1 Student Affairs Leadership Council IMAGE CREDIT: D. SEITZINGER TABC. Aligning Co-Curricular Initiatives with Learning Outcomes Key Challenges Facing Student Affairs Leaders 2011 The Advisory Board Company Washington, DC
2 ii Student Affairs Leadership Council Project Director Liz Rothenberg, PhD Contributing Consultant Anne Lewandowski Lead Designer Vanessa Shkuda Design Strategies and Solutions Kathryn Kelly Karen Hutchinson Scott Orwig Mysoon Taha LEGAL CAVEAT The Advisory Board Company has made efforts to verify the accuracy of the information it provides to members. This report relies on data obtained from many sources, however, and The Advisory Board Company cannot guarantee the accuracy of the information provided or any analysis based thereon. In addition, The Advisory Board Company is not in the business of giving legal, medical, accounting, or other professional advice, and its reports should not be construed as professional advice. In particular, members should not rely on any legal commentary in this report as a basis for action, or assume that any tactics described herein would be permitted by applicable law or appropriate for a given member s situation. Members are advised to consult with appropriate professionals concerning legal, medical, tax, or accounting issues, before implementing any of these tactics. Neither The Advisory Board Company nor its offi cers, directors, trustees, employees and agents shall be liable for any claims, liabilities, or expenses relating to (a) any errors or omissions in this report, whether caused by The Advisory Board Company or any of its employees or agents, or sources or other third parties, (b) any recommendation or graded ranking by The Advisory Board Company, or (c) failure of member and its employees and agents to abide by the terms set forth herein. The Advisory Board is a registered trademark of The Advisory Board Company in the United States and other countries. Members are not permitted to use this trademark, or any other Advisory Board trademark, product name, service name, trade name and logo, without the prior written consent of The Advisory Board Company. All other trademarks, product names, service names, trade names, and logos used within these pages are the property of their respective holders. Use of other company trademarks, product names, service names, trade names and logos or images of the same does not necessarily constitute (a) an endorsement by such company of The Advisory Board Company and its products and services, or (b) an endorsement of the company or its products or services by The Advisory Board Company. The Advisory Board Company is not affi liated with any such company. IMPORTANT: Please read the following. The Advisory Board Company has prepared this report for the exclusive use of its members. Each member acknowledges and agrees that this report and the information contained herein (collectively, the Report ) are confi dential and proprietary to The Advisory Board Company. By accepting delivery of this Report, each member agrees to abide by the terms as stated herein, including the following: 1. The Advisory Board Company owns all right, title and interest in and to this Report. Except as stated herein, no right, license, permission or interest of any kind in this Report is intended to be given, transferred to or acquired by a member. Each member is authorized to use this Report only to the extent expressly authorized herein. 2. Each member shall not sell, license or republish this Report. Each member shall not disseminate or permit the use of, and shall take reasonable precautions to prevent such dissemination or use of, this Report by (a) any of its employees and agents (except as stated below), or (b) any third party. 3. Each member may make this Report available solely to those of its employees and agents who (a) are registered for the workshop or membership program of which this Report is a part, (b) require access to this Report in order to learn from the information described herein, and (c) agree not to disclose this Report to other employees or agents or any third party. Each member shall use, and shall ensure that its employees and agents use, this Report for its internal use only. Each member may make a limited number of copies, solely as adequate for use by its employees and agents in accordance with the terms herein. 4. Each member shall not remove from this Report any confi dential markings, copyright notices and other similar indicia herein. 5. Each member is responsible for any breach of its obligations as stated herein by any of its employees or agents. 6. If a member is unwilling to abide by any of the foregoing obligations, then such member shall promptly return this Report and all copies thereof to The Advisory Board Company.
