Planning and Preparing (data) for a Fifth Year Report Muktha Jost, - - PDF document

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Planning and Preparing (data) for a Fifth Year Report

Muktha Jost, PhD

Vice Provost, Strategic Planning and Institutional Effectiveness July , 2018 SACSCOC Summer Institute

2

The Session:

Step-by-step

What it is all about Fifth Year Interim report: Part of the whole Student learning data NCAT sample Faculty data

?

Angles on data Angles on institutional effectiveness

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From Ivory Tower to Fish Bowl!

BEFORE AFTER

H&R Block Infographic

Fifth Year Interim Report: Part of the Whole

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Fifth Year Interim Report Documents

Sacscoc.org/FifthYear.asp

Accreditation Milestones

A c c re d ita tio n R e a ffirm a tio n F ifth Y e a r In te rim R e p o rt R e a ffirm a tio n F ifth Y e a r In te rim R e p o rt R e a ffirm a tio n

• 1. Principle of

Integrity (transparency, candor,

• perations,

reports, dues, liaison

• 10. Educational

Policies, procedures, & Practices P rin cip le s o f A ccre d ita tio n

• 9. Educational

Program, Structure, and Content

• 11. Library &

Learning/Infor mation Resources

• 12. Academic &

Student Support Services

• 13. Financial &

Physical Resources 14. Transparency & Institutional Representati

• n
• 2. Mission
• 3. Basic

Eligibility Standard (state agencies, authorizations for branch, international)

• 4. Governing

Board 5. Administration and Organization

• 6. Faculty
• 7. Institutional

Planning and Effectiveness (QEP)

• 8. Student

Achievement Fifth Year Interim report

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What is Institutional Effectiveness? What is Educational intelligence?

Educational Intelligence is “leveraging data at multiple points across the student lifecycle to make intelligent decisions that positively impact student

• utcomes”
• -Campuslabs
• - Important to follow decisions with action and

program evaluation Institutional Effectiveness is the “systematic, explicit, and documented process of measuring performance against mission in all aspects of an institution”.

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North Carolina Agricultural and Technical State University advances knowledge through scholarly exchange and transforms society with exceptional teaching, learning, discovery and community engagement. An 1890 land- grant doctoral research institution with a distinction in STEM and commitment to excellence in all disciplines, North Carolina A&T creates innovative solutions that address the challenges and economic needs of North Carolina, the nation and the world. (Approved by Board of Trustees on February 16, 2018, and by Board of Governors on March 23, 2018.)

Mission Statement Core Values

• 1. Responsibility. We hold ourselves

accountable to the highest standards of performance for the success of our University.

• 2. Excellence. We demonstrate high quality

and attention to detail in all our endeavors.

• 3. Integrity. We uphold high moral character

and unwavering ethical behavior.

• 4. Inclusiveness. We commit to diversity and

demonstrate inclusiveness as we work together for the advancement of the University and the world.

• 5. Learning. We cultivate a culture of

intellectual inquiry, personal growth and achievement.

S t u d e n t A c h i e v e m e n t ; S t u d e n t

• u

t c

• m

e s – e d u c a t i

• n

a l p r

• g

r a m s P r

• g

r a m c

• n

t e n t ; P r

• g

r a m l e n g t h Public information; Archived information; Admissions policies & practices; Distance & Correspondence ed; Policies for awarding credit; Cooperative academic arrangements

• 1. Principle of

Integrity (transparency, candor,

• perations,

reports, dues, liaison

• 10. Educational

Policies, procedures, & Practices

Principles of Accreditation

• 9. Educational

Program, Structure, and Content

• 11. Library &

Learning/Infor mation Resources

• 12. Academic &

Student Support Services

• 13. Financial &

Physical Resources 14. Transparency & Institutional Representati

• n
• 2. Mission
• 3. Basic

Eligibility Standard (state agencies, authorizations for branch, international)

• 4. Governing

Board 5. Administration and Organization

• 6. Faculty
• 7. Institutional

Planning and Effectiveness (QEP)

• 8. Student

Achievement

Qualified administrative/academic officers

F u ll- t im e fa c u lt y ; P ro g ra m fa c u lt y ; P ro g ra m c o o rd in a t io n S t u d e n t s u p p o r t s e r v ic e s ; s t u d e n t c o m p la in t s F e d & S t a t e r e s p

• n

s i b i l i t i e s ; P h y s i c a l r e s

• u

r c e s ; I n s t i t u t i

• n

a l e n v i r

• n

m e n t P u b lica tio n o f a cc sta tu s; C o m p reh en sive in stl review ; R ep resen ta tio n Fifth Year Interim report

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K e v i n J a m e s , R e g i n a D a v i s , L e n

