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Taking Standards 2, 7, and 14 from Draft to Implementation…. By when? It can be done!

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Presentation on theme: "Taking Standards 2, 7, and 14 from Draft to Implementation…. By when? It can be done!"— Presentation transcript:

1 Taking Standards 2, 7, and 14 from Draft to Implementation…. By when? It can be done!

2 Learning Objectives Identify and utilize existing resources to overcome obstacles; Identify ways to empower and engage an apprehensive faculty and staff; Gain an understanding of how evidence can be used to cultivate a culture of assessment that shifts from an attitude of accountability to an attitude of continuous improvement.

3 Background 2008 MSCHE Self-Study completed 2009 MSCHE Team Findings – Outdated Strategic Plan – Lacking an Institutional Assessment process – Insufficient documentation of Learning Outcomes Assessment

4 Board of Trustee Resolution March 19, 2009 The Herkimer County Community College Board of Trustees declared its commitment to: “…support the college’s efforts to create a culture of assessment...”

5 MSCHE WARNING issued May 2009 DUE September 1, 2010 (REALITY = May 2010): – Develop a culture of assessment – Develop & implement: Strategic Plan Institutional Assessment Plan Student Learning Outcomes Assessment Plan

6 Administrative Response DIVIDE & CONQUER – Standard 2 – Asst. to the President – Standard 7 – Asst. Dean of AA – Standard 14 – Assessment Committee



9 Standard 2 MSA Requirement: In order to be in compliance with this standard, the College must develop a new multi-year Strategic Plan to address the future direction of the College. It is expected that this Plan should be completed within the next 24 months.


11 Standard 2: Mapping Our Future Developing & Maintaining a Strategic Plan CHALLENGES WE FACED Apprehension Limited financial resources Capturing what we are doing

12 Standard 2: Mapping Our Future Developing & Maintaining a Strategic Plan OUR GUIDING PRINCIPLES 1. Get EVERYONE involved!! KEEP everyone involved!! 2. Start with the basics 3. Do it in-house

13 Standard 2: Mapping Our Future Developing & Maintaining a Strategic Plan THE PROCESS – WHO? Stakeholders InternalFOCUS GROUPS External Strategic Goal Task Forces Strategic Planning Committee

14 Focus Group Results Strategic Task Force 1 Strategic Task Force 2 Strategic Planning Committee

15 Standard 2: Mapping Our Future Developing & Maintaining a Strategic Plan THE PROCESS – WHAT? Rule of Six Three conceptual levels:  GOAL: Big picture concept; overarching idea  OBJECTIVE: Mid-level concept; what’s needed to realize the Goal  ACTION STEP: Specific, concrete steps for achieving Objectives

16 Using Existing Technology to Capture/Archive Evidence Web-Based Reporting System:  Developed entirely in-house  Convenient/User-Friendly  Includes “Other” category for each Objective  Links activities to Action Steps and MSCHE Standards  Archived by academic year  Encourages effective intradepartmental communication

17 Standard 7 MSA Requirement: Develop and implement a comprehensive institutional assessment plan that demonstrates its compliance with Standard 7 and its overall effectiveness in achieving its mission, goals, and values.

18 Standard 7 Challenges & Strategies Develop & Implementing the IA Plan Guiding Principals – Units & IE Comm Cultivating a Culture

19 REALITY CHECK – August 2009 ACADEMIC FREEDOM!!! UNDOCUMENTED UNIT ASSESSMENTS What is the difference between an outcome and an objective? Outdated Strategic Plan = NO Strategic GOALS Can’t I just use the final course grades as student learning assessment? Occasional Academic Program Review What is a direct measure? OLD MISSION STATEMENT = WAITING FOR A NEW MISSION STATEMENT NEW Academic Senate Four Core Values

20 ChallengeStrategy Institutional Effectiveness …what’s that? Assessment Audit internal Clearly defined written terms

21 ChallengeStrategy The “A” word – the value of assessment? BOT Resolution, Highlight results, USE the results, Kiss My Assessment!

