Special Visit: Issues and Resolve

1. Special Visit: Issues and Resolve

2. Special Visit • Why special visits occur? • Why multiple visits occur? • WASC: these occur because of “identified issues of concern.” • They re-occur because…

3. Since 1999 • 1999, last regular WASC accreditation visit • 2 Special visits to Manoa (03/07) as follow up and 2 to the system (04 December and March) on related issues

4. Abiding Issues for Manoa Since 1999: • Leadership and Governance (internal and external) • Financial Planning and Management • Educational Effectiveness

5. Leadership and Governance • Clarify position relative to the system • Reorganize Manoa Campus • Staff the reorganization

6. Leadership, Organization, Decision Making: system • “Many of these issues were addressed by then Interim President McClain in a UH System WASC special visit report in November 2004 in preparation for the December 2004 visit (http://www.hawaii.edu/vpaa/vpaa_memo/UH_Response_to_WASC-finalDec04.pdf) • The December 2004 UH System special visit team report confirmed that the relationship between the BOR and the UH System had improved significantly, that the working relationship between the BOR and the President had been restored, and that the new BOR had made progress” (SVR, 11).

7. The President has given significant authority to Manoa to hire and fill out the reorg plans by issuing the “Delegation to Hire” memo, spring 07 • The President also enacted “Devolution”: a thinning of resources from the system back to the campuses (several positions have come to Manoa as a result) • The President also supported the Manoa reorg initiative

8. Other mechanisms are in place to delineate between the Chancellor, the President, and the BOR • Individual meetings with Pres and Chancellor • Council of Chancellor meetings • Council of CAO’s • University Council on Articulation

9. UHM responses: • Proper reorganization plans for UHM and realignment of resources have been progressing • “In February 2005, the BOR approved the Mānoa reorganization plan with the full support of President McClain. The consultation for this reorganization was thorough, with input gained over a year-long period from campus constituencies” (SV Report, 11). • Hiring of mid level managers and execs (VC’s, and Asst VCs) has been moving quickly filling out the reorganization plan

10. As UHM Special Visit Report states: • “It is generally accepted that as the Chancellor’s office is staffed and grows in capacity” (SVR, 12), issues over autonomy and separation from the system will become clearer (as Manoa staff can fully manage issues in fiscal, legal, and other high profile matters)

11. All of the previous gives parity to Manoa as having the same level of individuation and autonomy as other campuses

12. Financial Management, Resource Allocation, and Planning • WASC Issues/Concerns: • a. Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation

13. Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation • Clarify how resource allocations are made by the System to the campuses • Biennium 2007–2009 budget process began with a stock-taking approach mandated by the President’s Office • Prioritized requests were posted online, debated at MET, and submitted to the UH System. • The System scaled back the requests in a process that was transparent and all parties were at the table for decision making. • An overarching context for the Manoa planning process has been the 2nd decade project

14. a. Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation

15. Clarify the Internal Resource Allocation Process at UHM • More transparent, coherent, and inclusive process: • Budget prep and instructions are online • Deans prepare budget requests having engaged with faculty, staff, and students • Vice Chancellors arranged campus-wide priorities from these requests and posted them online • Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation • “Most critically, the Institutional Proposal is integrated into our budgeting process via our current biennium budget requests to the State, and through our annual allocation exercises” (SVR, 14)

16. New Actions Governed by Established Processes • Data regarding biennium budget requests and legislative funding decisions are available online. • FY 2008 initial allocations were announced in August 2007. Plans to post expenditure data at the departmental level are underway Biennium budget request for 2007–2009 for UHM: $17M for FY 2008 and $27M for FY 2009 in additional operating funds. Legislature approved over $10M for FY 2008 and $13M for FY 2009, the largest increase in state appropriated funds for many years.

17. Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation • Clarify how resource allocations are made by the System to the campuses • b. Clarify the internal resource allocation process at UHM • c. An active internal campus committee should work with administration on budget development and resource allocation

18. The Mānoa Budget Advisory Group was formed in December 2003 to help develop guidelines for the budgeting process and for budget consultation. • This faculty-led group developed a series of recommendations for budgeting and submitted them to the Chancellor and the Mānoa Leadership Team (now Mānoa Executive Team). These recommendations may be found online at http://www.hawaii.edu/Mānoa/mbag/. We are in the process (as described above) of implementing their recommendations. (17)

19. To further support the move towards transparency and inclusion: • Working with UH System and University of Indiana to create an open-source financial management information system to improve tracking of expenditures and handling of transactions. • Three positions funded in biennium budget to assist with this effort.

