Using Strategic Planning to Evaluate Academic Development Units - - PowerPoint PPT Presentation

Using Strategic Planning to Evaluate Academic Development Units

Angela R. Linse, Ph.D. Executive Director & Associate Dean President Elect, POD Network

ICED Conference June 5-8, Atlanta, Georgia

SCHREYER INSTITUTE FOR TEACHING EXCELLENCE

Unit evaluations typically assess distinct programs and services.

Teaching & Learning Center

Workshops Communities Grants SoTL Courses LMS/Online Ed/Inst’l Tech Consultations

The compilation approach led to more questions than it answered

• Is 740 consultations with 875 people

meaningful?

• Is 143 workshops enough?
• What 4.5/5 workshop rating sufficient?
• Is reaching 36% of the faculty and post-

graduates too little?

• Should we offer other programs?
• Who cares??

S trategic planning includes the following steps:

Rubin , Brent D. Excellence in Higher Education 2001-2002, A Baldridge-based guide to organizational assessment, planning and improvement.

Set short-term/long-term goals Establish process (Who, What, How, When) Define organizational Mission Define organizational Vision

Vision statements create an idealized

future for the organization.

They reflect our core identity, assign meaning to our work and focus on

• ur future.

Developing a Vision S tatement

• What would your institution

be like if your unit was no longer needed?

• If your unit achieved its mission, how

would you describe your institution?

• What would administrators, faculty,

and students be doing if you were 100% successful?

A Mission S tatement captures the

purpose of the organization. It conveys why we exist, anchors us, and helps us make decisions about where to put

• ur efforts and resources.

Mission S tatement 2004

Organizationally within Undergraduate Education, the Institute has University-wide responsibilities to promote and provide

• pportunities for the sharing of knowledge

gained about the teaching and learning process; promote the combined uses of effective educational testing, learning assessment instruments, and teaching effectiveness feedback as important to the improvement of student learning; and promote sound teaching practices to enhance student learning.

Establish process (Who, What, How, When)

What is your unit’s Mission?

• Why does your unit exist?
• What work is it supposed to do?
• How do you spend your time?

The Five Most Important Questions

• 1. What is your Mission?
• 2. Who are your Constituents?
• 3. What do they Value?
• 4. What are your Results?
• 5. What is your Plan?

Drucker, Peter, et al. (2008) The Five Most Important Questions You Will Ever Ask About Your Organization, 3rd ed. Jossey Bass.

Who are your constituents and what do t hey value?

Assessment info Advisory Committee

Grad Students Teaching Faculty Tenure-line Faculty

Teaching Clients Undergraduate Ed VP & Dean Schools & Colleges

• Assoc. Deans

Department Chairs Deans

Deans value comparative data

0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0%

% University Park Faculty % Schreyer Interactions Faculty

What would persuade administrators to encourage faculty to work with us?

• 1. Who we are
• 2. Roles we play
• 3. Guiding principles
• 4. What we do
• 5. Ways to interact with us
• 6. What we can do for administrators
• 7. University initiatives we work on

Relevant Timely Achievable Measurable Specific

How effective is your unit? What would you like to change?

S M A R T Strategic Goals should be:

One way we increased visibility was to request to visit faculty meetings

Activity: Developing Goals

• How will you know that

you have achieved your mission?

• How will you know you are being

effective or successful?

• What about your unit’s work can be

improved? By how much?

Good things happen when assessment is aligned with strategic goals!

• Center assessment is more than

assessing our programs & services

• Mission should drive goals
• Strategic goals are SMART
• Strategic goals are forward thinking
• Reports should include evidence

meaningful to constituents

Thank Y

• u!

Please don’ t hesitate to contact me during the conference or after!

Angela: arl15@ psu.edu 814-865-7812

Angela Linse, Using Strategic Planning to Evaluate Academic Development Units, Workshop presented at the International Consortium for Educational Development (ICED) Conference, Atlanta, GA, June 5-8, 2018.

S C H R E Y E R I N S T I T U T E F O R T E A C H I N G E X C E L L E N C E

VISION The vision of the Schreyer Institute is for all Penn State students to be engaged in and responsible for their own learning by means of excellent teaching. MISSION

The mission of the Schreyer Institute is to advance and inspire excellence in Penn State’s teaching and learning community. Who: We define Penn State’s teaching and learning community broadly to include any person involved with Penn State students in an instructional context. We primarily work with faculty (of any rank or title) and graduate students but we count advisors, administrators and staff among our constituencies. What: We help students learn by making it easier for instructors to:

• use effective teaching methods
• engage all students in the learning process
• effectively assess students’ learning
• enhance the value of teaching excellence
• inform decision-making about teaching and learning

How: We work with the teaching and learning community in the following ways: Consultations Conferences Collaborations Course Observations Grants Computer-based Testing Presentations Research & Publications Exam Scanning Services Workshops Resource Repository Committee membership 2010 Goals Visibility: Increase our visibility as one of the primary sources of information and help with teaching and learning innovations and challenges. Interaction: Increase outreach to and personal interactions with faculty focused on specific teaching and learning issues or themes. Quality: Provide and deliver high quality information, services, and materials. 2014 Goals Interaction: Maintain outreach to and personal interactions with the Penn State teaching and learning community. Impact: Increase knowledge and use of the Institute’s teaching and learning resources (human, electronic, fiscal). Integration: Integrate the Institute more fully into Undergraduate Education. Quality: Provide and deliver high quality information, services, and materials using efficient and effective processes.

T he F ive Most Impor tant Que stions*

• 1. Wha t is yo ur Mission? (Why wa s yo ur c e nte r c re a te d? Ho w do e s it a nc ho r yo ur

wo rk a nd pe o ple ? Wha t wo uld he lp yo u ma ke de c isio ns a b o ut whe re yo u put yo u e ffo rts a nd re so urc e s? Ho w do yo u spe nd yo ur time ? )

• 2. Who a re yo ur Constitue nts? (Is yo ur c e nte r a sse ssme nt a ime d a t a ll o f yo ur

c o nstitue nts o r just a t o ne o r two o f the m, e .g . Pro vo st/ VP? )

• 3. Wha t d o the y Value ? (Do yo ur a sse ssme nt re po rts pro vid e wha t yo ur

c o nstitue nts va lue ? )

• 4. Wha t a re yo ur Re sults? (Do yo ur re sults te ll yo u tha t yo u a re d o ing wha t yo u

sho uld b e d o ing , e spe c ially re la tive to yo ur Missio n a nd c o nstitue nts? )

• 5. Wha t is yo ur Plan?

* Drucker, Peter, et al. (2008) The Five Most Important Questions You Will Ever Ask About Your Organization, 3rd

• ed. Jossey Bass.

Angela Linse, Using Strategic Planning to Evaluate Academic Development Units, Workshop presented at the International Consortium for Educational Development (ICED) Conference, Atlanta, GA, June 5-8, 2018.

Constituents What do our constituents want to know? What do we want our constituents to know?

EXAMPLE:

Department Chairs and Program Heads

• What we do and how that will help faculty
• How effectively we work with faculty facing

teaching challenges

• Whether we take referrals
• That people in their college and department

already work with us

• Principles that guide our practice
• Process of working with us