Assessing the Small Grants Office: Implementing Outcomes

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Assessing the Small Grants Office Implementing
Outcomes

• Frances Jeffries
• NCURA Region I Conference - 2008

with special thanks to Beth Olsen
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A Case Study

• Public, liberal arts, primarily undergrad.
• 225 faculty members
• Staff Director, ¾ clerical, accountant.
• Poised for transformation
• State allocation cut
• New president
• Board mandate to do more
• Theoretical framework

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Your turn

• New to grants?
• PUI/RU?
• Pre-award or post-award?
• Involved in an assessment?
• Learning expectations from this session?

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Goals of an Office Assessment

• Enhance capacity of the office
• Increase services offered
• Provides information about the work we do
• Alters policies, practices and/or structures
• Improves outcomes

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Guiding Questions

• With the goals of the review in mind
• Who are the stakeholders?
• What questions should be asked?
• What tools to use for a variety of data?
• How might an evaluator be involved?
• What information to include in self-study?

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Models for Review

• Self-study of academic unit
• Research project
• Research questions
• Hypothesis outcomes
• Community-based Research
• Collaborative
• Systematic rigorous
• Multidimensional

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The Process - An overview

• Draft summary of plan for admin.
• Request outside consultant.
• Table of Contents developed for self-study
• Data gathering source materials
• National data
• Similar institutions
• Stakeholders within College faculty, deans,

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Review Strategies

• Survey faculty, academic deans, SROs in NJ
• Source documents for facts history
• Prepare self-study document
• Consultant visit prepare w/ questions
• Time involved 6-8 months

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Self Study Contents

• Background/History of office
• Goals of self-study
• Section on infrastructure
• Resources
• Budget
• Products and Services
• Responsibilities

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Self-Study (continued)

• Internal Programs
• External Awards
• Funders
• Trends
• Comparisons with other PUIs
• Recommendations
• College policies
• Growth with limited resources

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Data Gathering

• Surveys developed
• Faculty, administrators, PUIs
• Policies from other PUIs
• Trends within College
• Growth in faculty s
• Grant-seeking activity

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Consultants Role

• How to know if expectations can be met

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Time

• Customer
• What schedule is expected?

• Consultant Do I have the time?

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Communication

• Customer Does the consultant hear us?

• Consultant Can I read the customer easily?

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Credibility

• Customer Is the consultant credible at my
  institution?

• Consultant Are my experiences and skills a good
  match with the institution?

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Information

• Customer Does the institution have the
  necessary data available?

• Consultant Is the appropriate information
  available?

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Expectations

• Customer Have we prepared a clear statement of
  expectations, including budget?

• Consultant Are all of the expectations clearly
  defined?

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Report

• Customer Who reviews the report? In what
  order?

• Consultant Who receives the report? In what
  order?

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Whats next?

• Customer How does the institution act on the
  results in the report?

• Consultant What, if any, is the continuing
  role?

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Outcomes

• Recognition of needs
• Increased staff
• Task Force on changing internal award programs
• Promotion
• More activity from new PIs
• Perception of grant-seeking improved

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Value

• Gives attention to needs.
• Opportunity for changes.
• Marketing services.
• Data gathered can be useful again.

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Next Steps

• Assessment ? Recommendations ? Action
• Dont let go.
• Involve others in realizing Action Plan.
• Take some risks. Dont over-plan.
• Let achievements be known.
• Check back to stay on course.

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Lessons Learned

• Community-based research methods.
• Broad and inclusive - give voice to stakeholders.
• Stay focused on process, not staff.
• Check data carefully.
• Solicit compatible outside consultant.
• Give process time and attention.

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Q A

• What has happened on your campus?

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Some Recommendations

• Be wary of benchmarks.
• Not all details are equally important simplify
  process, lists focused and short.
• Include more than bottom lines.
• Decide how you define success. Emphasize the
  changes and benefits gained.

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For additional information

• Beth Olsen Stockton College of NJ
• Beth.Olsen_at_stockton.edu
• Frances Jeffries Wheaton College
• jeffries_frances_at_wheatoncollege.edu