22 ChallengeStrategy UNITS (non- instructional) – Assessment & Documentation Small group meetings, Meet where they are, Examples/Model

23 ChallengeStrategy Scarce Resources Research, Ask, Borrow, Collaborate, USE what you have (ANGEL)

24 ChallengeStrategy Old Mission Statement & Strategic Plan Asst. Dean on all three committees

25 ChallengeStrategy Demonstrate & implement Institutional Assessment Plan Research, Written plan, PILOT, Graphic Organizers

26 Mapped Unit Goals Mission Reference I.Serve learners by providing high quality, accessible educational opportunities. II.Serve learners by providing high quality, accessible services. III.Respond to the needs of the local and regional communities. Strategic Goals 1.Academic Programs and Support 2.Campus Life 3.Institutional Culture 4.Operational Sustainability 5.Outreach and Community Relations Institutional Learning Outcomes (not all units will align with ILO’s) A.Communications B.Knowledge Management C.Problem Solving D.Ethics and Social Responsibility E.Aesthetic Responsiveness Unit NameMissionStrategic GoalsILO’s - Identified Goals IIIIII12345ABCDE Academic Support Center -Support student learning goals through academic support services including labs, disability services, workshops, and course embedded remediation. XXXXXXXX -Foster independent student learning through collaborative partnerships with students, faculty, administration, and staff. XXXXXXXXXXXXX -Facilitate the College placement assessment process and utilize data to develop supportive programming. XXXXXXXXX X

27 UnitsMAJORSStrategic Goals GENEDCLO- PLO-ILO Depts/ Units Faculty IE Committee Faculty Assessment Committee ANNUAL REPORT CARD

28 Standard 7 Guiding Principles Units – Assessment Audit – Meet where they are – Model what you want to see – Facilitate/ Follow-up/Open Door – PRAISE & THANK – CTL & Celebrate

29 Standard 7 Guiding Principles IE Committee – Broad Membership – Don’t Overwhelm – Facilitate/Guide – Bring Examples – Listen – Solicit Suggestions


31 SHIFTING FROM:SHIFTING TO: “What are my results?” “What did we learn to improve next time?”

32 SHIFTING FROM:SHIFTING TO: Assessing Private Practice Assessing Collaborative Practice

33 SHIFTING FROM:SHIFTING TO: Inconsistent Continuous Improvement Systematic/ Regular Continuous Improvement

34 SHIFTING FROM:SHIFTING TO: Accountability Extrinsic Motivation Responsibility Internal Motivation

35 June 2010 Standard 7 Institutional Effectiveness Standard 14 Assessment of Student Learning Standard 2 Assessment of the SP

36 Standard 14 MSA Requirement: The College must put procedures and practices in place to use direct assessment measures to assess student learning and to close the assessment loop by using the results to make improvements. Document and track: – recommendations from the assessment of all courses and programs; – activities that result from addressing these recommendations, and; – activities that result by documenting curricular improvements resulting from these activities.

37 Organize to establish mission and goals Move resistant faculty to action Discover available tools Establish budget Gather data & documentation methods Create a plan Schedule and create implementation process Communicate effectively

38 Modeled SLO Assessment Practices in building the Assessment program The Work Flow PLAN PILOT REPORT TEST ASSESS IMPLEMENT ASSESS CLOSE THE LOOP

39 Assessment Plan for all levels of Student Learning: SLOs ILO Institutional - ILO PLO Program - PLO CLO Course - CLO

40 Curriculum Mapping – success gained through use of graphic organizers Create crosswalks and map outcomes with goals and objectives and timelines for completion Professional Development sessions and Division Meetings devoted to completing and using maps Faculty discipline groups, liaisons and leaders Documentation with common access - Assessment e-Handbook/Intranet

41 BUILD TRUST Faculty leaders with faculty Administrators with faculty Faculty with administrators BOT with administrators and faculty County Legislature with BOT and administrators

42 USE WHAT YOU HAVE Technology – ANGEL – Shortens the learning curve – Experts are in place to help develop – Reduces costs – Less intimidating for faculty and staff – Available to all faculty

43 USE WHAT YOU HAVE Funding Faculty Assessment Co-Chair – course load reduction during heavy work period of process development and training; paid for hours worked during summer writing of Monitoring Report In-house training sessions MSCHE Conferences Books and online resources for committee members/faculty

44 USE WHAT YOU HAVE People Use their expertise – they like it. Identify hidden or underused skills and call upon them. Show appreciation – “Please” and “Thank You” goes a long way! Ask specific people to engage, identify in writing and define the expectation. Keep the tasks reasonable in outcomes and time invested. Communicate! LAUGH! Assessment Bytes e-Newsletter “Kiss My Assessment” Awards

45 BE CONSISTENT Follow through with the plan! Repeat…repeat…repeat… Assess and model the progress: - Committee and faculty evaluation & discussion Use feedback and give feedback!

46 Reasons we made it… Self-motivated, skilled committee members (diverse skills & knowledge – good balance between HU, SS, SC, BU and administrators) Administration – support of time, funding and facilities and us! BOT Teachers teaching teachers! Teamwork - The right people for the right job!

47 More reasons… On-going training for faculty and committee members Timeline continual updating Philosophy – rotate faculty involvement and responsibility to get more buy-in Naysayers would not stop us.


49 Daniel Sargent: Jackie Snyder: MaryAnn Carroll: Thank you!

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