Closing the Circuit: Grounding Institutional Effectiveness in Strategic Planning. Presentation Outcomes. History of A&M SA 10/9/2015

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Ronald O’Connor’
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1 Closing the Circuit: Grounding Institutional Effectiveness in Strategic Planning Presented by: Dr. Holly Verhasselt Assistant Vice President for Academic Affairs Dr. William Bush Associate Professor of History Chair, Department of Humanities and Social Sciences Presentation Outcomes Gain an understanding of the relation between unit level planning and institutional strategic planning as they relate to SACSCOC compliance Develop an understanding of how IE can be incorporated into existing budgeting processes Explore approaches to create a campus wide culture of assessment History of A&M SA 2009: Became stand alone institution 2013: Submitted Application for Separate Accreditation 2014: Accreditation Team Visit in July 2014: Initial Accreditation approved by Board of Trustees in December 2019: First reaffirmation visit 1

institutional strategic planning as they relate to SACSCOC compliance Develop an understanding of how IE can be incorporated into existing budgeting processes Explore approaches to create a campus

2 The A&M San Antonio Campus Total Enrollment: 4,560 Undergraduate 80% Graduate 20% Male 36% Female 64% Hispanic 66% In State 99% Military Students 16% Undergraduate Programs 20 Graduate Programs 10 History of IE at A&M SA After splitting from our parent campus in 2009, IE was practically non existent. Strategic Plan was completed in Unit level assessment began in Fall Council on Assessment and Planning was created in 2011 to coordinate IE activities. The Challenges 1. No alignment between strategic plan and unit assessments 2. Lack of measurable outcomes 3. No connection to budget 4. Limited campus buy in 2

Strategic Plan was completed in 2010. Unit level assessment began in Fall 2010.

3 Challenge 1: Alignment Unit Planning documents required offices to identify alignment with goals from the University s Strategic Plan. The results? Everybody selected Goal 2.5: Work force ready, professional graduates. Campus wide training helped units select goals that were consistent with their primary function. Challenge 2: Measurable Outcomes The original strategic plan and many early unit plans contained outcomes that were not measurable. Addressed through training (group and oneon one consultations) Required significant revision of the Strategic Plan and, in some cases, unit plans. Challenge 2: Measurable Outcomes Before: Support a TAMU SA Community Service Task Force that convenes at least twice each semester to evaluate and recommend in writing to the President improvements in community service award types and related incentives beginning during academic year

Challenge 2: Measurable Outcomes The original strategic plan and many early unit plans contained outcomes that were not measurable.

4 Challenge 2: Measurable Outcomes After: Establish a baseline during academic year to record community service contributions by faculty, staff and stuents. (e.g. hours, service, financial or other in kind contributions) Measure self reported community service contributions from year to year. Monitor self reported student interest in community service on the National Survey of Student Engagement (NSSE). Think about your own campus What structures do you have in place that could be adapted to the IE process? Can you build up? Build down? Or meet somewhere in the middle? Are your outcomes measurable? And are they meaningful? Challenge 3: Budget By 2013, A&M SA had 100% participation in unit level assessment and was engaged in strategic plan monitoring. The Council on Assessment and Planning became the Council on Assessment, Planning, and Budgeting (CAPB). Budget requests built into unit planning. 4

Think about your own campus What structures do you have in place that could be adapted to the IE process? Can you build up? Build down? Or meet somewhere in the middle? Are your outcomes measurable?

5 Resource Request Challenge 3: Budget CAPB categorized requests as high, medium, or low priority. CAPB s recommendations were submitted to the University s Executive Team. CAPB has now evolved into the University Resource Commission. Challenge 4: Buy In Creating and maintaining interest in IE is an ongoing challenge. Assessment is always someone else s problem Changes in leadership Post accreditation slump And many others 5

CAPB has now evolved into the University Resource Commission.

6 Challenge 4: Buy In Involve campus leaders in the process and use them as cheerleaders. Focus on the value of assessment results for documenting progress and needs. Emphasize data driven decision making and story telling. Think about your own campus What internal and external challenges prevent implementation of your ideal plan? How do you work with (or around) those challenges? Questions? Dr. Holly Verhasselt 210/ Dr. William Bush 210/

Emphasize data driven decision making and story telling.

Probation to Reaffirmation: How New Energy Moved an Institution Forward

Probation to Reaffirmation: How New Energy Moved an Institution Forward 2015 Annual Meeting of SACSCOC Houston, TX Presentation Outcomes See what led an institution to be denied reaffirmation and placed