION TO INSTITUTIONAL EFFECTIVNESS (IE)
DEVELOP A DEFINITION OF INSTITUTIONAL EFFECTIVENESS
Based on what you have heard so far in regards to institutional
effectiveness, its time to craft your own, unique description of IE at your
college. Consider the following while crafting it:
Institutional Mission
Assessment of Programs and Services
Planning Efforts
Resource Allocation
Continuous Improvement
System and Support
IE AND THE MIDDLE STATES STANDARDS
History of Regional Accreditors and IE
Recent Changes to Accrediting StandardsACJCC - 2014
HLC – 2018 (Alpha Version)
NEASC - 2016
NWCCU – (N.D.)
SACS - 2017
WASC - 2014
Middle States Commission on Higher Education2004 – 14 Standards
Standard 2 – Planning, Resource Allocation, and Institutional Renewal (Planning, Resources, Improvement)
Standard 3 – Institutional Resources (Resources)
Standard 7 – Institutional Assessment (Systematic Assessment/Evaluation, Planning, Data and Reporting)
Standard 8 – Student Admissions and Retention (AES Assessment/Evaluation)
Standard 9 – Student Support Services (AES Assessment/Evaluation)
Standard 12 – General Education (Gen. Ed. Assessment)
Standard 13 – Related Educational Activities (Programmatic Assessment)
Standard 14 – Assessment of Student Learning (Course Assessment, Program Assessment)
Institutional Effectiveness was there, but not Reviewed as a Whole. Standard 7 was the Assessment of
Institutional Effectiveness, but not Necessarily the Expectation of an Explicit System, Plan, or Report
IE AND THE MIDDLE STATES STANDARDS
Middle States Now7 Standards – 5 Explicitly Connected with IE, 1 Indirectly
Distinction between Institutional Context and Effectiveness gone
No longer an Institutional Assessment Standard
Assessment integrated into all Standards
Effectiveness mentioned 11 times
Old Requirement of Affiliation #7
Institutional planning integrates plans for academic, personnel, information resources and
technologies, learning resources, and financial development
Requirement of Affiliation #10
Institutional planning integrates goals for academic and institutional effectiveness and
improvement, student achievement of educational goals, student learning, and the results of
academic and institutional assessments. (NOTE the Expectation for an IE Plan)
Institutional Effectiveness is now being Viewed as a Foundation for Accreditation. All of the
Elements are Required in the Standards and Alignment is no Longer Sufficient. Demonstration
of a Planning System that is Reviewed and Modified is Expected. Expectations for IE have
Evolved.
IE AND MSCHE STANDARD I
The Foundational Standard for IE
About Institutional Mission and Goals
Focus on the Uniqueness of the Institution
Institutional Goals are EssentialExplicit Connection to Mission?
Alignment of Strategic Goals?
Development, Evaluation, and Revision of Mission and Goals
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
IE AND MSCHE STANDARD III
Focus on the Learning Experiences
Education Effectiveness
Scope of the Mission
Academic Programs/General Education
AES Units
Planning ProcessesStrategic Plan?
Academic Plan?
Resource Allocation/Support
Assessment of Effectiveness
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
IE AND MSCHE STANDARD IV
Focus on Supporting StudentsEducational Support Units
Student Support Units
Administrative Support Units (IR/IE)
Missions, Goals, and Outcomes
Alignment and Incorporation of PlansEnrollment Management Plans
Retention and Completion Plans
AES Assessment Plans
Alignment and Incorporation of EffortsEnrollment Management Committee
AES Assessment/Planning Committee
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
IE AND MSCHE STANDARD V
Focus on Educational GoalsInstitutional Level
Department Level (if appropriate)
Program Level
Linkage to Institutional Mission and Goals
Focus on Student LearningCourse Learning Outcomes
Program Learning Outcomes
General Education Learning Outcomes
Cohort Learning Outcomes
Focus on Student Learning Outcomes SystemAssessment Processes
Assessment Support
Use of Assessment Results
Integration of Efforts
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
IE AND MSCHE STANDARD VI
Focus on Resource AllocationBudget Structure and Sources (all revenue streams)
Budget Processes and Procedures
Budget Alignment to Operational Priorities
Alignment between Budget and Planning
Focus on PlanningStrategic Planning Process, Plans, and Reporting
Alignment of Institutional Planning Efforts (Strategic, Operational, Long-Range)
Academic Program and AES Unit Planning Efforts
Use of data in Planning
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
IE AND MSCHE STANDARD VII
Focus on Accountability for IE EffortsResponsibility for Assessment
Responsibility for Planning
Responsibility for Resource Allocation
Assessment, Planning, and Resource Allocation within Affiliated Entities
Appropriate Support for IE EffortsSupport Structure in Place (Assessment, Planning, and Resource Allocation)
Appropriateness of those Accountable
Demonstration of Institutional Commitment to IE (Funding Sources, Org. Chart)
Evidence of Support in Planning Documentation
What Documents are Essential to Compliance with the Standard,
from an IE Perspective? What Processes and Procedures need to be
Addressed?