20. Educational Effectiveness

21. WASC Issues/Concerns • Assessment needs to become more systemic and embedded within campus culture and incorporated into departmental reviews and assessment of general education outcomes • Opportunities need to be created for dialogue within and across departments and schools about the meaning of evidence collected and analyzed with action plans developed to improve courses, pedagogy, and student learning 2001 WASC Standards require the integration of learning outcomes into programs, program review processes, syllabi, and grading practices

22. Assessment of undergraduate and graduate programs has advanced considerably • Annual reports from programs are submitted for 05, 06 and 07 and are online Criterion 2.2: programs must define “levels of student achievement necessary for graduation that represent more than simply an accumulation of courses or credits.”

23. Excerpt… • Assessment Update • Departmental Assessment Update - Submitted Reports • School/College Program Year Date Submitted • Architecture - ArchitectureArch. D.200706 Jul 2007 • Arts and Humanities - American Studies MA & PhD200714 Aug 2007 • Arts and Humanities - American Studies Historic Preservation200703 Aug 2007 • Arts and Humanities - American Studies American Studies200716 Aug 2007 • Arts and Humanities - American Studies Museum Studies Graduate Certificate Program 2007 16 Aug 2007 • Arts and Humanities - Art and Art History BA, BFA, Minor200722 Jul 2007 • Arts and Humanities - Art and Art History MA, MFA200722 Jul 2007 • Arts and Humanities – Dance MFA 2007 16 Aug 2007 • Arts and Humanities – History 2007 11 Sep 2007

24. New assessment initiatives: • Identified assessment coordinators per college/school. Have begun meeting with them to form lines of communication, professional development avenues etc. • SLOs being formulated for general education by faculty groups clustered around foundation and focus areas • Have begun to connect with program review leaders to enhance assessment presence into program review initiative and make these activities seamless (WASC recommends 50% of program review be focused on assessment)… • Proposing a more integrated link between assessment, program review and budget/planning activities. • Established “working group” with the SEC to move general ed assessment forward. • Hiring IRO position and moving towards acquiring 2 assessment officers to form Assessment Office that is promised in Proposal. • Acquired a dedicated budget for assessment and permission to release a faculty member to assist • Sending faculty to WASC conference to study “killer courses” (September). • Brought WASC consultant on assessment to campus to work on general ed assessment and to discuss academic assessment (September). Draft rubrics created for foundation aspects of gen ed program • Assessment web site redesign is being sketched to emphasize best practices and “changes made” as a result of assessment • Developing an IR web site that has UHM profile for quick consumption as well as archival material for assessment and program review context…

25. Almost all departments have active assessment programs and have collected multiple data sets over the past few years. • There is still variance in the quality of assessment programs but departments are beginning to use assessment data to inform their curricula decisions.

26. Assessment has been mandated by WASC since 2001 • Programmatic and course level assessment is expected 2001 WASC Standards require the integration of learning outcomes into programs, program review processes, syllabi, and grading practices

27. But…You don’t fatten a pig by measuring it

28. Fun but unfair criticism • Assessing doesn’t enhance learning in a direct way but it allows us to assess the degree to which our approach is working

29. Outcomes and results not process

30. Spirit of inquiry, curiosity, the unexamined life; not compliance “to let no day pass without discussing goodness and all the other subjects about which you hear me talking and examining both myself and others," he felt that this activity, "is really the very best thing that a man or women can do, and that life without this sort of examination is not worth living

31. We measure what we care about: • Blood panels…cholesterol etc • Mortality rate spikes for surgical team: • Operation room bacteria • Equipment? • Staff? • More critical levels of patient illness?

33. Tough stakeholder critics

36. So… • Why not ascertain student success and begin to ask questions about adjustments? Or rethinking methods?

37. Organizational • Budget Operations • Educational Effectiveness

38. questions