GEORGIA HIGHLANDS COLLEGE

1
GEORGIA HIGHLANDS COLLEGE

• Using Annual Planning
• (Operational Planning)
• In
• Administrative and Educational Support Unit
  Review
• To
• Support Accomplishment
• of
• Institutional Effectiveness
• At
• Georgia Highlands College
• Presented by Office of Institutional
  Effectiveness, Planning and Research

2
GHCs Internal IE Plan

• The Strategic Plan, and/or
• Long Range Planning
• The Tactical Plan
• Each years cycle of planning and evaluation
• (The Operational Plan)

3
Understanding the Two Primary Components

• The Strategic Plan
• College Mission
• College Goals
• College Values
• College Vision
• Unit Purpose Statements
• The Operational Plan
• Unit Goals
• Unit Objectives
• Unit Assessment Measures/Assessment Results
• Unit Action Plans

4
Internal GHC Operational IE

• GHCs Operational Plan
• A planning process and assessment process through
  which college goals are translated into unit
  actions and unit actions are assessed for
  effectiveness.
• The strategic plan drives the operational plan

5
GHC IE CYCLE

• Develop Unit Mission
• Develop Unit Goals
• Develop Unit Objectives
• Assessment Unit Measures
• Assessment Unit Results
• Assess College Effectiveness of Plan
• Make Appropriate Changes to Plan
• Implement Plan

6
Definitions

• Institutional Effectiveness (IE)
• Planning
• Assessment
• Institutional Research (IR)
• Policy Analysis
• Management Research
• Strategic, Long Range, and Tactical Planning
• Annual Planning (Operational Plan)
• Administrative and Educational Support (AES) Unit
• Program/Service Review
• SACS
• Mandates
• X

7
Visual of an IE Plan
8
Visual
9
IE SACS

• At the heart of SACS philosophy is the concept
  of institutional effectiveness (IE)
• IE involves a process of planning and budgeting,
  assessment, evaluation, and use of results
• SACS requires that in addition to providing
  evidence of planning and evaluation in its
  educational program, the institution must
  demonstrate planning and evaluation in its
  administrative and educational support services

10
IE SACS

• An accredited institution is characterized by
• Linkage of outcomes assessment to the
  institutions ongoing planning and resource
  allocation process and to strategic efforts to
  improve institutional quality.

11
SACS

• Core Requirement 2.5
• The institution engages in ongoing, integrated,
  and institution-wide research-based planning and
  evaluation processes that incorporate a
  systematic review of program and services that
  (a) results in continuing improvement, and (b)
  demonstrates that the institution is effectively
  accomplishing its mission
• Comprehensive Standard 3.3.1
• The institution identifies expected outcomes for
  its educational programs and its administrative
  and educational support services assesses
  whether it achieves these outcomes and provides
  evidence of improvement based on analysis of
  those results.

12
Purpose of Workshop

• The purpose of this training workshop is

13
Training Workshop Topics

• Includes
• What is assessment?
• Why is assessment important to GHC?
• Why assessment in Administrative and Educational
  Support (AES) Units?
• Steps in developing an assessment plan for your
  unit
• How to construct and use the language of
  planning, assessment and evaluation in GHC annual
  planning

14
What is assessment?

• ASSESS (V) TO EXAMINE CAREFULLY
• Assessment is the systematic collection, review
  and use of information about educational programs
  undertaken for the purpose of improving student
  learning and development. ( Marchese 1987)

15
The Importance of Assessment to GHC

• To improve the effects of teaching on student
  learning and development
• To examine and enhance institutional
  effectiveness
• To advance the reputation and image of GHC
  through the quality of its programs and services
• To attract and retain qualified students
• To maintain and strengthen its standing among its
  competitors
• To satisfy the requirements of accrediting
  agencies

16
Why Assessment in Administrative and Education
Support Units?

• To know if we are offering the right services and
  how well we are providing them
• Other Reasons Often Cited
• Effective linking of AES services to academic
  programs
• Accreditation requirements
• Continuous quality improvement
• Institutional effectiveness

17
Planning and Evaluation in Administrative and
Educational Support Units

• Administrative
• Provide services which maintain the institution
• Are essential to its operations
• No direct impact on instructional programs
• Educational Support
• May not be primarily instructional or academic
• Contributes directly to student learning or
  instruction

18
Underlying Assumptions for Assessment in AES Units

• The primary aim of assessment is the continuous
  improvement of campus operations, especially as
  they support and promote the Colleges teaching
  and learning environment
• Assessment is to be embedded as part of the
  normal order of business
• Assessment will be a cyclic process and an
  ongoing unit or programmatic activity.