CENTRAL STATE COLLEGE
“THE EDUCATIONAL AND ECONOMIC HEART OF THE CENTRAL VALLEY”
Hypothetical Construct College
INTRODUCTION TO CENTRAL STATE
Mission and GoalsPlanning-Based, not Marketing
Unique to the College or University
Institutional Goals that are Developed from the Mission
Institutional Goals that can Operate as Proxy Measures for Progress
Both Developed with Significant Internal and External input
Strategic PlanningAppropriate to Higher Education and the Institution
Significant Involvement from the College Community and Stakeholders
Strategic Goals Aligned with Institutional Goals
Metrics (Objectives/Outcomes) Grouped within Goals (i.e. KPIs)
Annual Comprehensive Reporting on Progress
Operational PlanningEvidence of Activities Guided by the Strategic Plan
Involvement by Academic Programs and AES Units
Annual Reporting Process
Long-Range PlanningCreate Continuity and Relevance for Divisions
IT, SEM, Development, PR, Student Affairs, Academic Plan, etc.
IE COMPLIANT PLANNING
TODAY’S SCHEDULEIE COMPLIANT PLANNING
Planning’s Reliance on AssessmentWhat Direction/Decisions Make Sense?
Modification? Continuation? Evolution?
Planning’s Impact on AssessmentDevelopment of the Appropriate Benchmarks/Metrics
Help Prioritize what is being Assessed
Planning’s Impact on Resource AllocationsStrategic Planning Process, Plans, and Reporting
Alignment of Institutional Planning Efforts (Strategic, Operational, Long-Range)
Academic Program and AES Unit Planning Efforts
Use of data Gathered through Institutional Planning
Planning’s Reliance on Resource AllocationEnsure Resources are Available to Pursue Use of Results
When Considered Broadly, Provides Strategic Options
IE COMPLIANT PLANNING
Standard IMaintain Processes and Procedures Relevant to Mission and Goals
Documented, systematic approach to evaluation (Plan to Plan)
Collaborative process to review and revise
Evidence of usage for decision-making related to planning
Ensure that the Mission and Goals are Reflective of the Institution (Alignment)
Ensure Mission and Institutional Goals are Focused on Student Learning/Supported by AES Units
Alignment of academic program and AES missions to institution
Alignment of academic program and AES goals to institution
Standard IIIMaintain Processes and Procedures Relevant to Design of the Student Learning Experience
Institutional structure for utilizing results for planning in academic programs/AES units
Documentation of evidence that planning activities guide student learning activities
Standard IVMaintain Processes and Procedures Relevant to Support of the Student Experience
Assessment and evaluation of relevant institutional plans (i.e. Enrollment Management)
Institutional structure for utilizing results for planning in academic programs/AES units
Documentation of evidence that planning activities guide student learning activities
IE COMPLIANT PLANNING
Standard VMaintain Processes and Procedures Relevant to Educational Effectiveness Assessment
Institutional structure for utilizing assessment results for planning in academic programs/AES units
Documentation of evidence that planning occurs based on assessment results
Documentation that planning impacts academic programs and AES unit
Evidence that planned changes are evaluated
Standard IVDocumentation of an Implemented, Systematic and Sustained process that links Planning, Assessment,
and Resource Allocation
Institutional effectiveness plan
Documentation of an integrated planning approach
Institutional, program, and unit objectives
Maintain Processes and Procedures Relevant to Planning, Resources, and Institutional Improvement
Documentation of planning structures, processes, results, and use of results
Institutional structure for utilizing results for planning in academic programs/AES units
Financial and budget planning processes aligned with mission and strategic planning
Backbone/administrative planning processes aligned with mission and strategic planning
IE COMPLIANT PLANNING
Standard VIIMaintain Process and Procedures Relevant to Governance, Leadership, and Administration
Document and demonstrate accountability/responsibility for planning
Governance documents and processes
Clarity of structure and process in institutional documents
IE COMPLIANT PLANNING
Note: IE Compliant Planning Begins with the Strategic Plan
To Ensure there is a Framework for Institutional Effectiveness, you need to have
Something to Measure Against. Remember, Institutional or Strategic Goals are not, in
and of Themselves, Measurements. They are Proxies for Mission Achievement. A
College Needs Objectives to Strive Towards. At this Point, Please use the Planning
Template to Come up with new Objectives as well as Key Performance Indicators to
Ensure Measurability. We will be using these Objectives and Indicators for Assessment
in the Afternoon.