• r

a C a m p b e l l , V i n c e n t C h i l d r e s s , K e l l i e D i x

• n

, K h

• i

D i n h T

• ,

P a t r i c k M a r t i n , B a l a R a m , S h e i l a W h i t l e y , A n t

• i

n e A l s t

• n

, A l i s a T a l i a f e r r

• ,

A l v i n K e y e s , L i s a O w e n s

• J

a c k s

• n

, A y a n n a B

• y

d

• W

i l l i a m s , E r i n H i l l H a r t , J a s

• n

d e P

• l
• V

i n c e n t C h i l d r e s s , C l a y G l

• s

t e r , S h e i l a W h i t l e y , G a l e n F

• r

e s m a n , E l i z a b e t h N e w c

• m

b H

• p

f e r , T r a c i e L e w i s , A y a n n a B

• y

d

• W

i l l i a m s C h a r l e s W a l d r u p , K a t h y M u r p h y , K e v i n J a m e s , S a n j i v S a r i n , E r i n H a r t , V i n c e n t C h i l d r e s s , K e l l y R

• w

e t t J a m e s , T

• m

J a c k s

• n
• 1. Principle of

Integrity (transparency, candor,

• perations,

reports, dues, liaison

• 10. Educational

Policies, procedures, & Practices P rin cip le s o f A ccre d ita tio n

• 9. Educational

Program, Structure, and Content

• 11. Library &

Learning/Infor mation Resources

• 12. Academic &

Student Support Services

• 13. Financial &

Physical Resources 14. Transparency & Institutional Representati

• n
• 2. Mission
• 3. Basic

Eligibility Standard (state agencies, authorizations for branch, international)

• 4. Governing

Board 5. Administration and Organization

• 6. Faculty
• 7. Institutional

Planning and Effectiveness (QEP)

• 8. Student

Achievement Ericka Smith, Ken Sigmon, Provost McEwen Earl Hilton Provost McEwen, Sanjiv Sarin, John Teleha, Abdellah Ahmidouch, ATL, DE, Julius Harp, Tracie Lewis, Laura Collins, ErickiaElbert, Sharon Neal Melody Pierce, Regina Davis, Fred Ferguson, Hymon-Parker, Kellie Dixon, Kelly RowettJames, Sherri Avent, Gwen Goddard R

• b

e r t P

• m

p e y , B i l l B a r l

• w

, S c

• t

t H u m m e l , B a r r y B u r k s , T r a c i e L e w i s , R e g g i e S t e w a r t Todd Simmons, Charles Wadrup, Alisa Taliaferro, Lisa Owens- Jackson

Angles on Data

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Big Data -- Small Data Approach Yields More Value

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§ SAT/ACT scores | GPA | credit hours completed | credit hours repeated § These are not just numbers; and a student is not just a number!

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§ Because a student is NOT just a number… § Humanize your institutional data § Observe § Be present § Spend time with humans in the institution in their own environment

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Continuous improvement is like growing up!

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Tips…

• Be curious about the institution
• M ake external stressors felt inside the cam pus
• Learn what you need and do not know
• Reach out; m ake friends; ask
• Find som e $$ to get the job done
• Be organized, set deadlines
• Be prepared for indifference
• Find ways to m ake it interesting for yourself
• Earn leadership support

Institutional Summary Form

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Educational program s; degrees granted History, instructional sites; m ethods Relationship to DO E Accreditation Distance & Correspondence Education

Faculty Students

G

• a

l s a n d

• u

t c

• m

e s M e a s u r e a c h i e v e m e n t I m p r

• v

e c

• n

t i n u

• u

s l y S u p p

• r

t G

• a

l s &

• u

t c

• m

e s S u f f i c i e n t f a c u l t y ; c

• r

d i n a t i

• n

Faculty data

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Define Core faculty Set up templates Understand data sources Run data tables each semester Write your compliance story

• M ake your case for com pliance

with evidence

• D ata first; story next
• Relevant policies
• (Faculty data tables discussion–

2 handouts)

Faculty Data

Student learning outcomes data by degree program

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Knowledge

W h a t m u s t a g ra d u a te k n o w ?

Skills

W h a t m u s t a g ra d u a te b e a b le to d o ?

Disposition

W h a t a ttitu d e m u s t a g ra d u a te h a v e ?

Assessment Data on Student Learning

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§ Create a (glowing) culture of institutional effectiveness together that tackles the inertia in institutions

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Angles on Institutional Effectiveness

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§ Balance big and small data § Develop the quantitative with the qualitative

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§ Collaborate: IA and IR; IR and ITS; SS and IE; IE and colleges § Which data to follow? § What are the problems on your campus? § Ethics related to data § Data through the eyes and hands of users § Beware proxy measures. University retention may not help graduation rates § Doing the right thing; doing things right

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Agility for institutional effectiveness.

Study the competition; stay focused Work and think together

Act fast

Assess constantly Be prepared Plan & Practice

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Questions/Comments