1 The Journey to Reaffirmation “Systematic Based Evaluation” Spring 2009 Faculty/Staff Conference Southern University at Shreveport January 12, 2009 Planning, Assessment & Research ‘09 Mr. Martin B. Fortner, Director, PAR Ms. Eva J. Harris, IE Coordinator, PAR Ms. Linda Evans, Adm. Assistant, PAR

Planning, Assessment, & Research ‘09 2 By fiscal year 2012/13, SUSLA is projected to have an average annual enrollment approximating 2,500 students. With the presence of student housing and enhanced student support services, SUSLA’s is projected to maintain a first time freshman retention rate of sixty-four (64) percent. Ultimate improvements in student retention and academic persistence are expected to increase graduation completion rates. By 2012, SUSLA expects to maintain an annual average completion rate of twenty-four (24) percent. Graduates must demonstrate competencies in Written and Oral Communications, Critical Analysis and Reasoning, Scientific and Quantitative Reasoning, Technological Competency, Leadership and Deportment. Strategic Profile

3 SACS Core Requirement 2.5 “Systematic Based Evaluation” Planning, Assessment & Research ‘09 Vision 2020 Vibrant Balanced Economy With a Well-Educated Workforce and Improved Life Quality. Act 1465/ BOR Strategic Master Plan: Establish Annual Performance Targets In Support of Vision 2020, Emphasizing Student Access, Academic Quality & Matriculation Success. Southern University System: Establish Annual Performance Targets In Support of BOR Master Plan with Emphasis on Academic Excellence, Access, Achievement, Accountability & Assessment. SUSLA Institutional Strategic Plan: Establish Annual Performance Targets In Support of Act 1465, which Include Access & Success, and Collateral Strategic Initiatives Consistent With Institutional Mission..

4 SACS Core Requirement 2.5 “Systematic Based Evaluation” Planning, Assessment & Research ‘09 Divisional Strategic Plans: Establish Annual Performance Targets In Support of SUSLA’ s Strategic Initiatives, Consistent With University Mission, Intergovernmental Institutional Support Programs and Academic Program Accreditation Requirements. Institutional Effectiveness Plans: Seventy – Three Budgeted Reporting Units Required to Establish Annual Performance Objectives In Support of SUSLA’ s Strategic Initiatives, Consistent With University Mission, Intergovernmental Institutional Support Programs and Academic Program Accreditation Requirements. (IE)Plans Must Include Evidence of Attainment Activities Related to Core Learning Competencies. Consistent With SACS Comprehensive Standards (3.3.1& 3.5.1)

5 SACS Core Requirement 2.5 “Systematic Based Evaluation” Planning, Assessment & Research ‘09 Planning Budget Priorities Committee: Recommend Funding of Critical Operational Recommendations Originating form the Institutional Effectiveness Process. Operational Recommendations Critical to Attainment of SUSLA’ s Strategic Initiatives. Annual Report Card: Documented Evidence of Supporting SUSLA’S Concept of an Ongoing, Integrated, and Institutional–wide Research–Based Planning and Evaluation Processes that Incorporate a Systemic Review of Programs and Services that (a) Results in Continuing Improvement and (b) demonstrates that the SUSLA is Effectively Accomplishing its Mission.

Linking Strategic Initiatives to Institutional Effectiveness Baseline Year FY 2007/08 Goal I. Access and Success Establishment of an Student “Entry to Exit” Data Decision Continuum Which Assesses Effectiveness in the Areas of Enrollment, Retention, and Completion Rates. Goal II. Ensure Quality and Accountability Assessment of Institutional Processes Supporting Student Learning and Successful Academic Matriculation. Performance Documentation: Baseline Data Reports: Statewide Student Profile Reporting System Process Improvement: Institutional Effectiveness Plans & Reports Feedback Linkages: Annual Report Card on Strategic Initiatives Planning Priority Budget Committee Planning, Assessment, & Research ‘09 6