3 iii Unlimited Copies for Members Copies of Education Advisory Board publications associated with the Student Affairs Leadership Council are available to members in unlimited quantity and without charge. Additional copies can be obtained via our website, by , or by telephone. Electronic copies are also available for download from our website. TO ORDER VIA EDUCATIONADVISORYBOARD.COM Publications can be ordered at: TO ORDER VIA Please address your to: In your please include: the title of the desired publication(s), the quantity desired, your name, your institution, a contact phone number, and your shipping address. We apologize that we cannot ship materials to a P.O. Box. TO ORDER VIA PHONE Please call to speak with a Delivery Services associate. Student Affairs Leadership Council Aligning Co-Curricular Initiatives with Learning Outcomes (22140) Key Challenges Facing Student Affairs Leaders
5 v Table of Contents Advisors to Our Work vi Essay I. Designing Learning Outcomes Diagnostic Questions Challenge #1: How are Divisions Developing Learning Outcomes? Challenge #2: What are Student Affairs Organizations Choosing for Divisional Outcomes? II. Embedding Outcomes in Daily Work Diagnostic Questions Challenge #3: How are Leaders Shifting the Divisional Mindset from Satisfaction to Learning Outcomes? Challenge #4: What Practices Increase Assessment Skills and Knowledge Among Divisional Staff? III. Measuring Learning Outcomes Diagnostic Questions Challenge #5: What Methods Are Available to Gather Data on Learning Outcomes? Challenge #6: What Strategies Help Units Engage in Systematic Learning Outcomes Assessment? IV. Putting Results Into Action Diagnostic Questions Challenge #7: How Can Leaders Help Units Leverage Results Data for Program Improvement? Challenge #8: How Can Student Affairs Better Communicate Results Data to Institutional Stakeholders? Coda
6 vi Advisors to Our Work With Special Thanks We are extremely grateful to those who generously contributed their time, expertise, and insight to our research. Alfred State College Steve Tyrell, PhD Vice President for Student Affairs American University Gail Hanson, PhD Vice President of Campus Life Arizona State University Safali Evans, PhD Assistant Vice President for University Student Initiatives Jim Rund, PhD Vice President for University Student Initiatives Babson College Betsy Newman Dean of Student Affairs Ball State University Kay Bales, EdD Vice President for Student Affairs Katie Slabaugh Assistant to the Vice President for Student Affairs Ombudsperson Bowling Green State University Brady Gaskins, PhD Coordinator for Assessment, Planning, and Technology Brigham Young University Norman Roberts, PhD Assistant to the Dean of Students for Assessment Bucknell University Susan Hopp Former Dean of Students Bucks County Community College Karen Dawkins Vice President and Dean of Student Affairs Christine Hagedorn Assistant Dean, Advising and Student Planning Elizabeth Kulick Assistant Dean, Enrollment Services Barbara Yetman Executive Director, Planning, Research and Assessment Buena Vista University Sue Cullers, PhD Professor of Accounting Director of Assessment Stephanie Schoening Director of Student Activities and Leadership Development California State University, Fullerton Anthony Ragazzo Director, Associated Students, Inc. Case Western Reserve University Glenn Nicholls Vice President of Student Affairs Concordia University Chicago Jeffrey Hynes Vice President for Student Services Dean of Students DePaul University Ellen Meents-Decaigney Director of Assessment, Research, and Communications Furman University Connie Carson Vice President of Student Services George Mason University Pat Carretta Associate Vice President, University Life Hofstra University Sandra Johnson Vice President for Student Affairs Houston Community College Diana Pino, PhD Vice Chancellor of Student Services Indiana State University Mark Frederick, PhD Assistant to the Vice President for Student Affairs Office of Research and Effectiveness
7 vii Isothermal Community College Karen Jones, EdD Dean of Student Services Kean University Janice Murray-Laury Vice President for Student Affairs La Sierra University Yami Bazan Vice President of Student Life Lipscomb University Christin Shatzer Director, Serving and Learning Together (SALT) Loyola Marymount University Lane Bove, EdD Senior Vice President for Student Affairs Linda McMurdock, PhD Dean of Students North Carolina State University Tierza Watts Associate Director, Center for Student Leadership, Ethics, and Public Service Carrie Zelna, PhD Director of Student Affairs Research and Assessment North Georgia State College and University Laura Whitaker-Lea, PhD Dean of Students Denise Young, PhD Executive Director for Institutional Effectiveness Northern Arizona University Margot Saltonstall Assessment Coordinator for Student Affairs Norwich University Mike Kelley Vice President for