SUPPORTING ASSESSMENT THROUGH STRATEGIC PLANNING · 3.8 Library and Other Learning Resources 3.8.1 Learning/information resources 3.8.2 Instruction of library use 3.8.3 Qualified

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SUPPORTING ASSESSMENT

THROUGH STRATEGIC PLANNING

ASSESSMENT

STRATEGIC PLANNING

Presentation Outcomes

• Explain different ways that strategic planning and assessment can be aligned

• Share tools that can be helpful in establishing such an alignment within a University system

• Provide participants with an opportunity to discuss how the framework and tools could be utilized to benefit your institution

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Assessment APP

• Aggregates

• Analyzes

• Applies

An Approach to Information…

• Promoting success by means of enriched decision making.

• Providing stakeholder accountability.

Purposeful & Planned

Components of Assessment~From Grand to Granular~

Purpose/Mission Statement

Goals

Outcomes

Measures

Expected Outcomes/Target

Findings

Action Plans

Improvements

Strategic Plan

Iterative

Assessment

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Purpose of Strategic Plan At the Institution-wide Level

• 1. Provides long-range vision• 2. Provides a university-wide shared direction• 3. Organizes attention and energy• 4. Identifies quantifiable measures of success• 5. Prioritizes long term allocation of resources• 6. Builds commitment to action

Strategic Planning Supports Assessment in Two Major Ways

Provides institution-wide structure

Helps Determine the need to adjust and/or realign on-going projects

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Surviving vs Thriving

Survive

verb\sər‐ˈvīv\

● to continue to live

● to continue to exist

● to remain alive after the death of (someone)

Thrive

Intransitive verb\ˈthrīv\

● to grow

●to develop successfully

● to flourish or succeed

What comes to mind when you see these words:

Survive & ThriveHow do they differ?

Historical Approaches

1. Consultant Driven

2. Committee Driven

3. Dean Driven

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Writing Your New Strategic Plan

Step 1 • Review your Institutional Mission

Step 2• Create a Vision

Step 3• Internal and External Scans-SWOT Analysis:

• Strengths ● Opportunities• Weaknesses ● Threats—Internal and External

Step 4 • Develop Goals

The objectives or outcomes/targets you develop should be S.M.A.R.T.

Specific

Measurable

Attainable

Relevant

Time-based

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Choose Which One Is The Better Target

• We want to graduate more students• We will increase graduation rate by 5%

• We want to identify ways to reduce employee turnover

• We will keep employees longer

Aligning Strategic Planning and Assessment Processes

Strategic Plan:• Ensures assessment will be institution-wide• Focuses data collection at different levels• Motivates those tasked with assessment• Provides opportunity to review longitudinal

assessment• Assists with carrying out the assessment loop• Creates a culture of improvement

We need to make sure we are driving our institutional assessment and it is not driving us.

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Don’t Reinvent the Wheel

• Resistance: Really? Do I have to do this???• Recognition: Use assessment formats that are

familiar for better stakeholder buy-in• Relevance: Avoid duplication of assessment

and SP Expected Outcomes/targets

SP is used to develop or launch specific projects that later become part of the annual assessment process.

Strategic Plan

Administrative Assessment

Academic Assessment

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Strategic plan is a “health check” for a department/level.

Strategic Planning

+Assessment

=Cycle of

Improvement

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Q & A

THANK YOU

S.W.O.T. ANALYSIS SUMMARY

InstitutionalEffectiveness:2013/13/06 Page1

After carrying out a thorough SWOT review for your area, place the results into this summary

template and submit it to your IE facilitator.

STRENGTHS:

1.

2.

3.

4.

Documentation of Major Sources (and include URL for any website sources):


WEAKNESSES:

1.

2.

3.

S.W.O.T. ANALYSIS SUMMARY

InstitutionalEffectiveness:2013/13/06 Page2

OPPORTUNITIES:

1.

2.

3.


THREATS:

1.

2.

3.


2014‐2017StrategicPlanWorksheet VP/Dean: Department/Area:

Date: Director/Chair:

Section I: Alignment of Department/Unit Purpose to LU Mission

Department/Unit Purpose

Statement of Mission and Purpose

Maintaining the vision of the founder, Dr. Jerry Falwell, Liberty University develops Christ‐centered

men and women with the values, knowledge, and skills essential to impact the world.

Through its residential and online programs, the University educates men and women who will make important contributions to their workplaces and

communities, follow their chosen vocations as callings to glorify God, and fulfill the Great Commission.