19
The Major Steps for Developing an Assessment
Process

• Establish a linkage to the Colleges Mission and
  Goals
• Prepare the Unit Mission Statement
• Formulate Unit Goals
• Formulate Measurable Unit Objectives
• Identify Unit Activities and Strategies to
  Achieve Objectives
• Identify Unit Means of Assessment and Criteria
  for Success
• Conduct Unit Assessment Activities
• Document Unit use of Results for Service
  Improvements

20
The GHC Mission Statement
21
GHC Mission Statement Core Values

• Giving highest priority to teaching and learning
• Placing the liberal arts and sciences at the
  center of undergraduate education
• Stressing critical thinking, communication, and
  technological competence as essential skills
• Fostering intellectual growth, ethical maturity,
  and civic responsibility
• Balancing theory with practical applications
• Responding to the individual needs of an
  increasingly diverse society and global economy
• Preparing students for an increasingly diverse
  society and global economy
• Emphasizing service as an integral part of
  teaching and life-long learning

22
GHC Mission Statement Commitments

• Access and opportunity for qualified students of
  diverse backgrounds
• Maintaining collegiality and the free exchange of
  ideas
• Engaging students actively in the learning
  process
• Involving students and faculty in decision-making
• Managing the College responsively, effectively,
  and with financial responsibility
• Providing an excellent, affordable public
  education
• Continuing experimentation in the use of new
  technologies to support more effective teaching
  and extend educational opportunities

23
Workshop Topics

• What Is Assessment?
• Definitionsdefinitionsdefinitions
• Why do assessment?
• Who wants it?
• Who needs to do it?
• Where do we use the term assessment in higher
  education?
• Assess student learning
• Assess student development
• Classroom assessment
• Assess the quality of programs
• Assess the quality of administrative and
  educational support services
• Assess college performance

24
Meanings of Assessment

• Dictionary definition assessment is the act of
  assessing appraisal evaluation (Webster)
• To assess is to estimate or judge the value,
  character of, etc. evaluate
• To appraise is to estimate the nature, quality,
  importance
• To evaluate is to judge or determine the
  significance, worth, or quality of
• BUT, dictionary definition has too many
  interpretations for program assessment

25
Levels of Assessment

• Classroom assessment
• Assessment of individual students performance at
  the course level by an instructors
• Course assessment
• Assessment of how well a course is meeting
  student learning outcomes
• Program assessment
• Assessment of how well an academic program is
  meeting student learning outcomes
• Assessment of how well an educational support
  program is meeting its objectives
• Institutional assessment
• Assessment of campus-wide issues Services,
  Programs, or Operations

26
Purpose of Assessment-Improvement-

• Strategic visionwhere we want to be
• Assumption destination is better than current
  place
• IMPROVEMENT is required
• Types of improvement
• Continuousincremental
• Discontinuousbreakthrough advance

27
Linkages

• Share data and information
• Inform budget process

28
Differences

• Different cycles
• Additional data elements
• Different purposes
• Continuous improvement
• Evaluation
• Planning

29
Program Assessment for Continuous Quality
Improvement

• Is a formative evaluation process designed to
  support program improvement
• It is continuous
• It is focused on improvement
• Student learning
• Student development
• It improves institution, operations, and its
  people

30
Four Major Overlapping Pieces of the IE Plan

• General Education Assessment
• Program/Unit Review
• Annual Goal Setting Cycle
• College Assessment Process

31
(No Transcript)
32
Six (Major) Step Assessment Model

• Mission 2-3 sentences that articulate office
  name, primary purpose, primary activities, and
  audience/clients served
• Goals top 3-5 planning-type statements
• Program Objectives and Learning Outcomes 3-5
  specific (i.e. measurable) statements
• Measures Direct measures that can verify
  learning outcomes, attitudinal change or behavior
  modification. Indirect measures typically
  reflect student satisfaction and/or self-reported
  understandings
• Collection of Data Research instruments (e.g.,
  pre-post tests, surveys, focus groups,
  interviews, performances) designed to gather
  qualitative quantitative information
• Closing the Circle Resultant data should be
  used when considering program improvement
  modifications, etc.

