Georgia Highlands College Institutional Effectiveness Process

1. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 1 Georgia Highlands CollegeInstitutional Effectiveness Process IE Circle

2. GEORGIA HIGHLANDS COLLEGE Using Annual Planning (Operational Planning) In Administrative and Educational Support Unit Review To Support Accomplishment of Institutional Effectiveness At Georgia Highlands College Presented by: Office of Institutional Effectiveness, Planning and Research Dr. Fitzpatrick U. Anyanwu, Director/Presenter

3. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 3 GHC�s Internal IE Plan The Strategic Plan, and/or Long Range Planning The Tactical Plan, and/or Strategic Initiates or Priorities Operational Plan, or Each year�s cycle of planning and evaluation (Unit Plans)

4. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 4 Understanding the Two Primary Components The Strategic Plan College Mission College Goals College Values College Vision Unit Purpose Statements The Operational Plan Unit Mission Unit Goals Unit Objectives Unit Assessment Measures/Assessment Results Unit Use of Results/Action Plans

5. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 5 Internal GHC Operational IE GHC�s Operational Plan A planning process and assessment process through which college goals are translated into unit actions and unit actions are assessed for effectiveness. The strategic plan drives the operational plan

6. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 6 GHC IE CYCLE Develop Unit Mission Develop Unit Goals Develop Unit Objectives Assessment Unit Measures Assessment Unit Results Assess College Effectiveness of Plan Make Appropriate Changes to Plan (Use of Results to affect change and improvement) Implement Plan Assess Plan Make Changes Recycle Process

7. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 7 Definitions Institutional Effectiveness (IE) Planning Assessment Institutional Research (IR) Policy Analysis Management Research Strategic, Long Range, and Tactical Planning Annual Planning (Operational Plan) Administrative and Educational Support (AES) Unit Program/Service Review SACS Mandates X

8. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 8 Visual of a Continuous Improvement Plan

9. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 9 Visual of an IE Plan

10. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 10 Visual of Annual Operational Planning(The Plan, Do, Study/Check, Act Model) Shewart�s PDSA Cycle

11. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 11 IE & SACS An accredited institution is characterized by the� Linkage of outcomes assessment to the institution�s ongoing planning and resource allocation process and to strategic efforts to improve institutional quality� To Achieve institutional Effectiveness

12. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 12 IE & SACS At the heart of SACS� philosophy is the concept of institutional effectiveness (IE) IE involves a process of planning and budgeting, assessment, evaluation, and use of results SACS requires that in addition to providing evidence of planning and evaluation in its educational program, the institution must demonstrate planning and evaluation in its administrative and educational support services

13. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 13 SACS Core Requirement 2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of program and services that (a) results in continuing improvement, and (b) demonstrates that the institution is effectively accomplishing its mission Comprehensive Standard 3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

14. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 14 Purpose of Workshop The purpose of this training workshop is �

15. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 15 Training Workshop Topics Includes� What is assessment? Why is assessment important to GHC? Why assessment in Administrative and Educational Support (AES) Units? Steps in developing an assessment plan for your unit How to construct and use the language of planning, assessment and evaluation in GHC operational (annual) planning to support IE

16. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 16 Training Workshop Topics

17. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 17 Meanings of Assessment Dictionary definition: assessment is the act of assessing; appraisal; evaluation (Webster) To assess is to estimate or judge the value, character of, etc.; evaluate To appraise is to estimate the nature, quality, importance To evaluate is to judge or determine the significance, worth, or quality of BUT, dictionary definition has too many interpretations for program assessment

18. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 18 Meanings of Assessment What Is Assessment? Definitions�definitions�definitions Why do assessment? Who wants it? Who needs to do it? Where do we use the term �assessment� in higher education? Assess student learning Assess student development Classroom assessment Assess the quality of programs Assess the quality of administrative and educational support services Assess college performance

19. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 19 What is assessment? ASSESS (V): TO EXAMINE CAREFULLY �Assessment is the systematic collection, review and use of information about educational programs undertaken for the purpose of improving student learning and development.� ( Marchese 1987)

20. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 20 Levels of Assessment Classroom assessment Assessment of individual students performance at the course level by an instructors Course assessment Assessment of how well a course is meeting student learning outcomes Program assessment Assessment of how well an academic program is meeting student learning outcomes Assessment of how well an educational support program is meeting its objectives Institutional assessment Assessment of campus-wide issues: Services, Programs, or Operations

21. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 21 Purpose of Assessment-Improvement- Strategic vision�where we want to be Assumptions: - DESTINATION is �better� than current place - IMPROVEMENT is required Types of improvement - Continuous�incremental - Discontinuous�breakthrough advance

22. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 22 Linkages Share data and information Inform budget process

23. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 23 Differences Different cycles Additional data elements Different purposes Continuous improvement Evaluation Planning

24. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 24 Program Assessment for Continuous Quality Improvement Is a formative evaluation process designed to support program improvement It is continuous It is focused on improvement Student learning Student development It improves institution, operations, and its people

25. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 25 The Importance of Assessment to GHC To improve the effects of teaching on student learning and development To examine and enhance institutional effectiveness To advance the reputation and image of GHC through the quality of its programs and services To attract and retain qualified students To maintain and strengthen its standing among its competitors To satisfy the requirements and expectations of accrediting agencies

26. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 26 The Requirements @ GHCPlanning & Assessment Model The GHC Assessment Plan Require that� Each unit submit an �Annual Planning and Evaluation Form�, which is compiled by the OIEPR and the IEC to be published as a component of the Annual Georgia Highlands College Institutional Health and Outcomes Assessment Report.

27. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 27 TIMELINE REQUIREMENTS @ GHCPlanning & Assessment Model The GHC Planning & Assessment Model Require the following timeline� Summer � Administrative Retreat Cabinet Finalize Planning Objectives Sept 1-15 � Unit Submit Annual Plan OIEPR/IEC Provide Feedback Unit/OIEPR/IEC Finalize Annual Plan Unit Implement Plan February 1 � Unit Submit Follow-up (on previous year) & Progress (on current year) Report OIEPR/IEC Provide Feedback Unit/OIEPR/IEC Finalize Mid Year Report OIEPR/IEC Produce Institutional Mid Year Report Unit Continue to Implement Plan June 1-15 � Unit Submit End of Year Report OIEPR/IEC Provide Feedback Unit/OIEPR/IEC Finalize Year End Report OIEPR/IEC Produce Institutional IE Report Repeat Cycle for next year

28. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 28 Why Assessment in Administrative and Education Support Units? To know if we are offering the right services and how well we are providing them Other Reasons Often Cited Effective linking of AES services to academic programs Accreditation requirements Continuous quality improvement Institutional effectiveness

29. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 29 Planning and Evaluation in Administrative and Educational Support Units Administrative Provide services which maintain the institution Are essential to its operations No direct impact on instructional programs Educational Support May not be primarily instructional or academic Contributes directly to student learning or instruction

30. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 30 Underlying Assumptions for Assessment in AES Units The primary aim of assessment is the continuous improvement of campus operations, especially as they support and promote the College�s teaching and learning environment Assessment is to be embedded as part of the normal order of business Assessment will be a cyclic process and an ongoing unit or programmatic activity.

31. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 31 The Major Steps for Developing an Assessment Process Establish a linkage to the College�s Mission and Goals Prepare the Unit Mission Statement Formulate Unit Goals Formulate Measurable Unit Objectives Identify Unit Activities and Strategies to Achieve Objectives Identify Unit Means of Assessment and Criteria for Success Conduct Unit Assessment Activities Document Unit use of Results for Service Improvements

32. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 32 The GHC Mission Statement�

33. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 33 GHC Mission Statement Core Values Giving highest priority to teaching and learning Placing the liberal arts, sciences, and selective career programs at the center of our college education Stressing critical thinking, communication, and technological competence as essential skills Fostering intellectual growth, ethical maturity, and civic responsibility Balancing theory with practical applications Responding to the individual needs of an increasingly diverse society and global economy Preparing students for an increasingly diverse society and global economy Emphasizing service as an integral part of teaching and life-long learning

34. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 34 GHC Mission Statement Commitments Access and opportunity for qualified students of diverse backgrounds Providing an excellent, affordable public education Engaging students actively in the learning process Maintaining collegiality and the free exchange of ideas Involving students and faculty in decision-making Managing the College responsively, effectively, and with financial responsibility Continuing experimentation in the use of new technologies to support more effective teaching and to extend educational opportunities

35. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 35 Four Major Overlapping Pieces of an IE Plan General Education Assessment Program/Unit Review Annual Goal Setting Cycle College Assessment Process

36. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 36 Six (Major) Step Assessment Model Mission � 2-3 sentences that articulate office name, primary purpose, primary activities, and audience/clients served Goals � top 3-5 �planning-type� statements Program Objectives and Learning Outcomes � 3-5 specific (i.e. measurable) statements Measures � Direct measures that can verify learning outcomes, attitudinal change or behavior modification. Indirect measures typically reflect student satisfaction and/or self-reported understandings Collection of Data � Research instruments (e.g., pre-post tests, surveys, focus groups, interviews, performances) designed to gather qualitative & quantitative information Closing the Circle � Resultant data should be used when considering program improvement modifications, etc.

37. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 37 Six (Major) Step Assessment Model Step 1: Mission Mission statement should be an expanded statement of either institutional or divisional purpose. Includes: Official Name, Primary Purpose, Primary Activities, and Target Audience

38. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 38 Six (Major) Step Assessment Model Characteristics of Unit Mission Statement Describes the purpose of the unit, services and clients Is brief in length Provides linkage to and support of college mission and goals Is understood and accepted by employees within the unit

39. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 39 Six (Major) Step Assessment Model Examples of AES Mission/Purpose Statements Student Services The purpose of Student Services is to support student success through quality activities and services designed to enhance academic, personal, and career development. These activities and services support student-learning efforts and assist them in developing skills necessary for successful completion of their educational goals. Admissions The Admissions Office assists students in developing an appropriate education plan through academic advising, career exploration, guidance, and selection of courses. It also provides accurate and timely information about institutional policies, procedures, resources and programs. Emphasis is placed on assisting students in formative and summative evaluation of progress toward their established goals and educational plans. Academic Advising Center The Academic Advising Center staff works collaboratively with students to engage in an ongoing developmental process that will help them to clarify and implement individual educational plans which are consistent with their skills, interests, and values. In addition, students will gain an understanding of the college�s academic requirements as well as its policies and procedures. As a result, students will be better prepared to take responsibility for their education and persist towards a timely graduation.

40. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 40 Six (Major) Step Assessment Model Examples of AES Mission/Purpose Statements Controller�s Office: �Support the institution�s mission by providing timely, accurate fiscal operations for both staff and students. Protect the financial integrity of the institution, safeguard assets, and insure compliance with regulatory authorities while supporting the needs of staff and students relating to procurement of supplies and services, payroll, and student accounts.� Office of OIEPR: The mission of the office of OIEPR at GHC is to enhance institutional effectiveness and to ensure that accurate and timely information is available for college planning and decision-making by coordinating the collection, analysis, and ethical use of key college information to maximize educational effectiveness and institutional vitality in direct support of the college vision, mission, and goals. This mission is guided by a question-driven framework that is poised at instilling the values of inquiry, observation, reflection, analysis, improvement, and integrity as cornerstones for building a culture of evidence at the institution.

41. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 41 Six (Major) Step Assessment Model Step 2: Goals Effective performance management is characterized by setting specific, attainable and measurable goals. Goals are : Broad statements that describe the overarching long-range intended outcomes of an administrative unit. Usually not directly measurable and need to be further developed as separate distinguishable objectives and/or outcomes Primarily used for general planning and are used as the starting point to the development and refinement of outcomes. (From the �Administrative Assessment Handbook� college of Central Florida)

42. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 42 Six (Major) Step Assessment Model RULES FOR DEVELOPING GOAL STATEMENTS Goals are to be developed so that� It is clear what needs to be done. It identifies whether it�s being done. Everyone knows when corrective action will take place. You eliminate the �I didn�t know� defense for bad performance. You set the stage for good performance.

43. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 43 Six (Major) Step Assessment Model USING �SAM� RULE IN GOAL SETTING Goal setting is the �planning stage� of performance management to give direction and �lay track� toward excellent performance. When writing goals, remember the rule of �SAM,� which entails that goals are to be: SPECIFIC ATTAINABLE MEASURABLE.

44. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 44 Six (Major) Step Assessment Model SPECIFIC Goals are to be written so that they can be clearly understood by the employee and the supervisor. In setting a goal, consider these questions: Can a neutral third-party read the goal and clearly understand what is to be done, and by whom? Have generalized words like �often, sometimes, occasionally, etc.� been avoided in writing the goal statements? Does the goal statement reflect the language of the job (without being wordy)? Are numbers, percentages, weights, days, etc. used?

45. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 45 Six (Major) Step Assessment Model ATTAINABLE Goals are to be written so that they can be achieved by the unit and/or employee. A goal statement should not include the following: Dependence on the actions of other employees, work units, or outside parties. Approval of a project, budget, or anything else out of the control of the unit and/or employee. The decision-making of more than one supervisor. A constantly changing work environment. (i.e. procedure, regulations, work flow

46. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 46 Six (Major) Step Assessment Model MEASURABLE Goals are to be written so that they are quantified, easy-to-determine their accomplishment. The following quantity measures should be considered: The goal allows the employee to periodically self-measure their progress. The goal is stated as a percentage, number, time, quantity, etc. Achievement of the goal can be answered in �yes� or �no� terms. A neutral third-party can measure the accomplishment after reading the goal statement.

47. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 47 Six (Major) Step Assessment Model 7 GUIDELINES TO ACCOMPLISH THE �SAM� PRINCIPLE IN GOAL STATEMENTS Making a goal statement �SAM� can be done by following these 7 guidelines. 1. Begin each goal statement with the word �To�, 2. Follow the word �To� with an �Action Verb�, 3. Identify what you want the employee to accomplish or the problem area to be corrected � the �What�, 4. Identify how the goal will be measured, 5. Set a target date for completion of the goal � the �When�, 6. Outline the consequences, 7. Be sure to specify the �What and When�, but don�t specify the �Why or How�.

48. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 48 Six (Major) Step Assessment Model AN EXAMPLE OF THE 7 GUIDELINES IN ACTION The Situation An employee has been counseled about tardiness. Arriving to work late is clearly a negative performance factor in the last review period. The supervisor would set the following work goal. Sample Goal In Application To arrive at the assigned worksite no later than 8:00 a.m. each workday, not less than on 95% of scheduled workdays in the next evaluation period, to avoid disciplinary action

49. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 49 Six (Major) Step Assessment Model EXPLAINATION OF THE 7 GUIDELINES To arrive at the assigned worksite no later than 8:00 a.m. each workday, not less than on 95% of scheduled workdays in the next evaluation period, to avoid disciplinary action. 1. Used beginning word! (�To�) 2. Used Action word! (Arrive) 3. Specified �What�! (8 a.m. each workday) 4. Established Measurement of the goal! (95%) 5. Specified �When�! (By next evaluation period) 6. Specified Consequence of failing to meet the goal! (Disciplinary Action) 7. Specified another �What� (arriving on time) & �when�! (by next evaluation period) * NOTE: Why and How are not specified!

50. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 50 Six (Major) Step Assessment Model REMEMBER TO USE THE �SAM� PRINCIPLE IN DEVELOPING GOALS In the preceding example, the goal is: SPECIFIC: It describes what is desired, how it is measured, and what the consequence of failure will be. ATTAINABLE: It does not require effort from others, it does not depend upon a particular alignment of the planets, and it does not rest upon approval of a proposed budget. MEASURABLE: The number of workdays in which the employee failed to be at an assigned work station by 8:00 a.m., divided by total workdays, will determine whether or not the goal was met. Therefore, This goal is �SAM�

51. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 51 Six (Major) Step Assessment Model Examples of Office Goals Institutional Effectiveness - To enhance learning outcomes and College programs, processes, and services through coordinating a systematic and continuous process of planning, budgeting, assessment, analysis, and improvement. Academic Advising Center To help students clarify and implement individual educational plans which are consistent with their skills, interests, and values. To help students gain an understanding of the college�s academic requirements as well as its policies and procedures To prepare students to take responsibility for their education and persist towards a timely graduation

52. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 52 Six (Major) Step Assessment Model Step 3: Objectives Objectives: Are specific statements that describe desired outcomes derived from the goal statements of the unit May relate to the operations and processes of the unit May also relate to intended attitudes or behaviors that a student and/or target clients/audience having used the services provided by the unit should demonstrate. (Adapted from: �Administrative Assessment Handbook� college of Central Florida)

53. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 53 Six (Major) Step Assessment Model Unit objectives are the most important results or outcomes that should occur as a result of the unit�s activities. May include customer needs, key process effectiveness, professional development, and efficiency objectives. May be broken down into four areas: What the critical work processes of the unit are and how they should function; What the customer or end user will experience; How human resources are to be improved; and What efficiencies will result.

54. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 54 Six (Major) Step Assessment Model Administrative Objectives "Administrative Objectives" are measurable descriptions of what a unit hopes they or their clients will achieve through the delivery of services Many� Units do not directly serve students or they want results within their units that are not truly outcomes. Units want to improve services or approach an old problem in a new way. Units want to become more efficient and effective. Units will set administrative objectives.

55. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 55 Six (Major) Step Assessment Model Objectives & Outcomes Objectives set for a program (has nothing to do with students outcomes) Example to recruit one new faculty member to seek and gain accreditation to increase retention by 10% to send each faculty member to at least one professional conference/development activity per year to gain funding for an innovative program through a grant proposal

56. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 56 Six (Major) Step Assessment Model In formulating AES Objectives The Purpose is to� * support the Unit�s mission statement * provide the linkage to the means of assessment

57. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 57 Six (Major) Step Assessment Model Types of AES Objectives Process Oriented Objectives: � Deals with �What Unit� intends to accomplish Volume of unit activity Efficiency Compliance

58. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 58 Six (Major) Step Assessment Model Outcomes Oriented Objectives: � Deals with �What Clients� are able to do after receiving AES services Effectiveness

59. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 59 Six (Major) Step Assessment Model Attitudinal Oriented Objectives: � Deals with �How Satisfied are Clients� with AES services Satisfaction

60. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 60 Six (Major) Step Assessment Model Formulating Unit Administrative Objectives In formulating Administrative Objectives, it should be: Linked to the Unit Mission Statement Realistic Limited in number Measurable

61. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 61 Six (Major) Step Assessment Model Using Short Listing for Administrative Objectives Administrative Objectives initially chosen should be: Targeted to those areas that can be improved using currently available resources and personnel Related to the services the unit provides Relatively easy to assess within one cycle Directly under the control of the AES unit

62. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 62 Six (Major) Step Assessment Model Examples of Office Objectives Academic Advising Center Objectives Objective 1: New students will have knowledge of college General Education, academic requirements and resources through comprehensive freshman, transfer and parent orientation programs. Objective 2: All freshmen will participate in a three-phase comprehensive, proactive advising and major/career exploration program by spring 2008. Objective 3: Develop an assessment model by December 2007 for the Freshman Advising Program to measure the impact of developmental academic advising. Objective 4: There will be a 5% increase in the retention of students who have been reinstated as Undeclared majors. These students will receive comprehensive advising and will achieve good academic standing by the following semester after reinstatement.

63. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 63 Six (Major) Step Assessment Model Sample Broad Student Services Unit Objectives Broaden community awareness of GHC opportunities Develop and implement retention strategies Support students� efforts towards graduation and placement Strive for continuous improvement of processes within student services Improve the college experience for students

64. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 64 Six (Major) Step Assessment Model Operational Objectives: Example Office of Information Technology: Students, faculty and staff members will be able to use the most technologically advanced voice and data communications at the lowest cost possible. Clients will experience prompt and efficient response to problems and service issues. Client feedback will be used to continuously improve information technology service operations.

65. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 65 Six (Major) Step Assessment Model Outcomes "Outcomes" are benefits for people: changes in knowledge, values, position, skills, behavior or status. More simply stated, outcomes are typically what service providers hope recipients achieve once they complete a program or receive services. This is not the �what� but the �why� of education. Student learning outcomes are outcomes related to the learning that takes place in the classroom� For example, what are the benefits to a student who receives an associate degree in Nursing or completes a math class? Outcome objectives are just objectives that relate to the identified outcomes.

66. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 66 Six (Major) Step Assessment Model Program Outcome Model

67. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 67 Six (Major) Step Assessment ModelProgram Outcome Model (2)

68. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 68 Six (Major) Step Assessment Model AES Contribution to Student Learning Outcome A review of an instructional units would reveal that� - AES Units helped create an environment conducive to learning at the college and supported the learning process - AES Units undergo a review process to ensure congruence of Units with Instructional mission

69. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 69 Six (Major) Step Assessment Model Step 4: Measures Identifying the Means of Assessment �When� will assessment activities take place? Where will we find information that will reflect accomplishment of our objective? Exactly �How� will the assessment be accomplished? �How well� should the unit perform on the means of assessment identified, if the unit is functioning the way it should?

70. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 70 Six (Major) Step Assessment Model Common Assessment Activities in AES Units Client satisfaction measures Direct counts Results of internal and/or external evaluation Outcome measures of target audience/clients Satisfaction with services

71. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 71 Six (Major) Step Assessment Model Assessment Measures: Example For a Physical Plant: Operational Objective: Building maintenance and repairs will be completed in a manner that is timely, promotes building longevity, and satisfies the customer Potential Measures: Elapsed time between request and response Proportion of projects consistent with institutional maintenance priorities Customer satisfaction.

72. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 72 Six (Major) Step Assessment Model Assessment Procedures: Example For a Campus Bookstore: The bookstore will participate in the annual student satisfaction survey that contains items on student satisfaction with bookstore products and services Two focus groups of student clients will be conducted annually in March to discuss and interpret student satisfaction survey results

73. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 73 Six (Major) Step Assessment Model Unit Criteria of Success How do we know that we have been successful in reaching our objectives? Identify a reasonable level of service improvement to expect given the resources and personnel of the unit Set performance levels as reference points or benchmarks Select a percentage of improvement for services Use peer institutions who provide the same service to help identify

74. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 74 Six (Major) Step Assessment Model Criterion Levels of Service: Example Example for a Physical Plant: Expected Impact: Maintenance and repairs are completed in a manner that is timely, promotes building longevity, and satisfies the customer Measure: Elapsed time between request and response Criterion Level: 95% of requests are scheduled within 2 days; 90% are completed on schedule Ensure that: Your �Criterion Levels of Service�, achievement or performance are selected so as to motivate continuous improvement Your �Criterion Levels� are realistic for the specific unit, while still permitting room to grow (e.g., stretch goals) Unit-wide discussion is held to help establish �Realistic Criterion Levels�

75. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 75 Six (Major) Step Assessment Model Further Examples of Procedure/Measures Academic Advising Center Measures Objective 1 Measures: Orientation Survey of new students (pre/post test or post test only) to immediately assess the impact of orientation (through both online and traditional sessions) on students� knowledge and understanding of the institution, academic requirements, and resources. Objective 2 Measures: All advising appointments and sessions will be tracked through a database. Objective 3 Measures: Have 70 percent of the students participate in a survey that measures the impact of the advising program and how it affected their confidence in selecting a program/major and making informed decisions. Objective 4 Measures: Track through database and advising sessions. Analyze Grades by the end of the following semester after reinstatement.

76. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 76 Six (Major) Step Assessment Model SAMPLE ASSESSMENT Student Service Advisors Assessment Measure: Student Retention (Assigned Admissions / Registration /Financial Aid Advisors) Benchmark: Decrease the # of students applying but not enrolling in their first semester by 5%. Outcome � TBD Use of Results � TBD

77. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 77 Six (Major) Step Assessment Model Graduation Assessment Measure: Student Satisfaction with Graduation Process and Ceremony (Diplomas on Demand and Certification Officer) Benchmark: At least 80% of students surveyed will rank the graduation process and ceremony on an average of 4 or higher on a 5 point scale. Outcome: TBD Use of Results: TBD

78. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 78 Six (Major) Step Assessment Model Withdrawal Process Assessment Measure: Student withdrawals Benchmark: Decrease the # of students completely withdrawing from all classes by 5%. Outcome: The number of students completely withdrawing from all classes in FY �06 was reduced by 4% or �247� students. Use of Results: - The process for collecting data will be automated by using e-listen software; thereby, eliminating any untimely submission of data - Program information will be collected and shared with the Academic department for follow- up - All exit interviews will be conducted using admissions staff - Require students to meet with academic advisor in Student Services Explain withdrawal procedure Check GPA Calculate Completion Rate for Financial Aid - Data is Assimilated and Shared with College Community

79. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 79 Six (Major) Step Assessment Model Open House/ Financial Aid Fair Assessment Measure: Increase # of new students enrolling in GHC and applying for financial aid. Benchmark: New student enrollment will increase by 5% over FY �06 and the # of students applying for financial aid will increase by 2% over FY �06. Outcome: New student enrollment decreased by 6.9% from FY �06. Students applying for financial aid increased by 1% over FY �06. Use of Results: - An GHC Open House will be held during spring semester as a marketing tool to increase enrollment - Open House will be marketed in the Cobb and Paulding School Systems and in local newspapers - Open House dates will be moved up to coincide with the local high school calendar - Financial aid will host a Financial Aid Fair during spring semester to advertise financial aid and to address financial aid issues - Counselors will be available - Extensive advertisement will be done in-house

80. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 80 Six (Major) Step Assessment Model Other Broad Student Services Assessment Measures Service Learning - # of faculty participating Disability Services - Satisfaction with web site International Day � Satisfaction/ Info. available Analyze pattern of new applicants New applicants that do not enroll for quarter indicated Job Fair - # of new employers participating Retention Data � USG/Other Customer Comment Cards - all areas

81. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 81 Six (Major) Step Assessment Model Implementation Plan: Example For an Admissions Office: Annual CIRP Freshman Survey coordinated by Student Affairs, administered by Student Orientation with results released to the Director of Admissions. Biannual Student Satisfaction Inventory Survey coordinated by the Institutional Research Office which will release results to the Director of Admissions. Survey results will be circulated annually to admissions staff and discussed at length at annual retreat. Results will be used to refine strategic and annual plans as well as the Administrative Unit Assessment Plan. All assessment processes will be monitored by the Director of Admissions or designee who will report to the Vice President for Student Services at least annually through the Outcomes Assessment Plan.

82. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 82 Six (Major) Step Assessment Model Step 5: Assessment Results/Data Assessment data should: Highlight all significant findings Indicate the extent to which the program/service reached its intended outcomes

83. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 83 Six (Major) Step Assessment Model Sample Internal Sources of Assessment Data Noel Levitz Satisfaction Inventory CCSSE Graduating Student Survey Graduation Satisfaction Survey Registration Satisfaction Survey Customer Comment Cards International Student Survey

84. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 84 Six (Major) Step Assessment Model Sample External Sources of Assessment Data Benchmarking Peer/2-year Colleges Conferences / Workshops Data and Decision � AIR GAIRPQ USG-ACIRP NACADA SACRAO GACRAO NAFSA National Council on Student Development GACE GCPA GAIE � Georgia Assoc. of International Educators AHEAD

85. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 85 Six (Major) Step Assessment Model Step 6: Use of Results The statement should explain how the findings from data will be used to improve the program and/or increase student learning. Use of Results for Service Improvement may entail: Changes in organizational structure Changes in process procedures Relations with the constituencies Changes in assessment procedures Changes to comply with regulatory requirements Internal resource reallocation Justification for additional resources

86. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 86 Six (Major) Step Assessment Model Sample Assessment Measures / Use of Results

87. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 87 Impacts on Annual Planning & Evaluation The Many Factors That May Impact Internal Operational Planning and Evaluation at the College Example, changes in... Mission, Goals, Values Assessment Results Action Plan Results Facilities Master Plan System Accountability Requirements & Expectations US-DOE & State Financial Aid Measures Faculty & Staff Evaluations Student & Customer Evaluations Staff Development Plans

88. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 88 REQUIREMENTS @ GHCPlanning & Assessment Model In conclusion: The GHC Assessment Plan Require that� Each unit submit a thoroughly completed �Annual Planning and Evaluation Form�, which is compiled and reviewed by the OIEPR and IEC; and to be published as a component of the College Annual Institutional Health and Outcomes Assessment Report

89. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 89 TIMELINE REQUIREMENTS @ GHCPlanning & Assessment Model The GHC Planning & Assessment Model Timeline Require that� Summer � Administrative Retreat Cabinet - Finalize Planning Objectives Sept 1 � Unit Submit Annual Plan OIEPR/IEC - Provide Feedback Unit/OIEPR/IEC - Finalize Annual Plan Unit � Obtain Budget Unit - Implement Plan February 1 � Unit Submit Follow-up (on previous year) & Progress (on current year) Report OIEPR/IEC - Provide Feedback Unit/OIEPR/IEC - Finalize Mid Year Report OIEPR/IEC - Produce Institutional Mid Year Report Unit - Continue to Implement Plan June 1 � Unit Submit End of Year Report OIEPR/IEC - Provide Feedback Unit/OIEPR/IEC - Finalize Year End Report OIEPR/IEC - Produce Institutional IE Report Repeat Cycle - for next year

90. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 90 SOLICITATION FORPRESENTATION FEEDBACK To receive credit for viewing this training �click� the check mark � By �clicking� on the check mark, I acknowledge that I participated and will review and understand this training presentation, And I am responsible for complying with the policies and procedures (requirements and expectations) that GHC outlines.

91. Presented by: OIEPR @ GHC - Dr. Fitzpatrick U. Anyanwu, Director/Presenter 91 THE END OF PRESENTATION Questions? Comments? Suggestions? Need more information? Please contact: Office of IEPR @ GHC OR Email: fanyanwu@highlands.edu