December 8, 2008 Pat Hulsebosch/ Melanye Coleman Office of Academic Quality 12/8/08-Study Day

Characteristics of Strong Action Plans Specific: explains what you will do and how Why this action? Clear connection to priority? Shows a “theory in action” or hypothesis about what actions will lead to what SP objectives Concise and elegant You’re doing a good job? Describe the next step. 12/8/08-Study Day

Examples: Strong Action Plans 1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings. Introducing more informal methods for students to practice ASL and English literacy, including blogs, vlogs, targeted-skill papers, and discussion-leading tasks. Most departmental and GSR courses include presentations emphasizing ASL development and/or include significant writing practice. 12/8/08-Study Day

What Makes a Strong Action Plan? ACTIONS If we [take this action] Example If we Provide formal and informal opportunities for students, to practice ASL literacy (e.g., vlogs, presentations, discussions). We expect to [see SP Objective result] Then we expect to Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings. 12/8/08-Study Day

Examples: Strong Action Plans 1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet. Discussions about the meaning of bilingual environment at Gallaudet in our Psychology and Deaf People class. [Ongoing] Collaborate with other departments to organize a poster session on exemplary bilingual activities or instruction. [New] 12/8/08-Study Day

Examples: Strong Action Plans 2.1 Enroll, retain, and graduate a diverse and talented student population. Creation of a mentoring program for UG as well as Grad minority students in psychology Midterm contracts for students with D’s and F’s MSW faculty make presentations at other universities/colleges about our grad program Work closely with students to search for scholarships to remain in school and lessen hours devoted to employment 12/8/08-Study Day

Examples: Strong Action Plans 2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support. Strengthen alignment of course SLOs with major benchmarks. [Ongoing] (target completion date – Spring 2009) Implement minimum writing requirements for major and minor level courses. [ Ongoing] (target completion date – Spring 2009) Develop performance targets for graduating seniors. [Ongoing] (target completion date – Spring 2009) 12/8/08-Study Day

Examples: Strong Action Plans 2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC. Majors must take the “Senior Capstone Seminars”, SOC 391 and 392, and as part of that sequence they do research in the Washington, DC area. [Ongoing] Align the timing of our course offerings with regularly occurring local enrichment opportunities, such as offering courses on Bioethics during the same semesters that the American Society of Bioethics and Humanities meets in DC. [New] 12/8/08-Study Day

Examples: Strong Action Plans 3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives. Majors area (organization) Blackboard: we have an organization site on Blackboard for majors and minors. We will be opening discussion boards to promote free exchange of information, ideas, etc. [New] GSR faculty development in Dec., Jan., May, And Aug bring new and experienced GSR faculty together 12/8/08-Study Day

Characteristics of Strong Indicators Specific and achievable Aligned with the SP objective Answers the question, “Did it work” and NOT simply “Did we do it” Measureable, qualitatively or quantitatively [name the measurement tool if used] 12/8/08-Study Day

What Makes a Strong Indicator? INDICATORS This is how we will[measure the impact] on the institutional priority We can measure if it Raised levels of fluency and literacy in ASL and English that will permit direct communication in academic settings. Example # 1 If we Assess students using rubrics that include evaluation of grammar, clarity, flow, etc. as well as other skills. 12/8/08-Study Day

Examples: Strong Indicators 1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings. Students are assessed by rubrics that include evaluation of grammar, clarity, flow, etc. as well as other skills. Ongoing tracking of successive ASLPI scores. Checklist on efficacy and clarity of ASL presentations in class. Deaf Studies department’s ASL Rubric [and] assignment-specific checklist [scores]. 12/8/08-Study Day

Examples: Strong Indicators 1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet. Specific questions/essay assignments [ratings] to assess student ideas about this concept. ??Participants’ evaluation of unit event?? 12/8/08-Study Day

Examples: Strong Indicators 2.1 Enroll, retain, and graduate a diverse and talented student population. follow-up for ALL those who demonstrate any interest in majoring in chemistry. We will also track the number of individuals who do enter Gallaudet afterwards. Number of ethnic minority students recruited into the program from Undergraduate. Number of ethnic minority students retained in program. Create a “years to completion” record of FCS majors over the last 10 years and maintain this information on a yearly basis. 12/8/08-Study Day

Examples: Strong Indicators 2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support. Results from the National Field tests in Biology to determine the effectiveness of the Biology curriculum. Data comparison of the curriculum structure at other universities with Gallaudet. 12/8/08-Study Day

Examples: Strong Indicators 2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC. Create and maintain a record of the percentage of majors choosing off-campus internship sites. Midterm and final field evaluations and field supervisor surveys. ??Student reaction papers?? 12/8/08-Study Day

Examples: Strong Indicators 3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives. Track the number of submissions and discussions [to our Blackboard organization site]. 12/8/08-Study Day

Institutional PrioritiesOur Related ActionsIndicator 2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC. This does not apply to our department because we have always excelled in this area. Use department specific rubric to measure students’ ability to relate field and class experiences. Sponsor field trips to museums, cultural centers, embassies, libraries, and other destinations and require student to write a reaction report. Misplaced Action / No Indicator 12/8/08-Study Day

Strong Action / Weak Indicator Institutional PrioritiesOur Related ActionsIndicator 1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings Make information, applications, and forms available in ASL and English video clips. Will have printed and ASL version of our materials available. Will have printed and ASL version of our materials available Survey students about whether the availability of materials in ASL and English helped them improve their communication. 12/8/08-Study Day

Online Resources Institutional_Action_Plans/Unit_Level_Action_Planning.html Examples of Strong Action Plans & Indicators Department/Unit Level Strategic Planning: Strong_Action_Indicators_SP1.pdf Strong_Action_Indicators_SP2.pdf Strong_Action_Indicators_SP3.pdf Unit Level Strategic Planning: Strong Action Plans & Indicators UnitLevelActionPlans_Indicators ppsx This information will be published on the OAQ website on December 8, /8/08-Study Day