Office of the Provost and Vice President for Academic Affairs Program Assessment Institute Work Essence The Office of the Provost and Vice President for Academic Affairs provides visionary and inspirational leadership, allocating resources to support academic excellence and innovation, including the advancement of administrative effectiveness for all Academic Affairs units Stakeholders Internal Stakeholders Board of Trustees President Faculty Senate Extended Communities Business and Industry International communities DC residents Internal community stakeholders Academic Programs Faculty Vice President of Student Affairs Students Staff Educational Institutions Professional accreditation agencies Consortium of Regional Colleges District of Columbia Public Schools Professional associations Higher education association Governmental Mayor City Council Congress Funding agencies Current and Future Goals Current Goals Increase the quality and productivity of all degree and non-degree programs Improve administrative effectiveness and efficiency Revise the existing Academic Policies Manual Develop recommendation for tuition and fees increases Implement a faculty early retirement incentive plan Fill senior level administrative vacancies Develop a student recruitment plan and formal advising process Develop a strong student retention plan Revise faculty handbook Goals to be accomplished by spring 2007 (Must prioritize and reduce some) Increase student enrollment for all degree and non-degree programs Improve student retention Establish an effective faculty and staff development program Increase the effectiveness and efficiency of student support services increase faculty research and scholarship productivity Establish an Honors Program to support a greater share of top performing students Strengthen and increase the partnerships with DCPS Fulfill the community college mission Advance land grant mission through partnerships, curricular innovations, and interdisciplinary research efforts Students appropriately placed in courses and academic support services Programs that are accredited, of high quality and currency, and produce competitive graduates A faculty and staff that is more current and professionally active, resulting in a more effective learning environment for students Increased faculty research and scholarship productivity Scope The provost office is accountable for the defined academic mission of the university including the oversight of each academic area It also supervises directly and indirectly the Land grant units that provides specific research, public service and educational experiences The office provides facilitation of setting up outreach efforts It is responsible for enrollment management, assisting in obtaining external funding from grants, contract services, and packaged educational programs The office provides leadership on campus as well as within the academic communities in the region The provost office also oversees advancements in management, budgeting, and systematic administration of academic functions Leading the traditions that fosters an academic community The provost office does not have the power or responsibility to manage faculty, departments, or the tenure process, but is responsible for their oversight The endowment and external gifts is not a role for either Students activities and campus enrichment efforts are also outside of Provost office Thinks about boundaries when considering the following: Interface issues above, below, asides, external, Ownership, Boundaries, Authority, Accountability, Oversight Key Processes of the Provost Office The Office of the Provost and Vice President for Academic Affairs identities the population of potential UDC students and develop strategies for attracting them to the University We advise, counsel, and place students, based on their educational histories and assessments of their skills; and create a learning environment which supports self-directed learning We conduct ongoing student services satisfaction surveys, using the results to improve service delivery effectiveness, We establish a cyclical schedule for reviewing and revising all academic programs for continuing improvement We focus on scholarship in learning, teaching, and curriculum design through quality educational research to continually increase the effectiveness in producing the intended learning outcomes on a daily, weekly, and annual basis The faculty evaluation and promotion process involves the establishment of criteria and a methodology of documenting that faculty meets these criteria Faculty and staff development is based on a continuing assessment of their needs and the strategic needs of the University The Office of the Provost and Vice President for Academic Affairs encourages faculty research leading to publication, other public presentation, and community service There is an on-going system of collecting environmental scan data used to establish University outreach priorities Someone needs to expand on these processes: ? Student recruitment process Advising and counseling Skills assessment and placement Program review process Faculty evaluation and promotion process Self-study and accreditation process Faculty and staff development process Student services assessment, benchmarking, and improving Encouraging and supporting faculty research Determining appropriate faculty research and scholarship Continual environmental scanning and revision of programs accordingly Products/Resources/Assets