ENJOY!
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Detail the Role of AssessmentInstitutional Philosophy
Connection to Institutional Improvement
Definitions
Locations and Levels of Assessment
Detail the Responsibilities in AssessmentRole of the Students
Role of Faculty
Role of Staff
Role of Institutional and Departmental Administration
Role of Governance
IE COMPLIANT ASSESSMENT
Assessment is a recurring process of inquiry and improvement in which clearly articulated
SLOs and SOs, aligned with appropriate institutional, program, and unit missions and goals,
are measured against pre-established performance criteria. Assessment results may meet or
exceed expectations, fall short in some way, or uncover unanticipated learning or unexpected
outcomes. Disparities between performance expectations and actual assessment results form
the basis for dialogue and possible action. It is important to note that missed targets don’t
equate to failure. The only way to fail at assessment is to fail to conduct the assessment or
utilize the results. When the results of assessment activities are used to bring about
improvement in teaching or learning or in support of the learning environment, it reflects the
appropriate use of results for improvement.
BMCC Institutional Effectiveness Plan
IE COMPLIANT ASSESSMENT
Impact of Assessment on PlanningThe Use of Results
Addresses the Findings with Action
Impact of Planning on AssessmentProvides an Opportunity for Follow-Up
Positive Results vs. Negative Results
Impact of Assessment on Resource AllocationHelps Determine if Resources were Deployed Properly
Can Provide Insight into Appropriateness of Resource Allocation Processes
Impact of Resource Allocation on AssessmentEnsure Resources are Available to Pursue Use of Results
When Considered Broadly, Provides Strategic Options
IE COMPLIANT ASSESSMENT
IE COMPLIANT ASSESSMENT
Standard IMaintain Process and Procedures Relevant to Mission and Goals
Use of results need to be guided by the institutional goals
Use of results need to be guided by the outcomes/objectives
Ensure that the Institutional Goals Focus on Student Learning
Ensure that the Institutional Goals are Supported by AES Units
Periodic Assessment of Mission and Goals
Standard IIIMaintain Process and Procedures Relevant to Design of the Student Learning Experience
Academic experts in charge of direct student learning
Content experts in charge of indirect student learning
Maintain and Evaluate the General Education Program
Maintain an Appropriate Process for Program/Couse Creation
IE COMPLIANT ASSESSMENT
Standard IVMaintain Process and Procedures Relevant to Support of the Student Experience
How Determine the Effectiveness of Admissions Processes
How Determine the Effectiveness of Retention Processes
How Determine the Effectiveness of Facilitating Student Success
What Units are Directly Associated with Co and Extra-Curricular Activities
Standard VDocumentation of Systematic, Sustained Process to Assess Student Learning at all Levels
Systematic, sustained (not periodic) assessment of ILOs, PLOs, and CLOs
Systematic, sustained (not periodic) assessment of ILO/PLO
Systematic, sustained (not periodic) assessment of PLO/CLO
Appropriate, structured communication of results to appropriate parties
Documentation of Systematic, Sustained Process to Utilize Results of Assessments
Documentation that educational effectiveness has been improved
Documentation that SLOs at all levels have been impacted by assessments
Documentation of changes to curriculum and/or pedagogy
Documentation of Use of Results in the APR/Unit Review Process
Evidence that academic programs/AES units have been reviewed and revised
Evidence that professional development has been addressed adequately
Resource availability has been addressed
IE COMPLIANT ASSESSMENT
Standard VIIMaintain Process and Procedures Relevant to Governance, Leadership, and Administration
Document and demonstrate accountability/responsibility for assessment
Governance documents and processes
Clarity of structure and process in institutional documents
IE COMPLIANT ASSESSMENT – DEVELOPING GOALS
WHAT UNIT GOALS ARE
• Statements about the Day to Day Functions
• Based on the Consensus of Faculty and Staff within the Units
• Clearly Associated with Institutional/Strategic Goals
• Firmly Rooted in the Unit Mission
• Guidelines for Individuals Located Outside the Unit
• Primary Indicator of Effectiveness
WHAT UNIT GOALS ARE NOT
• Annual Objectives
• Outcomes
• Substitutes for the Unit Mission
• The Primary Unit for Measurability
• Proxies for Individual Performance
• Substitutes for Individual Performance Goals
IE COMPLIANT ASSESSMENT – DEVELOPING GOALS
Institutional
Mission
Institutional
Goals
Unit Mission
Unit Goals
= Derived from
= Aligned with
Student Learning
Outcomes
Specific to the unit
Derived from the goals
Measure of how a goal will be achieved
Details expectations of students
More detailed than goals
Support
Outcomes
Specific to the unit
Derived from the goals
Measure of how a goal will be achieved
Details expectations of the support provided
More detailed than goals
Specific to the unit
Anchored in the mission
Overarching achievement tied to the purpose
Frames the functions of the unit
It bridges the mission and support outcomes
TODAY’S SCHEDULEIE COMPLIANT ASSESSMENT - GOALS
Now that we have Discussed AES Unit Goals, its time to Develop a Few of your
Own. You are now in the Position of Director of an AES Unit at CSC. It is time
to take some time to Develop some Goals that are Informed by the College’s
Mission, Aligned with the Institutional Goals, and Derived from the Unit
Mission.