33
Six (Major) Step Assessment Model

• Step 1 Mission
• Mission statement should be an expanded statement
  of either institutional or divisional purpose.
• Includes Official Name, Primary Purpose, Primary
  Activities, and Target Audience

34
Six (Major) Step Assessment Model

• Characteristics of Unit Mission Statement
• Describes the purpose of the unit, services and
  clients
• Is brief in length
• Provides linkage to and support of college
  mission and goals
• Is understood and accepted by employees within
  the unit

35
Six (Major) Step Assessment Model

• Examples of AES Mission/Purpose Statements
• Student Services
• The purpose of Student Services is to support
  student success through quality activities and
  services designed to enhance academic, personal,
  and career development. These activities and
  services support student-learning efforts and
  assist them in developing skills necessary for
  successful completion of their educational goals.
• Admissions The Admissions Office assists
  students in developing an appropriate education
  plan through academic advising, career
  exploration, guidance, and selection of courses.
  It also provides accurate and timely information
  about institutional policies, procedures,
  resources and programs. Emphasis is placed on
  assisting students in formative and summative
  evaluation of progress toward their established
  goals and educational plans.
• Academic Advising Center
• The Academic Advising Center staff works
  collaboratively with students to engage in an
  ongoing developmental process that will help them
  to clarify and implement individual educational
  plans which are consistent with their skills,
  interests, and values. In addition, students
  will gain an understanding of the colleges
  academic requirements as well as its policies and
  procedures. As a result, students will be better
  prepared to take responsibility for their
  education and persist towards a timely graduation.

36
Six (Major) Step Assessment Model

• Statement of Mission/Purpose Example
• For a Controllers Office
• Support the institutions mission by providing
  timely, accurate fiscal operations for both staff
  and students. Protect the financial integrity of
  the institution, safeguard assets, and insure
  compliance with regulatory authorities while
  supporting the needs of staff and students
  relating to procurement of supplies and services,
  payroll, and student accounts.
• For an Office of OIEPR
• X
• X
• x

37
Six (Major) Step Assessment Model

• Step 2 Goals
• Effective performance management is characterized
  by setting specific, attainable and measurable
  goals.
• Goals are
• Broad statements that describe the overarching
  long-range intended outcomes of an administrative
  unit.
• Usually not measurable and need to be further
  developed as separate distinguishable outcomes
• Primarily used for general planning and are
  used as the starting point to the development and
  refinement of outcomes.
• (From the Administrative Assessment Handbook
  college of Central Florida)

38
Six (Major) Step Assessment Model

• 7 RULES FOR DEVELOPING GOAL STATEMENTS
• Goals are set so that
• It is clear what needs to be done.
• It identifies whether its being done.
• Everyone knows when corrective action will take
  place.
• You eliminate the I didnt know defense for bad
  performance.
• You set the stage for good performance.

39
Six (Major) Step Assessment Model

• USING SAM RULE IN GOAL SETTING
• Goal setting is the planning stage of
  performance management to give direction and lay
  track toward excellent performance.
• When writing goals, remember the rule of SAM,
  which entails that goals are to be
• SPECIFIC
• ATTAINABLE
• MEASURABLE.

40
Six (Major) Step Assessment Model

• SPECIFIC
• Goals are to be written so that they can be
  clearly understood by the employee and the
  supervisor.
• In setting a goal, consider these questions
• Can a neutral third-party read the goal and
  clearly understand what is to be done, and by
  whom?
• Have generalized words like often, sometimes,
  occasionally, etc. been avoided in writing the
  goal statements?
• Does the goal statement reflect the language of
  the job (without being wordy)?
• Are numbers, percentages, weights, days, etc.
  used?

41
Six (Major) Step Assessment Model

• ATTAINABLE
• Goals are to be written so that they can be
  achieved by the unit and/or employee.
• A goal statement should not include the
  following
• Dependence on the actions of other employees,
  work units, or outside parties.
• Approval of a project, budget, or anything else
  out of the control of the unit and/or employee.
• The decision-making of more than one supervisor.
• A constantly changing work environment. (i.e.
  procedure, regulations, work flow

42
Six (Major) Step Assessment Model

• MEASURABLE
• Goals are to be written so that they are
  quantified, easy-to-determine their
  accomplishment.
• The following quantity measures should be
  considered
• The goal allows the employee to periodically
  self-measure their progress.
• The goal is stated as a percentage, number, time,
  quantity, etc.
• Achievement of the goal can be answered in yes
  or no terms.
• A neutral third-party can measure the
  accomplishment after reading the goal statement.

