1. May 6, 2009 Pat Hulsebosch, Executive Director - Office of Academic Quality and Planning http://quality.gallaudet.edu

2.  Strategic Planning Background  Assessment of Institutional Effectiveness ◦ Examples from GU Indicators  Unit Level Planning and Assessment ◦ Examples from other universities  Cross Unit Share and Tell  Next Steps

3.  Gallaudet had a history of creating strategic plan documents, with limited implementation focus  The current process was initiated by the Academic Quality and Planning Committee of AQP early in 2008: GU Strategic Plan: 2007-2011  The goal in 2008-2009 was to pilot a process of planning and tracking progress of GU SP 2007-2011 at the institutional and unit levels  Meanwhile, the Goals of 2007-2011 are being sharpened in Vision 2015

4. MSCHE: Standard 7  The institution has developed and implemented an assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.  Monitoring Report (March 1, 2010) must document:  …Ongoing implementation of a comprehensive, organized, and sustained process for the assessment of institutional effectiveness (Standard 7)

5. Strategic Plan 2007-2011 Strategic Plan: 2010-2015 (Proposed) 1) ASL/English Bilingual Environment 2) Rigorous programs for enrollment, retention, and graduation 3) Climate of respect for diversity 4) Research, development and outreach 5) Efficient and effective use of resources 1. Grow GU’s enrollment 2. Improve 6-yr graduation rate 3. Identify a core set of programs 4. Research, development and outreach 5. Sustainable resource base Cross-cutting Influences: Deaf-Gain/Bilingual, Diversity, Partnerships, International, Virtual Gallaudet’s MISSION

6. Institutional Effectiveness includes…  Program Effectiveness: how well the unit/program is achieving its goals of supporting the institutional priorities. Student Learning: what students are able to do as a result of completing your program or as a result of using your services It’s a subcomponent of overall program effectiveness assessment

7. GU Campus Climate Survey Diversity Intergroup Dialogues Assessment National Survey Student Engagement GU ASL and Writing Rubrics

8.  1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.  1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.  2.1 Enroll, retain, and graduate a diverse and talented student population.  2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.  2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC  3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.

9.  The 2009 replicates the GUCC Survey piloted and administered in 2007 and 2008.  The GU CC Survey consists of 40 items, each describing a climate characteristic. The GUCC Survey items were on the 2003 consultant report, and can be grouped into six subscales. The survey also includes three open-ended questions.  The 2009 GU CC Survey response rate was 27%, which is a 43% decrease from 2008. Highest response was from faculty and professional staff (50-60% of total). Though this year’s response rate was lower, it was not unusual for surveys.

10.  1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.  Q14 – There is access to meetings and events for all of the diverse language users at Gallaudet  64%= Agree or Strongly Agree  Q22 - There are appropriate and adequate means of evaluating ASL proficiency within my unit  41% = Disagree or Strongly Disagree  Q19 - There are appropriate and adequate means of evaluating English proficiency within my unit  38% = Disagree or Strongly Disagree NOTE: Responses were grouped by Positive (Agree/Strongly Agree), Negative (Disagree/Strongly Disagree), and Neutral. Response % shown indicates one of these three groupings. Other Indicators: National Survey of Student Engagement (NSSE), GU Writing Rubric score summaries, GU ASL Rubric score summaries

11.  1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet  Q 4 - The concept of bilingualism is clearly articulated at Gallaudet  42% = Disagree or Strongly Disagree

12.  2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.  Q5 – Students are taught and encouraged to observe standards of academic integrity: 53%= Agree or Strongly Agree  Q10 – Faculty model appropriate standards of academic integrity o 51%= Agree or Strongly Agree  Q37 – Individual faculty set clear standards for academic performance, and challenge students to meet them o 51%= Agree or Strongly Agree  Q15 – Students are held to consistent but reasonable standards of academic performance o 44%= Agree or Strongly Agree  Q27 – Academic depts are working together to establish consistent standards for academic performance o 42%= Agree or Strongly Agree Other Indicators: National Survey of Student Engagement (NSSE), Internship #’s and Location, Student-Faculty Research Outcomes

13.  3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.  Q21 – Mutual respect is encouraged and practiced among my peers (students, staff, faculty, administration) --60%= Agree or Strongly Agree  Q 24- Mutual respect is encouraged and practiced between and among groups o 47%= Agree or Strongly Agree  Q2 – The university actively demonstrates multiculturalism and social justice..throughout the university community o 46%= Agree or Strongly Agree  Q31- Decision making at all levels is inclusive and transparent o 59% = Disagree or Strongly Disagree  Q33- Transparent and informed communication is practiced throughout the university community o 49% = Disagree or Strongly Disagree  Q30- Information flows upward and is recognized at higher levels of the administration o 45% = Disagree or Strongly Disagree  Q16- There is a sense of security and freedom to express diverse perspectives o 43% = Disagree or Strongly Disagree Other Indicators: National Survey of Student Engagement (NSSE), Intergroup Dialogue Surveys