IE COMPLIANT ASSESSMENT - OUTCOMES
OUTCOMES ARE
• Unique to the Unit
• Derived from the Goals
• A Measure of how a Goal will be achieved
• More Detailed than the Goals
• Must be Measurable
STUDENT LEARNING OUTCOMES
• Direct Indicators of Student Learning
• Locus of Exploration is the Student
SUPPORT OUTCOMES
• Indirect Indicators of Student Learning
• Direct Indicators of Support for the Learning Environment
• Locus of Exploration is the Unit
IE COMPLIANT ASSESSMENT - OUTCOMES
STUDENT LEARNING OUTCOMES ARE:
• Detailed Expectations of Students
• Knowledge
• Skills
• Disposition
• About the Impact of the Unit on Students
SUPPORT OUTCOMES ARE:
• Detailed Expectations of Support
Provided by Units
• Focused on the Delivery of Services,
Processes, Activities, or Functions to
Students, Faculty, or Staff
• About the Nature of the Unit
IE COMPLIANT ASSESSMENT - OUTCOMES
Institutional
Mission
Institutional
Goals
Unit Mission
Unit Goals
= Derived from
= Aligned with
Specific to the unit
Based on mandates
Driven by best practices
Answers the major questions
Student Learning
Outcomes
Support
Outcomes
• Specific to the unit
• Anchored in the mission
• Overarching achievement tied to the purpose
• Frames the functions of the unit
• It bridges the mission and support outcomes
• Specific to the unit
• Derived from the goals
• Measure of how a goal will be achieved
• Details expectations of students
• More detailed than goals
• Specific to the unit
• Derived from the goals
• Measure of how a goal will be achieved
• Details expectations of the support provided
• More detailed than goals
IE COMPLIANT ASSESSMENT
[Student Learning] outcomes must be expressed in terms of demonstrable characteristics. Since
the learner’s performance ought to be observable and measurable, the verb chosen for each
outcome statement should result in overt behavior that can then be observed and measured (see
Bloom’s Taxonomy ). Outcomes focus on what students [impacted by the division] can
demonstrate rather than on what [the staff of the division or department delivers].
[Support] outcomes must be expressed in terms of demonstrable characteristics. [In other words,
the goal speaks to the functions carried out within the division while the outcomes describes how
the function is delivered or what the effect of the delivery will be].
Adapted from the Indiana University Southeast Assessment Manual
IE COMPLIANT ASSESSMENT
Now that you have Developed some AES Unit Goals, it is Time to Move onto
the Development of the Outcomes that will be Used for Assessment. Please use
the Bloom’s Taxonomy and Verb Wheel to Develop SLOs and the SDW
Taxonomy and Verb Wheel to Develop SOs. Make sure that the Outcomes are
Informed by the Unit Mission, Aligned, where possible, with the Institutional
Goals, and Derived from the Goals.
