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Unit Level Strategic Planning: Action Plans & Indicators – Progress and Next Steps. May 6, 2009 Pat Hulsebosch, Executive Director - Office of Academic Quality and Planning. http://quality.gallaudet.edu. Action Plans & Indicators – Progress and Next Steps. Strategic Planning Background - PowerPoint PPT Presentation
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Unit Level Strategic Planning: Action Plans & Indicators –
Progress and Next Steps
May 6, 2009Pat Hulsebosch, Executive Director -
Office of Academic Quality and Planning
http://quality.gallaudet.edu
Strategic Planning Background Assessment of Institutional Effectiveness
◦Examples from GU Indicators Unit Level Planning and Assessment
◦Examples from other universities Cross Unit Share and Tell Next Steps
Action Plans & Indicators – Progress and Next Steps
Gallaudet had a history of creating strategic plan documents, with limited implementation focus
The current process was initiated by the Academic Quality and Planning Committee of AQP early in 2008: GU Strategic Plan: 2007-2011
The goal in 2008-2009 was to pilot a process of planning and tracking progress of GU SP 2007-2011 at the institutional and unit levels
Meanwhile, the Goals of 2007-2011 are being sharpened in Vision 2015
Strategic Planning Background
MSCHE: Standard 7 The institution has developed and implemented an
assessment process that evaluates its overall effectiveness in achieving its mission and goals and its compliance with accreditation standards.
Monitoring Report (March 1, 2010) must document: …Ongoing implementation of a comprehensive,
organized, and sustained process for the assessment of institutional effectiveness (Standard 7)
Middle States Commission on Higher Education
Sharpened Strategic Planning: Comparison
Strategic Plan 2007-2011Strategic Plan: 2010-2015 (Proposed)
1) ASL/English Bilingual Environment
2) Rigorous programs for enrollment, retention, and graduation
3) Climate of respect for diversity
4) Research, development and outreach
5) Efficient and effective use of resources
1. Grow GU’s enrollment2. Improve 6-yr graduation rate3. Identify a core set of
programs
4. Research, development and outreach
5. Sustainable resource base
Cross-cutting Influences: Deaf-Gain/Bilingual, Diversity, Partnerships, International, Virtual
Gallaudet’s MISSION
Institutional Effectiveness includes…
Program Effectiveness:how well the unit/program is achieving its goals of supporting the institutional priorities.
• Student Learning:what students are able to do as a result of completing your program or as a result of using your services
It’s a subcomponent of overall program effectiveness assessment
Institutional Effectiveness Indicators
•GU Campus Climate Survey•Diversity Intergroup Dialogues Assessment
National Survey Student EngagementGU ASL and Writing Rubrics
1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.
1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.
2.1 Enroll, retain, and graduate a diverse and talented student population.
2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.
2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC
3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.
Strategic Plan 2007-2011- Focus Objectives
The 2009 replicates the GUCC Survey piloted and administered in 2007 and 2008.
The GU CC Survey consists of 40 items, each describing a climate characteristic. The GUCC Survey items were on the 2003 consultant report, and can be grouped into six subscales. The survey also includes three open-ended questions.
The 2009 GU CC Survey response rate was 27%, which is a 43% decrease from 2008. Highest response was from faculty and professional staff (50-60% of total). Though this year’s response rate was lower, it was not unusual for surveys.
GU Institutional Strategic Plan Indicator: Campus Climate Survey (GUCCS) 2009
GU CCS Institutional Data: Campus Climate Survey
1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.
Q14 – There is access to meetings and events for all of the diverse language users at Gallaudet 64%= Agree or Strongly Agree
Q22 - There are appropriate and adequate means of evaluating ASL proficiency within my unit 41% = Disagree or Strongly Disagree
Q19 - There are appropriate and adequate means of evaluating English proficiency within my unit 38% = Disagree or Strongly Disagree
NOTE: Responses were grouped by Positive (Agree/Strongly Agree), Negative (Disagree/Strongly Disagree), and Neutral. Response % shown indicates one of these three groupings.
Other Indicators: National Survey of Student Engagement (NSSE), GU Writing Rubric score summaries, GU ASL Rubric score summaries
GU CCS Institutional Data: Campus Climate Survey
1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet
Q 4 - The concept of bilingualism is clearly articulated at Gallaudet 42% = Disagree or Strongly Disagree
GU CCS Institutional Data: Campus Climate Survey
2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.