17. 17 Campus’ Strategic Goals Academic Rigor In support of Recruitment, Retention, and Graduation ASL- English Bilingualism Research, Creative Activity and Outreach A Climate of Respect for Diverse of Perspectives Efficient Use of Resources Goal 1 College/ Unit Action Plans Goal 2 Goal 3 Goal 4Goal 5 College/ Unit Metrics College/ Unit specific metrics aligned to priorities (progress and impact indicators) Relevant core/ shared metrics (e.g., graduation rates, diversity indicators, etc.)

19. UIC: International Programs and Studies Goals Facilitate Internationalization of campus units’ research, teaching, and engagement missions Double Study Abroad participation rate while enhancing quality of Experiences Increase number of Title VI NRCs and expand and diversify funding Develop Strategic International Partnerships which complement Illinois’ strengths Continue to recruit the strongest international students and access new regions Key Success Factors International programming must be integral to all campus units’ strategic plans Study Abroad participation rate doubles, quality of experiences and faculty participation increase Title VI Centers expand programs, promote campus-wide interdisciplinary initiatives, fill gaps in critical subjects and languages Establish deep and wide partnerships with true international peers Key Initiatives Establish working groups within International Advisory Council (IAC) on Study Abroad (2), Strategic International Partnerships, International Advancement, International Students & Scholars IAC will share best practices on internationalization initiatives and APIA will work with Deans and Directors on implementation Systematic prioritization of Title VI NRCs’ critical faculty needs and establishment of fully-fledged NRC for South Asia and Masters in European Union Studies Develop and implement more research and curriculum-based Study Abroad programs and increase coordination between campus units’ and central office Recruitment of Associate Director of International Programs and Studies, International Advancement Officer, and Director of Study Abroad Focus group on International Student recruitment led by ISSS and closer collaboration among Enrollment Management, APIA and Graduate College Launching of Tsinghua-Illinois 3+2 program and continued support for Illinois-CNRS, Illinois-Singapore, Illinois-Jordan, and Illinois-India initiatives Key Accomplishments Illinois leads in International Education Only school ranked in the top ten across the three key metrics of Internationalization International Students – ranked 6 th Study Abroad – ranked 8th Averaged 13% growth since 2002 Title VI NRCs & CIBERS – ranked 2 nd $13.6 Million funding current cycle Created International Advisory Council (IAC) Representative from key campus units Will assist APIA in developing international policy Secured funding for International Advancement Officer Campus-wide post will lead international development efforts INTERNATIONAL STUDENTS 2005-06 RankInstitutionInt'l Students 1University of Southern California6,881 2Columbia University5,575 3Purdue University, Main Campus5,540 4New York University5,502 5University of Texas at Austin5,395 6University of Illinois at Urbana-Champaign4,904 7University of Michigan - Ann Arbor4,649 8Boston University4,542 9The Ohio State University, Main Campus4,476 10SUNY - University at Buffalo4,072 STUDY ABROAD 2004-05 RankInstitutionStudents 1New York University2,611 2Michigan State University2,385 3University of Texas at Austin2,169 4Penn State University - University Park2,084 5University of Minnesota -Twin Cities1,836 6University of Florida1,805 7University of Pennsylvania1,744 8University of Illinois at Urbana-Champaign1,739 9University of Georgia1,731 10University of Virginia, Main Campus1,684 TITLE VI NRCs & CIBERs RankInstitutionNRCsCIBERTotal *denotes one or more NRCs shared with other institution(s) 1 University of Washington* 819 1 University of Wisconsin* 819 2 University of Illinois* 718 2 University of California, Berkeley* 8 8 2 Columbia University* 718 2 Indiana University* 718 3 University of Michigan 617 3 University of North Carolina* 617 4 Duke University* 516 4 University of California, Los Angeles* 516 4University of Chicago6 6 18