Student Affairs Oregon State University Rebecca Sanderson, PhD Director of Student Affairs Research and Evaluation Portland State University Jackie Balzer, EdD Vice Provost for Student Affairs Queen s University Jennifer Massey, PhD Coordinator of Assessment, Evaluation, and Outreach Rose-Hulman Institute of Technology Sarah Forbes Director of Data Management and Reporting Shannon Sexton Director of Assessment Saint Xavier University John Pelrine Vice President for Student Affairs Carrie Schade Assistant Vice President for Student Affairs Sam Houston State University Debbie Nichols Assistant to the Vice President for Student Services Daughn Pruitt, PhD Associate Dean of Students Southern Methodist University Troy Behrens, EdD Executive Director, Career Services Director of Student Affairs Projects and Initiatives Dennis Cordell, PhD Associate Dean for General Education Vicki Hill, PhD Director, Altshuler Learning Enhancement Center Stanford University Amanda Crowell Itliong Former Student Leadership and Development Programs Director
8 viii Advisors to Our Work (cont.) Syracuse University Tom Wolfe, PhD Senior Vice President and Dean of Student Affairs Texas A&M University Sandi Osters, PhD Director of Student Life Studies Katy King Program Coordinator, Memorial Student Center Elizabeth Andrasi Former Student Chair, Freshmen in Service and Hosting (FISH) Texas Tech University Michael Shonrock, PhD Senior Vice President for Student Affairs and Enrollment Management Tulane University Evette Castillo Clark, EdD Assistant Dean of Students University at Albany Michael Christakis, PhD Assistant Vice President for Student Success University of California, San Diego Cynthia Davalos Special Assistant to the Vice Chancellor Student Affairs Penny Rue, PhD Vice Chancellor Student Affairs Sharon Van Bruggen Assistant Director Marketing/Programs Assistant Director of the University Center University of Florida Jeanna Mastrodicasa, PhD Assistant Vice President for Student Affairs University of Maryland, College Park James Osteen, PhD Assistant Vice President for Student Affairs University of Massachusetts Dartmouth David Milstone, PhD Associate Vice Chancellor for Student Affairs University of Minnesota Jerry Rinehart Vice Provost for Student Affairs University of New England Daryl Conte Associate Dean of Students University of North Carolina at Charlotte Theodore Elling, EdD Associate Vice Chancellor for Student Affairs University of North Carolina at Wilmington Nathan Lindsay, PhD Director of Student Life Assessment University of Northern Colorado Kim Black, PhD Director of Assessment University of North Texas Mona Hicks, EdD Dean of Students University of Rochester Matt Burns Dean of Students Ed Feldman Assistant Director for Leadership Programming University of Hartford J. Lee Peters, EdD Vice President for Student Affairs
9 ix University of South Carolina Gene Luna, PhD Associate Vice President for Student Affairs Dennis Pruitt, EdD Vice President for Student Affairs Vice Provost for Academic Support Dean of Students University of Texas at Brownsville Sylvia Leal, EdD Assistant Vice President for Student Affairs University of Toronto Melinda Scott Coordinator, Assessment and Special Projects University of West Florida Jenni Brian Coordinator of Assessment Vanderbilt University Mark Bandas, PhD Associate Provost and Dean of Students Patricia Helland, PhD Assistant Dean, Strategic Initiatives and Assessment Brian Heuser, EdD Special Advisor to Dean of Students Assistant Professor of the Practice in International Educational and Public Policy Rudy Jackson, PhD Assistant Dean, Strategic Initiatives and Assessment Weber State University Jessica Oyler Assessment Coordinator for Student Affairs Western Michigan University Diane Anderson, PhD Vice President for Student Affairs Dean of Students Widener University Brigitte Valesey, PhD Assistant Provost for Teaching, Learning & Assessment William Paterson University Glen Sherman, PhD Associate Vice President and Dean of Student Development Williams College Karen Merrill, PhD Former Dean of Students Professor of History Washington University in Saint Louis Jill Carnaghi, PhD Associate Vice Chancellor for Students Dean of Campus Life James McLeod, PhD Vice Chancellor for Students Dean of the College of Arts and Sciences
10 x Aligning Co-Curricular Initiatives with Learning Outcomes
11 Essay 1 Essay
12 2 Aligning Co-Curricular Initiatives with Learning Outcomes Essay When the Student Affairs Leadership Council set its 2010 research agenda, the topic of co-curricular student learning outcomes stood out as a top priority for members. As illustrated in the Wordle below, Council research identified many factors driving member urgency around this issue including accreditation, budget constraints, and the need to demonstrate impact. Key Themes Driving Student Affairs Urgency Source: Advisory Board interviews and analysis.