43
Six (Major) Step Assessment Model

• 7 GUIDELINES TO ACCOMPLISH THE SAM PRINCIPLE IN
  GOAL STATEMENTS
• Making a goal statement SAM can be done by
  following these 7 guidelines.
• 1. Begin each goal statement with the word To,
• 2. Follow the word To with an action verb,
• 3. Identify what you want the employee to
  accomplish or the problem area to be corrected
  the what,
• 4. Identify how the goal will be measured,
• 5. Set a target date for completion of the goal
  the when,
• 6. Outline the consequences,
• 7. Be sure to specify the what and when, but
  dont specify the why or how.

44
Six (Major) Step Assessment Model

• AN EXAMPLE OF THE 7 GUIDELINES IN ACTION
• The Situation
• An employee has been counseled about tardiness.
  Arriving to work late is clearly a negative
  performance factor in the last review period. The
  supervisor would set the following work goal.
• Sample Goal In Application
• To arrive at the assigned worksite no later than
  800 a.m. each workday, not less than on 95 of
  scheduled workdays in the next evaluation period,
  to avoid disciplinary action

45
Six (Major) Step Assessment Model

• EXPLAINATION OF THE 7 GUIDELINES
• To arrive at the assigned worksite no later than
  800 a.m. each workday, not less than on 95 of
  scheduled workdays in the next evaluation period,
  to avoid disciplinary action.
• 1. Used beginning word! (to)
• 2. Used Action word! (Arrive)
• 3. Specified What! (8 a.m. each workday)
• 4. Established Measurement of the goal! (95)
• 5. Specified When! (By next evaluation period)
• 6. Specified Consequence of failing to meet the
  goal was specified! (Disciplinary Action)
• 7. Specified What (arriving on time) when!
  (by next evaluation period)
• Why and How are not specified!

46
Six (Major) Step Assessment Model

• REMEMBER TO USE THE SAM PRINCIPLE
• Remember that this goal is
• SPECIFIC It describes what is desired, how it
  is measured, and what the consequence of failure
  will be.
• ATTAINABLE It does not require effort from
  others, it does not depend upon a particular
  alignment of the planets, and it does not rest
  upon approval of a proposed budget.
• MEASURABLE The number of workdays in which the
  employee failed to be at an assigned work station
  by 800 a.m., divided by total workdays, will
  determine whether or not the goal was met.
• Therefore, This goal is SAM

47
Six (Major) Step Assessment Model

• Examples of Office Goals
• Institutional Effectiveness
• - To enhance learning outcomes and College
  programs, processes, and services through a
  systematic and continuous process of planning,
  budgeting, assessment, analysis, and improvement.
• Academic Advising Center
• To help students clarify and implement individual
  educational plans which are consistent with their
  skills, interests, and values.
• To help students gain an understanding of the
  colleges academic requirements as well as its
  policies and procedures
• To prepare students to take responsibility for
  their education and persist towards a timely
  graduation

48
Six (Major) Step Assessment Model

• Step 3 Objectives
• Objectives
• Are specific statements that describe desired
  outcomes derived from the goal statements of the
  unit
• May relate to the operations and processes of the
  unit
• May also relate to intended attitudes or
  behaviors that a student and/or target
  clients/audience having used the services
  provided by the unit should demonstrate.
• (Adapted from Administrative Assessment
  Handbook college of Central Florida)

49
Six (Major) Step Assessment Model

• Unit objectives are the most important results or
  outcomes that should occur as a result of the
  units activities.
• May include customer needs, key process
  effectiveness, professional development, and
  efficiency objectives.
• May be broken down into four areas
• What the critical work processes of the unit are
  and how they should function
• What the customer or end user will experience
• How human resources are to be improved and
• What efficiencies will result.

50
Six (Major) Step Assessment Model

• Administrative Objectives
• "Administrative Objectives" are measurable
  descriptions of what a unit hopes they or their
  clients will achieve through the delivery of
  services
• Many
• Units do not directly serve students or they want
  results within their units that are not truly
  outcomes.
• Units want to improve services or approach an old
  problem in a new way.
• Units want to become more efficient and
  effective.
• Units will set administrative objectives.