20. UIC: College of Business Goals Attract talented and diverse faculty, students and staff Provide an excellent educational experience for students Contribute to knowledge creation and economic development Engage external audiences Improve physical and technological infrastructure Key Success Factors Reduce student/faculty ratio Attract and retain top students and faculty Increase access for non-business students Develop a broader engagement with external constituencies including recruiters Key Initiatives Create new faculty positions over time period 2007-2009 Establish 15 new faculty lines Appoint five new endowed positions Launch new research initiatives Center for Public Policy and Business Illinois BIO-BEL project Increase participation in the Global Immersion Program Grow participation from 400 to 500 per year Provide financial resources through gifts Launch new programmatic initiatives Introduce redesigned James Scholar Program Implement new core curriculum Launch BUS 101 Initiate a campus-wide minor in entrepreneurship Improve student support Continuous improvement of career services and academic counseling Implement a Formal Tutorial Program for freshmen Implement a Math Camp for incoming freshman Enhance scholarship support for graduate students Enlarge external engagement Expand lifetime email project Expand corporate partners program Increase number of students in Chicago programs Key Accomplishments Students and Faculty Eight new faculty positions created in last two years Improved quality and diversity of entering freshman Achieved high retention and graduation rates Knowledge Creation Started Center for Professional Responsibility Established Academy for Entrepreneurial Leadership Infrastructure Business Instructional Facility to open in summer 2008 Generate Financial Resources Fund raising goal of $75 million reached Raised $31 million for new facility Doubled endowment in 5 years Funded annual scholarships and fellowships of $1.8 million 2004200520062007 Applications2,1392,3912,8083,138 Admitted1,2481,3061,1961,191 Enrolled556740598tbd Selectivity58.354.642.637.9 Yield44.756.850.1tbd HSPR88.989.892.6tbd % Underrepresented 13.815.418.1tbd 7

21. List Criteria for Success/Key Performance Indicators Action StepsResults Center of Continuing Education and Academic Outreach Goal 1: “The University shall conduct sustained recruitment operations in a five-state area and internationally to meet the enrollment goals established by the Council on Postsecondary Education and the Board of Regents.” Fall 05 and Spring 06 Enrollment Reports for Extended Campus and Distance Learning CEAO will maintain a minimum of five percent enrollment growth in regional campus and distance learning programs each year Total enrollment at regional campuses and distance learning increased by 5.3% during the 05-06 academic year. Total enrollment from 05-06 was 9438 up from 9438 course enrollments. Science, Engineering and Technology Goal 2: “Quality teaching and learning shall be the pre-eminent activities at the institution.” Maintain and support by budgeting for a full-time director and student support staff. At least 4000 student visits to the SRC in AY 2005 – 06. Approximately 4500 students visited the SRC in AY 2005 – 06. Monitor University retention data on an annual basis. At least 50% of new freshmen with a major in CSET return to CSET in the following fall. 56.8% of freshmen entering CSET fall 04 returned fall 05.

22. PRELIMINARY Unit Level Indicator Data: Strategic Plan 2007-2011 Focus Objectives

23.  1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.  1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.  2.1 Enroll, retain, and graduate a diverse and talented student population.  2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.  2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC  3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.

24.  For each of the Strategic Plan 2007-2011 Focus Objectives (ONE HOUR) : 1.Describe key initiatives your Unit took this year (ACTIONS) 2.Describe what you know about the impact of those ACTIONS through your INDICATORS * 3.Describe what your NEXT STEPS are– For Example:  Goal is achieved. No immediate change in course of action is needed. Continued actions should sustain momentum (what action?).  Goal is partially achieved. Actions are noted but results are not at the rate/level desired. Strategies and approaches should be reviewed and adjustments made to improve (What approaches?).  Goal is not achieved. Immediate actions should be taken to improve in this area. Action steps will be developed and this area will be given priority attention (What steps?).  Insufficient information for evaluating this goal was available. Additional information will be gathered in the remainder of 2009. 4.At 11:00: Each table shares 2-3 highlights from their discussion 5.Complete an evaluation for today Criteria For Success: Criteria for Success (Key Performance Indicator) How will you know when you have achieved your goal? What types of data, information, facts, measurements, and/or numerical indicators will you use as evidence of goal acquisition?

25.  …Ongoing implementation of a comprehensive, organized, and sustained process for the assessment of institutional effectiveness (Standard 7)  June 15 -- Summary of Unit Level Actions, Indicators, Progress, Next Steps (see next page)  Fall, 2009 – ◦ Year long calendar for ongoing implement of SP: Institutional and Unit ◦ Sharpened SP Goals and Objectives: 2010-2015  Mid-Semester- Fall -Unit Level Planning and Indicators  WEAVE Online- Technological System for Managing Planning  See OAQ – Assessment Website for examples of WEAVE use  December Study Day – Cross- Unit Share and Tell

26. 1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings. Action Steps Indicators: Criteria for Success/Key Indicators Results 1.Inclusive Bilingual Environment 1.1: Raise levels of fluency and literacy in English and ASL that will permit direct communication in academic settings.