Q5 – Students are taught and encouraged to observe standards of academic integrity: 53%= Agree or Strongly Agree
Q10 – Faculty model appropriate standards of academic integrityo 51%= Agree or Strongly Agree
Q37 – Individual faculty set clear standards for academic performance, and challenge students to meet themo 51%= Agree or Strongly Agree
Q15 – Students are held to consistent but reasonable standards of academic performanceo 44%= Agree or Strongly Agree
Q27 – Academic depts are working together to establish consistent standards for academic performanceo 42%= Agree or Strongly Agree
Other Indicators: National Survey of Student Engagement (NSSE), Internship #’s and Location, Student-Faculty Research Outcomes
GU CCS Institutional Data: Campus Climate Survey 3.3 Construct institutional systems designed to promote the free exchange of
information, ideas, and perspectives. Q21 – Mutual respect is encouraged and practiced among my peers (students, staff,
faculty, administration) --60%= Agree or Strongly Agree Q 24- Mutual respect is encouraged and practiced between and among groups
o 47%= Agree or Strongly Agree Q2 – The university actively demonstrates multiculturalism and social
justice..throughout the university communityo 46%= Agree or Strongly Agree
Q31- Decision making at all levels is inclusive and transparento 59% = Disagree or Strongly Disagree
Q33- Transparent and informed communication is practiced throughout the university communityo 49% = Disagree or Strongly Disagree
Q30- Information flows upward and is recognized at higher levels of the administrationo 45% = Disagree or Strongly Disagree
Q16- There is a sense of security and freedom to express diverse perspectiveso 43% = Disagree or Strongly Disagree Other Indicators: National Survey of
Student Engagement (NSSE), Intergroup Dialogue Surveys
GU CCS Institutional Data: Intergroup Dialogue Outcomes
3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives. Learning Outcomes: Campus-Wide Dialogue on Sexual Orientation (Spring) N=58
As a result of the dialogue group I learned more about oppression and privilege.
As a result of the dialogue group I positively changed my opinion of others.
As a result of the dialogue group I strengthened my pride in who I am. i.e., accepting my life experiences, family, background, race, ethnicity, gender, social economic status, religion, sexual orientation.
As a result of the dialogue group I learned to communicate and express myself better.
0 10 20 30 40 50
5
9
3
8
4
5
4
5
49
42
50
44
Strongly Agree + Agree
Disagree
Not sure
3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives. Learning Outcomes: Intergroup Dialogues (Spring) N=36
As a result of the dialogue group I learned more about oppression and privilege.
As a result of the dialogue group I positively changed my opinion of others.
As a result of the dialogue group I strenghtened my pride in who I am. i.e., accepting my life experiences, family, background, race, ethnicity, gender, social economic status, religion, sexual orientation.
As a result of the dialogue group I learned to communicate and express myself better.
0 10 20 30 40
1
1
4
3
0
1
1
1
35
34
31
19
Strongly Agree + Agree
Disagree
Not sure
17
Institutional to Unit Level Assessment of Effectiveness
Campus’Strategic
Goals
Academic RigorIn support of Recruitment, Retention, and Graduation
ASL- English Bilingualism
Research, Creative Activity and Outreach
A Climate of Respect for Diverse of Perspectives
Efficient Use of Resources
• Goal 1College/ Unit Action Plans
• Goal 2 • Goal 3 • Goal 4 • Goal 5
College/ Unit Metrics
College/ Unit specific metrics aligned to priorities(progress and impact indicators)
Relevant core/ shared metrics(e.g., graduation rates, diversity indicators, etc.)