SUSLA Institutional Effectiveness Model Revised 7/01/07: IEM Consistent With State Fiscal Year Planning, Assessment & Research ‘09 Overarching Goals Institutional Initiatives 7

Goal I Student Access Annual Headcount Enrollment Projections on Target Planning, Assessment, & Research ‘09 8

9 Enrollment Projections FY 2006/07 – 2011/12 BOR Statewide Student Profile Reporting System (SSPS)

Goal II Quality & Accountability High Time to Degree Completion Rates (Associates 6.3 yrs., Certificate 4.3 yrs.) High Institutional Credit Hours at Graduation Planning, Assessment, & Research ‘09 10

Methodology Time to Degree Analysis (TTD) - Analyzed Program Completers For The AY 2007/08 Graduation Class. - TTD Derived By Calculating Student Entry Date To Final Completion Date. - Presented Information By Academic Division and Respective Program Major. Institutional Credit Hours (CHs) At Graduation - Calculated Number of Institutional CH Attained At Time of Graduation. - Compared Hours With Program Degree and FAP/SAP Requirements. - Presented A “Snapshot” of Results Planning, Assessment, & Research ‘09 11

12 Years Time to Degree by Academic Division (Associate Degree) BOR Statewide Student Profile Reporting System (SSPS)

13 Division of BSEBS Time to Degree – Associate Level Years BOR Statewide Student Profile Reporting System (SSPS)

14 Years Division of Liberal Arts & Science Technology Time to Degree Associate Level BOR Statewide Student Profile Reporting System (SSPS)

15 Division of Allied Health Time to Degree – Associate Level Years BOR Statewide Student Profile Reporting System (SSPS)

16 School of Nursing Time to Degree - Associate Level Years BOR Statewide Student Profile Reporting System (SSPS)

17 Time to Degree By Academic Division Certificate Level Years BOR Statewide Student Profile Reporting System (SSPS)

18 Division of BSEBS Time to Degree - Certificate Level Years BOR Statewide Student Profile Reporting System (SSPS)

19 Division of Liberal Arts & Science Technology Time to Degree - Certificate Level Years BOR Statewide Student Profile Reporting System (SSPS)

20 Division of Allied Health Time to Degree – Certificate Level Years BOR Statewide Student Profile Reporting System (SSPS)

21 Institutional Credit Hours at Graduation BOR Statewide Student Profile Reporting System (SSPS)

Institutional Effective Planning & Reporting Linking Strategic Initiatives Planning, Assessment, & Research ‘09 22

23 Non-Instructional Unit Goals Units should submit specific, measureable goals based on the unit purpose, overarching goals consistent with institutional initiatives and the mission of the University. Assessment Measures List all of the measures and how they were used to assess the specified goals. Results of Assessment Include specific percentages or other data that show if, and to what degree, the goal was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation, or future dates, if the action is planned. Documentation Provide specific documentation or other evidence that a unit improvement action was, or will be, implemented Goal 1: Increase opportunities for student access and success. Goal 2: Ensure quality and accountability. Goal 3: Goal 4: Goal 5: II. Assessment of Strategic Goals for Evaluation of Instructional Program Planning, Assessment, and ImprovementEvaluation of Non-Instructional Unit Planning, Assessment, and Improvement Instructional Program Goals Programs should submit specific benchmarks based on each of the following program- effectiveness indicators defined by the institution and divisional management. Assessment Measures List all of the measures and how they were used to assess the specified goals. Results of Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide specific documentation or other evidence that a unit improvement action was, or will be, implemented Goal 1: Enrollment Increase opportunities for student access and success. Benchmark: Goal 2: Completers Ensure quality and accountability. Benchmark: Goal 3: Benchmark: Goal 4: Benchmark: Goal 5: Benchmark: Goal 5: Benchmark: Goal 6: Benchmark: II. Assessment of Strategic Goals for NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units.