Liberty University will:

1. Emphasize excellence in teaching and learning.

2. Foster university‐level competencies in communication, critical thinking, information literacy, and mathematics in all undergraduate programs.

3. Ensure competency in scholarship, research, and professional communication in all graduate programs.

4. Promote the synthesis of academic knowledge and Christian worldview in order that there might be a maturing of spiritual, intellectual, social and

physical value‐driven behavior.

5. Enable students to engage in a major field of study in career‐focused disciplines built on a solid foundation in the liberal arts.

6. Promote an understanding of the Western tradition and the diverse elements of American cultural history, especially the importance of the individual

in maintaining democratic and free market processes.

7. Contribute to a knowledge and understanding of other cultures and of international events.

8. Encourage a commitment to the Christian life, one of personal integrity, sensitivity to the needs of others, social responsibility and active

communication of the Christian faith, and, as it is lived out, a life that leads people to Jesus Christ as the Lord of the universe and their own personal

Savior.

2014‐2017StrategicPlanWorksheet

Section II: Development of Department/Unit goals, objectives, expected outcomes/targets

Definitions:

THEME—University‐wide theme for the 2014‐2017 Strategic Plan as approved by Board of Trustees, March 2013.

GOAL—an intended achievement within a specific area

OBJECTIVE—intended impact—something that one’s efforts or actions are intended to attain or accomplish

EXPECTED OUTCOME/TARGET—actual personal or organizational impact: changes or benefits that follow as a result or consequence of some

activity or service. Can be short or long term.

Fill in the charts below with one or two department/unit goals, objectives, and expected outcomes for your respective area. Brief descriptions of SACS

Standards is listed at the end of this document.

TECHNOLOGICAL AND OPERATIONAL EFFICIENCY SACS

STANDARD GOAL OBJECTIVE EXPECTED

OUTCOME/TARGET YR 1 EXPECTED OUTCOME/TARGET YR 2

RESPONSIBLE DEPARTMENT(S)

2.11.2 2.12 3.3.1.2 3.2.2.3 3.3.1 3.3.2 3.4.3 3.4.5 3.4.9 3.4.12 3.11.1 3.11.2 3.11.3 3.13 3.13.2 4.3

ADVANCING ACADEMIC REPUTATION SACS




2.1 2.6


2.7.1 2.7.2 2.7.3 2.7.4 3.2.8 3.3.1.1 3.3.1.3 3.3.1.4 3.4.1 3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.8 3.4.9 3.4.10 3.4.11 3.5.1 3.5.2 3.5.3 3.6.1 3.6.2 3.6.3 3.6.4 3.7.4 3.8.1 3.8.2 3.8.3 3.10.4 3.13.1 32.13.4 3.14.1 4.2 4.4 4.8 4.9


STUDENT ACCESS AND SUCCESS SACS




2.10 3.2.11 3.3.1.3 3.9 3.9.1 3.9.2 3.9.3 4.1 4.5 4.6

FINANCIAL AND PHYSICAL APPRECIATION SACS




2.11 2.11.1 2.11.2 3.2.2.2 3.2.11 3.2.12 3.10 3.10.1 3.10.2 3.10.3 3.10.4 3.11 3.11.1 3.11.2 3.11.3 4.7 4.8.3


CAPITALIZING ON HUMAN POTENTIAL SACS




2.8 3.2.8 3.2.9 3.2.10 3.3.1.2 3.5.4 3.7 3.7.1 3.7.2 3.7.3 3.7.5

FOSTERING AN INTEGRATION OF CHRISTIAN WORLDVIEW SACS




2.4 3.1 3.1.1 3.2.2.1 3.3.1.4 3.3.1.5


BRIEF DESCRIPTION FOR SACS STANDARDS

SECTION 1: The Principle of Integrity

1.1 Integrity

SECTION 2: Core Requirements (16)