Examples: University of Eastern Kentucky &University of Illinois at Chicago
UIC: International Programs and Studies
Goals• Facilitate Internationalization of campus
units’ research, teaching, and engagement missions
• Double Study Abroad participation rate while enhancing quality of Experiences
• Increase number of Title VI NRCs and expand and diversify funding
• Develop Strategic International Partnerships which complement Illinois’ strengths
• Continue to recruit the strongest international students and access new regions
Key Success Factors• International programming must be integral
to all campus units’ strategic plans• Study Abroad participation rate doubles,
quality of experiences and faculty participation increase
• Title VI Centers expand programs, promote campus-wide interdisciplinary initiatives, fill gaps in critical subjects and languages
• Establish deep and wide partnerships with true international peers
Key Initiatives• Establish working groups within
International Advisory Council (IAC) on Study Abroad (2), Strategic International Partnerships, International Advancement, International Students & Scholars
• IAC will share best practices on internationalization initiatives and APIA will work with Deans and Directors on implementation
• Systematic prioritization of Title VI NRCs’ critical faculty needs and establishment of fully-fledged NRC for South Asia and Masters in European Union Studies
• Develop and implement more research and curriculum-based Study Abroad programs and increase coordination between campus units’ and central office
• Recruitment of Associate Director of International Programs and Studies, International Advancement Officer, and Director of Study Abroad
• Focus group on International Student recruitment led by ISSS and closer collaboration among Enrollment Management, APIA and Graduate College
• Launching of Tsinghua-Illinois 3+2 program and continued support for Illinois-CNRS, Illinois-Singapore, Illinois-Jordan, and Illinois-India initiatives
Key Accomplishments
Illinois leads in International Education• Only school ranked in the top ten
across the three key metrics of Internationalization
International Students – ranked 6th
Study Abroad – ranked 8th
• Averaged 13% growth since 2002
Title VI NRCs & CIBERS – ranked 2nd
• $13.6 Million funding current cycle
Created International Advisory Council (IAC)
• Representative from key campus units• Will assist APIA in developing
international policy
Secured funding for International Advancement Officer
• Campus-wide post will lead international development efforts
INTERNATIONAL STUDENTS 2005-06
Rank Institution Int'l
Students
1 University of Southern California 6,881
2 Columbia University 5,575
3 Purdue University, Main Campus 5,540
4 New York University 5,502
5 University of Texas at Austin 5,395
6 University of Illinois at Urbana-Champaign 4,904
7 University of Michigan - Ann Arbor 4,649
8 Boston University 4,542
9 The Ohio State University, Main Campus 4,476
10SUNY - University at Buffalo 4,072
STUDY ABROAD 2004-05
Rank Institution Students
1 New York University 2,611
2 Michigan State University 2,385
3 University of Texas at Austin 2,169
4 Penn State University - University Park 2,084
5 University of Minnesota -Twin Cities 1,836
6 University of Florida 1,805
7 University of Pennsylvania 1,744
8 University of Illinois at Urbana-Champaign 1,739
9 University of Georgia 1,731
10 University of Virginia, Main Campus 1,684
TITLE VI NRCs & CIBERs
Rank Institution NRCs CIBER Total
*denotes one or more NRCs shared with other institution(s)
1 University of Washington* 8 1 9
1 University of Wisconsin* 8 1 9
2 University of Illinois* 7 1 8
2 University of California, Berkeley* 8 8
2 Columbia University* 7 1 8
2 Indiana University* 7 1 8
3 University of Michigan 6 1 7
3 University of North Carolina* 6 1 7
4 Duke University* 5 1 6
4 University of California, Los Angeles* 5 1 6
4 University of Chicago 6 6
18
UIC: College of Business
Goals• Attract talented and diverse faculty,
students and staff• Provide an excellent educational
experience for students• Contribute to knowledge creation and
economic development• Engage external audiences• Improve physical and technological
infrastructure
Key Success Factors• Reduce student/faculty ratio• Attract and retain top students and faculty• Increase access for non-business students• Develop a broader engagement with external
constituencies including recruiters
Key Initiatives
• Create new faculty positions over time period 2007-2009• Establish 15 new faculty lines • Appoint five new endowed positions
• Launch new research initiatives• Center for Public Policy and Business • Illinois BIO-BEL project
• Increase participation in the Global Immersion Program• Grow participation from 400 to 500
per year• Provide financial resources through
gifts
• Launch new programmatic initiatives• Introduce redesigned James Scholar
Program• Implement new core curriculum• Launch BUS 101• Initiate a campus-wide minor in
entrepreneurship
• Improve student support• Continuous improvement of career
services and academic counseling• Implement a Formal Tutorial Program
for freshmen• Implement a Math Camp for incoming
freshman• Enhance scholarship support for
graduate students
• Enlarge external engagement• Expand lifetime email project• Expand corporate partners program• Increase number of students in
Chicago programs
Key Accomplishments
Students and Faculty• Eight new faculty positions created in last
two years
• Improved quality and diversity of entering freshman
• Achieved high retention and graduation rates
Knowledge Creation• Started Center for Professional
Responsibility• Established Academy for Entrepreneurial
Leadership
Infrastructure• Business Instructional Facility to open in
summer 2008
Generate Financial ResourcesFund raising goal of $75 million reached• Raised $31 million for new facility• Doubled endowment in 5 years• Funded annual scholarships and
fellowships of $1.8 million
2004 2005 2006 2007
Applications 2,139 2,391 2,808 3,138Admitted 1,248 1,306 1,196 1,191Enrolled 556 740 598 tbdSelectivity 58.3 54.6 42.6 37.9Yield 44.7 56.8 50.1 tbd
HSPR 88.9 89.8 92.6 tbd% Underrepresented
13.8 15.4 18.1 tbd
Retention and Graduation Rates
83.8%
57.4%
79.6%93.9%
Freshman Retention within college Graduation rate from same college
Business
Campus
7
List Criteria for Success/Key Performance Indicators Action Steps Results
Center of Continuing Education and Academic OutreachGoal 1: “The University shall conduct sustained recruitment operations in a five-state area and internationally to meet the enrollment goals established by the Council on Postsecondary Education and the Board of Regents.”