51
Six (Major) Step Assessment Model

• Objectives Outcomes
• Objectives set for the program (has nothing to do
  with students outcomes)
• Example
• to recruit one new faculty member
• to seek and gain accreditation
• to increase retention by 10
• to send each faculty member to at least one
  professional conference/development activity per
  year
• to gain funding for an innovative program through
  a grant proposal

52
Six (Major) Step Assessment Model

• In formulating AES Objectives
• Purpose of objectives
• support the Units mission statement
• provide the linkage to the means of
  
• assessment

53
Six (Major) Step Assessment Model

• Types of AES Objectives
• Process Oriented
• Deals with What Unit intends to accomplish
• Volume of unit activity
• Efficiency
• Compliance

54
Six (Major) Step Assessment Model

• Outcomes Oriented
• Deals with What Clients are able to do after
  receiving AES services
• Effectiveness

55
Six (Major) Step Assessment Model

• Attitudinal Oriented
• Deals with How Satisfied are Clients with AES
  services
• Satisfaction

56
Six (Major) Step Assessment Model

• Formulating Unit Administrative Objectives
• Administrative Objectives should be
• Linked to the Unit Mission Statement
• Realistic
• Limited in number
• Measurable

57
Six (Major) Step Assessment Model

• Short Listing of Administrative Objectives
• Administrative Objectives initially chosen should
  be
• Targeted on those areas that can be improved
  using currently available resources and personnel
• Related to the services the unit provides
• Relatively easy to assess within one cycle
• Directly under the control of the AES unit

58
Six (Major) Step Assessment Model

• Examples of Office Objectives
• Academic Advising Center Objectives
• Objective 1 New students will have knowledge of
  college General Education, academic requirements
  and resources through comprehensive freshman,
  transfer and parent orientation programs.
• Objective 2 All freshmen will participate in a
  three-phase comprehensive, proactive advising and
  major/career exploration program by spring 2008.
• Objective 3 Develop an assessment model by
  December 2007 for the Freshman Advising Program
  to measure the impact of developmental academic
  advising.
• Objective 4 There will be a 5 increase in the
  retention of students who have been reinstated as
  Undeclared majors. These students will receive
  comprehensive advising and will achieve good
  academic standing by the following semester after
  reinstatement.

59
Six (Major) Step Assessment Model

• Sample Student Services Unit Objectives
• Broaden community awareness of GHC opportunities
• Develop and implement retention strategies
• Support students efforts towards graduation and
  placement
• Strive for continuous improvement of processes
  within student services
• Improve the college experience for students

60
Six (Major) Step Assessment Model

• Operational Objectives Example
• For an Office of Information Technology
• Students, faculty and staff members will be able
  to use the most technologically advanced voice
  and data communications at the lowest cost
  possible.
• Clients will experience prompt and efficient
  response to problems and service issues.
• Client feedback will be used to continuously
  improve information technology service
  operations.

61
Six (Major) Step Assessment Model

• Outcomes
• "Outcomes" are benefits for people changes in
  knowledge, values, position, skills, behavior or
  status.
• More simply stated, outcomes are typically what
  service providers hope recipients achieve once
  they complete a program or receive services.
  This is not the what but the why of
  education.
• Student learning outcomes are outcomes related to
  the learning that takes place in the classroom
  For example, what are the benefits to a student
  who receives an associate degree in Nursing or
  completes a math class?
• Outcome objectives are just objectives that
  relate to the identified outcomes.

62
Six (Major) Step Assessment Model

• Program Outcome Model

63
Six (Major) Step Assessment ModelProgram Outcome
Model (2)
64
Six (Major) Step Assessment Model

• AES Contribution to Student Learning Outcome
• The review of instructional units
• - Administrative/student services units helped
  create an environment conducive to learning at
  the college and supported the learning process
• - AES Units undergoes review process to ensure
  congruence of Units with Instructional mission

65
Six (Major) Step Assessment Model

• Step 4 Measures
• Identifying the Means of Assessment
• When will assessment activities take place?
• Where will we find information that will reflect
  accomplishment of our objective?
• Exactly How will the assessment be
  accomplished?
• How well should the unit perform on the means
  of assessment identified, if the unit is
  functioning the way it should?