A diverse faculty with extensive years of experience A diverse student body with strong aspirations Programs that are accredited, of high quality and currency, and produce competitive graduates Project reports for the land grant research efforts Need to add a few more assets/resources/results Performance Criteria Provost Office is: Visionary: Researches best practices through networking with other institutions, looks to what future challenges hold, import state-of-the-art technology and helps others to see trends, make connections and understand implications before they become common place Student success oriented: Uses continuous efforts to increase enrollment, retention and mentoring, enriches learning environments, recruits faculty who align with the values of student success, and institutes new developmental and empowering approaches to produce competitive graduates who have experienced a series of important successes during their academic careers Student centered: constantly advances the quality and quantity of programs to meet student needs through increasing the flexibility in delivery, advances faculty skills, aligns programs to meet market needs, enhances academic support and administrative services, adds important student support services, and listens to input from students Faculty and staff centered: Respects faculty and staff, honors their experience and individual expertise, is inclusive in decision making and policy setting, works towards strong community and supports the professional development of faculty and staff Scholarship oriented: Supports research and other scholarly activities, advances disciplinary practices and innovations in teaching and learning, and recognizes and rewards exemplary performance Community Oriented: Committed to UDC land grant mission, responds to communities ideas, constantly conducts needs analysis and supports through evolving programs the needs of the greater communities Leadership driven: Advocates for the academic mission, serves as a catalyst for change by fostering risk taking, innovation and teaming, makes both decisive and hard decisions, expects everyone to perform with quality against measurable objectives and will hold people accountable for results Quality oriented: Values and uses a wide range of assessment practices like peer assessment, external reviews, and self-assessment with continuous quality improvement mindset and establishes guidelines and processes for producing quality outcomes Performance based: Sets goals and objectives to meet stakeholders’ needs, clarifies performance criteria and standards, assesses performance, dynamically responds to challenges, and rewards strong performers 10 Well-organized administratively: Thoughtfully plans strategically and operationally, works to clarify policies, advances systems, coordinates efforts, develops better procedures, and makes sure that efforts align with institutional mission, responds quickly, and assesses performance to constantly improve efforts 11 Communicative: Values informational exchange thus listens to concerns from students, faculty, staff, community and other administrative units, provides systematic exchanges, holds open discussion forums, stimulates dialog, and maintains transparency 12 Productive: efficient with resources, focused, prioritizes decision making based upon mission, needs, and values, adheres to deadlines, gets things accomplished, and uses effective analysis Prioritized List of Performance Measures 1st year retention Teaching/Learning Practices Level of faculty/staff engagement Level of student engagement Graduation rates Amount of Innovations Publications/External Presentations Grant dollars Course completion rates Support of the land grant mission The strength and impact of the Program Assessment Systems Table of Measures Criteria Student Success Student Centered Measures 1st year retention Teaching/Learning Practices Faculty/Staff Centered Student Centered Student Success Visionary Level of faculty/staff engagement Level of student engagement Graduation rates Innovations Scholarship Oriented Scholarship Oriented Student Success Community Oriented Quality Oriented Publications/External Presentations Grant dollars Course completion rates Support of the land grant mission The strength and impact of the Program Assessment Systems Means Registrar Peer Coaching system & Teachers Portfolio NASSE Annual Faculty Assessment Reports(AFAR) NASSE Instruments Registrar PAS FAR AFAR Research Center Registrar AFAR PAS PAS Annual Assessment Reports 10 Baseline Goal Accountability Bertha Director of FD Provost Dir of 1st year studies Deans Dir of FD 11 Director of Research Director of Research Bertha Terry Dir of Assessment & IR Definitions of the Instruments Instrument 1: 1st year retention The denominator includes full-time and first-time students who have less than 15 college credits coming in (whether enrolled fall or spring) The numerator counts every student who comes back during the next academic year even if he/she skips either the first or second term Instrument 2: Teaching and Learning Practices The faculty will be submitting through their deans a teacher’s portfolio every three years, with an annual assessment report documenting the accomplishments and action plans for professional development and professional activities The Provost office will use a rubric to determine the level of best practices being exercised by each faculty member and the annual measure will be the average of all