II. Assessment of Student Learning Outcomes for Evaluation of Instructional Program Planning, Assessment, and Improvement 24 Student Learning Outcomes Instructional programs should submit 3 learning outcomes, with specific benchmarks. These outcomes should be taken from the program’s list of approved competencies Assessment Measures List all of the measures and how they were used to assess the specified goals. Results of Assessment Include specific percentages or other data that show if, and to what degree, the benchmark was met. Use of Results What specific actions have (are) being taken in response to assessment results? Please include dates of Implementation or future dates, if the action is planned. Documentation Provide specific documentation or other evidence that a unit improvement action was, or will be, implemented Learning Outcome 1: Benchmark: Learning Outcome 2: Benchmark: Learning Outcome 3: Benchmark:

25 Instructional Program Goals Instructional programs should submit specific benchmarks based on each of the following program- effectiveness indicators defined by the institution and divisional management. Action Strategies Instructional programs should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Instructional programs should list all of the measures and how they will be used to access the specified goals. Goal 1: Enrollment Increase opportunities for student access and success. Benchmark: Goal 2: Completers Ensure quality and accountability Benchmark: Goal 3: Benchmark: Goal 4: Benchmark: Goal 5: Benchmark: Goal 6: Benchmark: Evaluation of Instructional Program Planning, Assessment, and ImprovementEvaluation of Non-Instructional Unit Planning, Assessment, and Improvement III. Instructional Program Planning, NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units. This section must be submitted by May 30 th of each year. Each instructional program must set measurable goals and list action strategies that detail how each goal will be accomplished. In addition, instructional programs must tell how the degree of attainment of the goal will be measured. III. Non-Institutional Unit Planning, This section must be submitted by May 30 th of each year. Each non-instructional unit must set measurable goals and list action strategies that detail how each goal will be accomplished. In addition, non-instructional units must tell how the degree of attainment of the goal will be measured. Non-Instructional Unit Goals Non-Instructional Units should submit specific, measureable goals based on the unit purpose, overarching goals consistent with institutional initiatives and the mission of the University. Action Strategies Non- Instructional Units should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Non-Instructional Units should list all of the measures and how they will be used to access the specified goals. Goal 1: Increase opportunities for student access and success. Goal 2: Ensure quality and accountability. Goal 3: Goal 4: Goal 5:

26 Student Learning Outcomes Instructional programs should submit three (3) learning outcomes, with specific benchmarks. These outcomes should be taken from the instructional program’s list of approved competencies. Action Strategies Instructional programs should state how the goal will be accomplished and what will be needed in terms of resources. Assessment Measures Instructional programs should list all of the measures and how they will be used to access the specified goals. Learning Outcome 1: Benchmark: Learning Outcome 2: Benchmark: Learning Outcome 3: Benchmark: III. Assessment of Goals and Outcomes for Evaluation of Instructional Program Planning, Assessment, and Improvement NOTE: Sections I, II, IV & V MUST be submitted in its entirety on September 15 th of each year for ALL reporting Units.

27 Instructional Units “Performance Indicators” Outcomes Assessments and Strategic Planning Program Enrollment, Graduation, and Retention Rates Course Completion/Success Rates Program Admission Rates n n n n n n n Frequency of Course Offerings E Learning Courses/Technology Learning Outcomes Advisor Certification Faculty Professional Development Planning, Assessment, & Research ‘09

28 Non Instructional Units “Performance Indicators” Outcome Assessment & Strategic Planning Processes Supporting Institutional Goals I & II - Pre-Enrollment Trends - Inter - Divisional Coordination - Class Enrollment Trends - Financial Aid Eligibility - Class Withdrawal/Acquisition - Optimal Class Purging - Dual Enrollment Trends - Enrollment Management Policies/Procedures - Efficiency in Pre/Semester Registration Process - Recruitment & Tutorial Support Planning, Assessment, & Research ‘09

29 Where Do We Go From Here ? “Maintaining A Vision” CommunicationCooperation Mutual Respect Professionalism Planning, Assessment, & Research ‘09 A Willingness to Commit “A Willingness to Commit”