66
Six (Major) Step Assessment Model

• Common Assessment Activities in AES Units
• Client satisfaction measures
• Direct counts
• Results of internal and/or external evaluation
• Outcome measures of target audience/clients
• Satisfaction with services

67
Six (Major) Step Assessment Model

• Assessment Measures Example
• For a Physical Plant
• Operational Objective
• Building maintenance and repairs will be
  completed in a manner that is timely, promotes
  building longevity, and satisfies the customer
• Potential Measures
• Elapsed time between request and response
• Proportion of projects consistent with
  institutional maintenance priorities
• Customer satisfaction.

68
Six (Major) Step Assessment Model

• Assessment Procedures Example
• For a Campus Bookstore
• The bookstore will participate in the annual
  student satisfaction survey that contains items
  on student satisfaction with bookstore products
  and services.
• Two focus groups of student clients will be
  conducted annually in March to discuss and
  interpret student satisfaction survey results.

69
Six (Major) Step Assessment Model

• Unit Criteria of Success
• How do we know that we have been successful in
  reaching our objectives?
• Identify a reasonable level of service
  improvement to expect given the resources and
  personnel of the unit
• Set performance levels as reference points or
  benchmarks
• Select a percentage of improvement for services
• Use peer institutions who provide the same
  service to help identify

70
Six (Major) Step Assessment Model

• Criterion Levels of Service Example
• Example for a Physical Plant
• Expected Impact Maintenance and repairs are
  completed in a manner that is timely, promotes
  building longevity, and satisfies the customer
• Measure Elapsed time between request and
  response
• Criterion Level 95 of requests are scheduled
  within 2 days 90 are completed on schedule
• Ensure that
• Your Criterion Levels of Service, achievement
  or performance are selected so as to motivate
  continuous improvement
• Your Criterion Levels are realistic for the
  specific unit, while still permitting room to
  grow (e.g., stretch goals)
• Unit-wide discussion is held to help establish
  Realistic Criterion Levels

71
Six (Major) Step Assessment Model

• Further Examples of Measures
• Academic Advising Center Measures
• Objective 1 Measures Orientation Survey of new
  students (pre/post test or post test only) to
  immediately assess the impact of orientation
  (through both online and traditional sessions) on
  students knowledge and understanding of the
  institution, academic requirements, and
  resources.
• Objective 2 Measures All advising appointments
  and sessions will be tracked through a database.
• Objective 3 Measures Have 70 percent of the
  students participate in a survey that measures
  the impact of the advising program and how it
  affected their confidence in selecting a
  program/major and making informed decisions.
• Objective 4 Measures Track through database and
  advising sessions. Analyze Grades by the end of
  the following semester after reinstatement.

72
Six (Major) Step Assessment Model

• SAMPLE ASSESSMENT
• Student Service Advisors
• Assessment Measure Student Retention (Assigned
  Admissions / Registration /Financial Aid
  Advisors)
• Benchmark Decrease the of students applying
  but not enrolling in their first quarter by 5.
• Outcome TBD
• Use of Results TBD

73
Six (Major) Step Assessment Model

• Graduation
• Assessment Measure Student Satisfaction with
  Graduation Process and Ceremony
• (Diplomas on Demand and Certification Officer)
• Benchmark At least 80 of students surveyed will
  rank the graduation process and ceremony on an
  average of 4 or higher on a 5 point scale.
• Outcome TBD
• Use of Results TBD

74

• Withdrawal Process
• Assessment Measure Student withdrawals
• Benchmark Decrease the of students completely
  withdrawing from all classes by 5.
• Outcome The number of students completely
  withdrawing from all classes in FY 06 was
  reduced by 4 or 247 students.
• Use of Results The process for collecting data
  will be automated by using e-listen software
  thereby, eliminating any untimely submission of
  data. Program information will be collected and
  shared with the Academic department for follow-
  up. All exit interviews will be conducted using
  admissions staff.
• Require students to meet with academic advisor in
  Student Services
• Explains withdrawal procedure
• Checks GPA
• Calculates Completion Rate for Financial Aid
• Data is Assimilated and Shared with College
  Community