full-time faculty using this rubric Instrument 3: Level of faculty/staff engagement There is an established instrument that is effective in measuring faculty satisfaction and engagement, called FSSE This will be given on a three year cycle for all faculty, but additionally the 1st year instructors will capture their satisfaction after completing their first year (this will be done annually) This will account for 50% of the measure and will be augmented with a engagement rubric measuring the level of effort a faculty member produces in a year (score sheet) Instrument 4: Level of student engagement NASSE is the instrument that is used for measuring student satisfaction and engagement This instrument will be given to graduating seniors and for incoming students at the end of their first year to provide measurement of satisfaction with regard to first year experience and the whole experience There will be a sampling of students who withdrew from the institution to gain perspective of their experience An index will be prepared with identification of which questions and what weighting will be given to each question to come up with a final score Instrument 5: Graduation Rate - (4 different measures of graduation rates for different UDC missions – first-time, full-time undergraduate students; community college students, developmental education program; transfer program) year programs without remediation: the percentage of students in each year cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who have entered without remediation requirements that graduate within a year period (non-transfer students i.e less than 15 credit hours of transfer) year programs with remediation requirements: the percentage of students in each year cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who have entered with remediation requirements that graduate within a year period (non-transfer students i.e less than 15 credit hours of transfer) year programs: the percentage of students in each year cohort (entering fall or spring terms) who matriculate full-time or part-time a 2-year degree program, with or without remediation requirements that graduate within a year period 4 year programs of transfer students: success of transfer students (students entering with at least 15 credit hours) - the percentage of students in each year cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who graduate within a year period Amount of Innovations Through a center of innovations, the annual inventory of new innovations will be inventoried that meet threshold requirements for being substantial Publications/External Presentations The number of peer reviewed publications in journals and at conferences The number of nonpeer review publications in journals and at conferences The number of presentations at conferences, outside venues, professional settings, colleges, school systems, etc External funding, including grant dollars The dollar amount of new dollars brought in during this year and not the amount of dollars expended The dollars include: the fully committed dollars, not conditional dollars; consulting dollars that go through the university system; Course completion rates Completion Rate of courses – the denominator is fixed at week three of the term – after add/drop is finalized The numerator counts the A, B, and C This instrument focuses on a targeted set of gatekeeper courses that include: Math 101General College Math 1, Math 102 General College Math 2, Math 105 Intermediate Algebra, Math 115 PreCalculusIntensive, Math 151 Calculus I, Eng 111 English Composition 1, Eng 112 English Composition 2, English 113 - Technical Writing – calculated each term Support of the land grant mission This measure will draw upon the survey of key stakeholders and an index developed around a set of key questions on the land grant mission An index connecting the key relevant questions on the land grant mission The strength and impact of the Program Assessment Systems The number of documented changes in institutional effectiveness to an implemented Program Assessment System and documented in the Annual Assessment reports Instrument 7: Satisfaction of some key Stakeholders Once every five years, a survey will be designed and a cross-sectional sampling of the community will be surveyed to determine the degree to satisfaction An index will be developed using the survey to track the changes over time Instrument 10: Initial Orientation, Assessment, and Placement 1st year satisfaction – the NASSE survey given to 1st year students will pick out the relevant questions and an index measuring satisfaction in these areas will be created Instrument 11: Official Count of Distinct credit bearing programs The enumeration of each official program that offers a certificate or degree and has or will graduate at least one person per year, that is active program Instrument 12: Satisfaction of the community ... of the Provost Office The Office of the Provost and Vice President for Academic Affairs identities the population of potential UDC students and develop strategies for attracting them to the University... assessment of their needs and the strategic needs of the University The Office of the Provost and Vice President for Academic Affairs encourages faculty research leading to publication, other public... grants, contract services, and packaged educational programs The office provides leadership on campus as well as within the academic communities in the region The provost office also oversees