2.1 Degree‐granting Authority

2.2 Governing Board

2.3 Chief Executive Officer

2.4 Institutional Mission

2.5 Institutional Effectiveness

2.6 Continuous Operation

2.7 Degree Programs

2.7.1 Program Length

2.7.2 Program Content

2.7.3 General Education

2.7.4 Course work for Degrees

2.8 Faculty

2.9 Learning Resources and Services

2.10. Student Support Services Align with Mission

2.11 Resources

2.11.1 Financial Resources

2.11.2 Physical Resources

2.12 Quality Enhancement Plan

SECTION 3: Comprehensive Standards

3.1 Institutional Mission

3.1.1 Mission

3.2 Governance and Administration

3.2.1 CEO evaluation/selection

3.2.2 Governing board control

3.2.2.1 Institution’s mission

3.2.2.2 Fiscal stability

3.2.2.3 Institutional policy

3.2.3 Board conflict of interest

3.2.4 External influence

3.2.5 Board dismissal

3.2.6 Board/administration distinction

3.2.7 Organizational structure

3.2.8 Qualified administrative/academic officers

3.2.9 Personnel appointment

3.2.10 Administrative staff evaluations

3.2.11 Control of intercollegiate athletics

3.2.12 Fund‐raising activities

3.2.13 Institution‐related entities

3.2.14 Intellectual property rights

3.3 Institutional Effectiveness

3.3.1 Institutional Effectiveness

3.3.1.1 Educational programs, to include student learning outcomes

3.3.1.2 Administrative support services

3.3.1.3 Academic and student support services

3.3.1.4 Research within its mission, if appropriate

3.3.1.5 Community/public service within its mission, if appropriate

3.3.2 Quality Enhancement Plan

3.4 All Educational Programs

3.4.1 Academic program approval

3.4.2 Continuing education/service programs

3.4.3 Admissions policies

3.4.4 Acceptance of academic credit

3.4.5 Academic policies

3.4.6 Practices for awarding credit

3.4.7 Consortial relationships/Contractual agreements

3.4.8 Noncredit to credit

3.4.9 Academic support services

3.4.10 Responsibility for curriculum

3.4.11 Academic program coordination

3.4.12 Technology use

3.5 Undergraduate Educational Programs

3.5.1 General education competencies

3.5.2 Institutional credits for a degree

3.5.3 Undergraduate program requirements

3.5.4 Terminal degrees of faculty

3.6 Graduate and Post‐Baccalaureate Professional Programs

3.6.1 Post‐Baccalaureate program rigor

3.6.2 Graduate Curriculum

3.6.3 Institutional credits for a graduate degree

3.6.4 Post‐Baccalaureate program requirements

3.7 Faculty

3.7.1 Faculty competence

3.7.2 Faculty evaluation

3.7.3 Faculty development

3.7.4 Academic freedom

3.7.5 Faculty role in governance


3.8 Library and Other Learning Resources

3.8.1 Learning/information resources

3.8.2 Instruction of library use

3.8.3 Qualified staff

3.9 Student Affairs and Services

3.9.1 Student rights

3.9.2 Student records

3.9.3 Qualified staff

3.10 Financial Resources

3.10.1 Financial stability

3.10.2 Financial aid audits

3.10.3 Control of finances

3.10.4 Control of sponsored research/external funds

3.11 Physical Resources

3.11.1 Control of physical resources

3.11.2 Institutional environment

3.11.3 Physical facilities

3.12 Responsibility for compliance with Commission’s substantive change procedures/policy.

3.12.1 Substantive change

3.13 Policy Compliance (www.sacscoc.org)

3.13.1 Accrediting decisions of other agencies

3.13.2 Collaborative Academic Arrangements: Policy and Procedures

3.13.3 Complaint procedures against the commission or its accredited institutions

3.13.4 Reaffirmation of accreditation and subsequent reports

3.13.5 Separate accreditation for units of a member institution

3.14 Representation of status with the Commission

3.14.1 Publication of accreditation status

SECTION 4: Federal Requirements (11)

4.1 Student achievement

4.2 Program curriculum

4.3 Publication of policies

4.4 Program length

4.5 Student complaints

4.6 Recruitment materials

4.7 Title IV program responsibilities

4.8 Distance and correspondence education

4.8.1 Verifying student identification

4.8.2 Distance student privacy

4.8.3 Verification charges

4.9 Definition of credit hour

STRATEGICPLANLOGICMODELTEMPLATE(SPLMT) DisplayofGoal,Objective,ExpectedOutcome/Target,MethodofAssessment,&Finding

Institutional Effectiveness: DB 1

THEME—

GOAL—

OBJECTIVE— OBJECTIVE—

EXPECTED

OUTCOME/TARGET—

EXPECTED OUTCOME/TARGET—

METHOD OF ASSESSMENT METHOD OF ASSESSMENT

METHOD OF ASSESSMENT



OBJECTIVE—

METHOD OF ASSESSMENT

FINDING

FINDING

FINDING

FINDING

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Presented by:

Brandon [email protected]

Dawn [email protected]

Documents

SUPPORTING ASSESSMENT THROUGH STRATEGIC PLANNING · 3.8 Library and Other Learning Resources 3.8.1 Learning/information resources 3.8.2 Instruction of library use 3.8.3 Qualified