75
Six (Major) Step Assessment Model

• Open House/ Financial Aid Fair
• Assessment Measure Increase of new students
  enrolling in GHC and applying for financial aid.
• Benchmark New student enrollment will increase
  by 5 over FY 06 and the of students applying
  for financial aid will increase by 2 over FY
  06.
• Outcome New student enrollment decreased by 6.9
  from FY 06. Students applying for financial aid
  increased by 1 over FY 06.
• Use of Results An GHC Open House will be held
  during spring semester as a marketing tool to
  increase enrollment. Open House will be marketed
  in the Cobb and Paulding School Systems and in
  local newspapers. Open House dates were moved up
  to coincide with the local high school calendar.
  Financial aid will host a Financial Aid Fair
  during spring semester to advertise financial aid
  and to address financial aid issues. Counselors
  will be available. Extensive advertisement will
  be done in-house

76
Six (Major) Step Assessment Model

• Additional Student Services Assessment Measures
• Service Learning - of faculty participating
• Disability Services - Satisfaction with web site
• International Day Satisfaction/ Info. available
• Analyze pattern of new applicants
• New applicants that do not enroll for quarter
  indicated
• Job Fair - of new employers participating
• Retention Data USG/Other
• Customer Comment Cards - all areas

77
Six (Major) Step Assessment Model

• Implementation Plan Example
• For an Admissions Office
• Annual CIRP Freshman Survey coordinated by
  Student Affairs, administered by Student
  Orientation with results released to the Director
  of Admissions.
• Biannual Student Satisfaction Inventory Survey
  coordinated by the Institutional Research Office
  which will release results to the Director of
  Admissions.
• Survey results will be circulated annually to
  admissions staff and discussed at length at
  annual retreat. Results will be used to refine
  strategic and annual plans as well as the
  Administrative Unit Assessment Plan.
• All assessment processes will be monitored by the
  Director of Admissions or designee who will
  report to the Vice President for Student Services
  at least annually through the Outcomes Assessment
  Plan.

78
Six (Major) Step Assessment Model

• Step 5 Assessment Data
• Assessment data should
• Highlight all significant findings
• Indicate the extent to which the program/service
  reached its intended outcomes

79
Six (Major) Step Assessment Model

• Sample Internal Sources of Assessment Data
• Noel Levitz Satisfaction Inventory
• CCSSE
• Graduating Student Survey
• Graduation Satisfaction Survey
• Registration Satisfaction Survey
• Customer Comment Cards
• International Student Survey

80
Six (Major) Step Assessment Model

• Sample External Sources of Assessment Data
• Benchmarking Peer/2-year Colleges
• Conferences / Workshops
• Data and Decision AIR
• GAIRPQ
• USG-ACIRP
• NACADA
• SACRAO
• GACRAO
• NAFSA
• National Council on Student Development
• GACE
• GCPA
• GAIE Georgia Assoc. of International Educators
• AHEAD

81
Six (Major) Step Assessment Model

• Step 6 Use of Results
• The results should explain how the findings from
  data will be used to improve the program and/or
  increase student learning.
• Use of Results for Service Improvement may
  entail
• Changes in organizational structure
• Changes in process procedures
• Relations with the constituencies
• Changes in assessment procedures
• Changes to comply with regulatory requirements
• Internal resource reallocation
• Justification for additional resources

82
Six (Major) Step Assessment Model

• Sample Assessment Measures / Use of Results

83
All Things Considered

• Many factors impact internal operational planning
  and evaluation at the college.
• Mission, Goals, Values
• Assessment Results
• Action Plan Results
• Facilities Master Plan
• PAS PAR
• Perkins Measures
• Faculty Staff Evaluations
• Customer Evaluations
• Staff Development Plans

84
REQUIREMENTS _at_ GHCAssessment Model

• The GHC Assessment Plan Require that
• Each unit submit an Annual Planning and
  Evaluation Form, which is compiled by the OIEPR
  and to be published as a component of the College
  Institutional Health and Outcomes Report.

85
THE END OF PRESENTATION

• Questions?
• Comments?
• Suggestions?
• Need more information?
• Please contact
• Office of IEPR, GHC
• Email fanyanwu_at_highlands.edu

86
SOLICITATION FORPRESENTATION FEEDBACK

• By clicking on the check mark, I acknowledge
  that I participated and will review and
  understand this training presentation, And
• I am responsible for complying with the policies
  and procedures that GHC outlines.
• To receive credit for viewing this training
  click the check mark.