Fall 05 and Spring 06 Enrollment Reports for Extended Campus and Distance Learning
CEAO will maintain a minimum of five percent enrollment growth in regional campus and distance learning programs each year
Total enrollment at regional campuses and distance learning increased by 5.3% during the 05-06 academic year. Total enrollment from 05-06 was 9438 up from 9438 course enrollments.
Science, Engineering and TechnologyGoal 2: “Quality teaching and learning shall be the pre-eminent activities at the institution.”Maintain and support by budgeting for a full-time director and student support staff.
At least 4000 student visits to the SRC in AY 2005 – 06.
Approximately 4500 students visited the SRC in AY 2005 – 06.
Monitor University retention data on an annual basis.
At least 50% of new freshmen with a major in CSET return to CSET in the following fall.
56.8% of freshmen entering CSET fall 04 returned fall 05.
University of Eastern Kentucky
PRELIMINARY Unit Level Indicator Data: Strategic Plan 2007-2011 Focus Objectives
1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.
1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.
2.1 Enroll, retain, and graduate a diverse and talented student population.
2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.
2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC
3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.
Strategic Plan 2007-2011- Focus Objectives
For each of the Strategic Plan 2007-2011 Focus Objectives (ONE HOUR) :1. Describe key initiatives your Unit took this year (ACTIONS)2. Describe what you know about the impact of those ACTIONS through your
INDICATORS *3. Describe what your NEXT STEPS are– For Example:
Goal is achieved. No immediate change in course of action is needed. Continued actions should sustain momentum (what action?).
Goal is partially achieved. Actions are noted but results are not at the rate/level desired. Strategies and approaches should be reviewed and adjustments made to improve (What approaches?).
Goal is not achieved. Immediate actions should be taken to improve in this area. Action steps will be developed and this area will be given priority attention (What steps?).
Insufficient information for evaluating this goal was available. Additional information will be gathered in the remainder of 2009.
4. At 11:00: Each table shares 2-3 highlights from their discussion5. Complete an evaluation for today
Criteria For Success: Criteria for Success (Key Performance Indicator) How will you know when you have achieved your goal? What types of data, information, facts, measurements, and/or numerical indicators will you use as evidence of goal acquisition?
Cross Unit Share and Tell
…Ongoing implementation of a comprehensive, organized, and sustained process for the assessment of institutional effectiveness (Standard 7)
June 15 -- Summary of Unit Level Actions, Indicators, Progress, Next Steps (see next page)
Fall, 2009 – ◦ Year long calendar for ongoing implement of SP:
Institutional and Unit◦ Sharpened SP Goals and Objectives: 2010-2015
Mid-Semester- Fall -Unit Level Planning and Indicators WEAVE Online- Technological System for Managing Planning
See OAQ – Assessment Website for examples of WEAVE use December Study Day – Cross- Unit Share and Tell
Next Steps
1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.
Action StepsIndicators:
Criteria for Success/Key Indicators
Results
1. Inclusive Bilingual Environment
1.1: Raise levels of fluency and literacy in English and ASL that will permit direct communication in academic settings.