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION
Budgeting, the Budget Process, and Resource Allocation
Conscientious Use of Results to Allocate Resources
Strategic Redeployment/New Resources
Planning should Guide Budgeting, Where Appropriate
Documentation of Efficient Use of Resources
Document Resources to Achieve the Mission
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION
While the budget process is central to the resource allocation process, it is not inclusive. In
fact, resource allocation is as much about redeployment of existing resources to ensure
greater student success. Resources can and often do reflect money; however, people, time,
and systems are important resources whose impact should not be underappreciated. As a
result of conducting assessments or evaluating the impact of strategic activities, units may
determine during the planning process that the results necessitate a need for either
redeployment of existing or the creation of new resources. The assessment and planning
cycle has been aligned with the institutional budget cycle so that department, unit, and
division leaders can utilize the information to make a data-influenced request.
BMCC Institutional Effectiveness Plan
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION
Interaction between Resource Allocation and AssessmentEnsure Resources are Available to Pursue Use of Results
When Considered Broadly, Provides Strategic Options
Interaction between Resource Allocation and PlanningBudget Alignment to Operational Priorities
Alignment between Budget and Planning
IE COMPLIANT RESOURCE ALLOCATION
Standard IMaintain Process and Procedures Relevant to Mission and Goals
Mission that guides faculty staff, administration, and governance in resource allocation
Goals that guide faculty, staff, administration, and governance in resource allocation
Ensure that the Institutional Goals Focus on Student Learning
Ensure that the Institutional Goals are Supported by AES Units
Periodic Assessment of Mission and Goals
Standard IIIMaintain Process and Procedures Relevant to Design of the Student Learning Experience
Ensure resource allocation process that provides sufficient resources to academic programs
Ensure resource allocation process that provides sufficient resources to AES units
Standard VMaintain Process and Procedures Relevant to Support of the Student Experience
Ensure resource allocation process that provides sufficient resources to academic programs
Ensure resource allocation process that provides sufficient resources to AES units
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION
Standard IVDocumentation of an Implemented, Systematic and Sustained process that links Planning, Assessment,
and Resource Allocation
Institutional effectiveness plan
Documentation of an integrated planning approach
Institutional, program, and unit objectives
Maintain Processes and Procedures Relevant to Planning, Resources, and Institutional Improvement
Documentation of comprehensive resource allocation processes and use of results
Institutional structure for utilizing results for resource allocation in academic programs/AES units
Comprehensive financial processes aligned with mission and strategic planning
Documentation of assessment and evaluation of the comprehensive financial process
Documentation of a process where fiscal and human resources are directed toward mission and
strategic plan achievement
Documentation of a process where physical and technological resources are directed toward
mission and strategic plan achievement
Standard VIIMaintain Process and Procedures Relevant to Governance, Leadership, and Administration
Document and demonstrate accountability/responsibility for resource allocation
Governance documents and processes
Clarity of structure and process in institutional documents
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION @
TODAY’S SCHEDULEIE COMPLIANT RESOURCE ALLOCATION
Three Institutional Areas – Academic Affairs, Student Affairs, B&F
Information Provided in Budget Call Letters
Budget Request Forms (Alignment with Strategic Plan)
Continuing Allocations
New Allocations
Use of Assessment Results
Annual Assessments
Academic Program Reviews
AES Unit Reviews
Strategic Deployment of Resources
Grants
Research Foundation
Development Office
Auxiliary Funds
Continual Evolution
TODAY’S SCHEDULEDIY IE MODEL DEVELOPMENT
You have Spent Most of Today Learning about IE. We have Covered Definitions,
MSCHE Criteria and Requirements, Elements of IE, and the Required Alignment. You
have also worked on CSC’s Strategic Plan and established AES Unit Goals and
Outcomes. Now it is time to put this Knowledge to Work. Please use the Sheet Provided
to Consider what an IE Model Could look like at your Institution. Make sure you
Account for your Unique Institutional Structure and Context.
TODAY’S SCHEDULEWORKSHOP TAKEAWAYS
Institutional Effectiveness is about the Mission
All Proxies need to have Measurability
There is no MSCHE Definition, but there are Indicators
Colleges have the Elements – Its about Integration, Process and Structure
Assessment is an Element of IE, but it is not IE
Integration of Assessment, Planning, and Resource Allocation is Key
To Leverage IE, you need a Model, Plan, and System
To be Meaningful, IE must be Relevant to the College
TODAY’S SCHEDULE
TODAY’S SCHEDULE
Christopher Shults ([email protected])
LinkedIn: Christopher Shults
Twitter: @infamous_PhD
Association for Higher Education Effectiveness (AHEE) www.ahee.org
CONTACT INFORMATION
TODAY’S SCHEDULECUNY MSCHE COUNCIL THANKS YOU!