13 Essay 3 Council research demonstrated how co-curricular learning outcomes are increasingly playing a bigger role in accreditation. Whereas in the past the focus was mainly on academic programs, accreditors now want to see that Student Affairs organizations have defined learning outcomes and are developing plans to assess them. Accreditation Can Be Opportunity to Shine Student Affairs Recognized for Outcomes Work Ahead of the Curve Our division received nice accolades in our last WASC review because we already had established divisional learning outcomes. We were ahead of the curve in that area and WASC noted it. Middle States Evaluation Team Report (2010) University at Albany Student Services (Student Success) assessment activities are very robust, with a five-year history These assessment tools and the information they collect are used to improve programs and services. Linda McMurdock Loyola Marymount University Source: Christakis, Michael and Dustin Abshire, Developing a Culture of Assessment in Student Affairs, (Conference Presentation, 2010); Advisory Board interviews and analysis.
14 4 Aligning Co-Curricular Initiatives with Learning Outcomes Essay For Student Affairs divisions not yet immersed in learning outcomes, the accreditation process provides a much needed jolt. Several interviewees noted how upcoming accreditation visits gave the division a powerful incentive to focus on or revitalize learning outcomes initiatives. Jumpstarting the Process Accreditation Provides Incentive to Redouble Efforts A Unique Opportunity We are up for reaccreditation in This means that I now have a once-in-tenyears opportunity with my colleagues letting me really push on what is this program doing for the students who are participating. Ted Elling University of North Carolina at Charlotte Accreditation Provides a Jolt Learning outcomes are not as high on my agenda right now as they should be they will move up due to [our upcoming] accreditation but they get lost in the day-to-day without someone nudging you it is easy for them to get pushed down. Vice President for Student Affairs Private University Source: Advisory Board interviews and analysis.
15 Essay 5 The second trend driving urgency for Student Affairs leaders around co-curricular learning outcomes is the current fiscal environment. At many institutions, budgetary constraints mean that divisions are under greater pressure than ever to demonstrate that they are investing funds in programs and services that effectively support student learning and development. Demonstrating Careful Resource Stewardship Fiscal Pressures Driving Interest in Learning Outcomes Improving Activities and Services for Students Making Resource Allocation Decisions Learning Outcomes Evaluating Program Impact on Student Learning Source: Advisory Board interviews and analysis.
16 6 Aligning Co-Curricular Initiatives with Learning Outcomes Essay At a time when additional funds are scarce, co-curricular outcomes can be a factor in resource allocation decisions. Data and assessment results can also play a role in helping Student Affairs executives think about the return on investment across their entire portfolio. At the unit-level, results can also be used to improve programs and services. We Need Assessment Now More Than Ever Units Have to Make the Case for Resources Maintaining Assessment Momentum There s [likely] going to be another round of budget cuts for Student Affairs. This is not the time to stop assessment. This is the time to keep doing it. Sandi Osters Texas A&M University Source: Advisory Board interviews and analysis.
17 Essay 7 The third issue driving urgency around student learning outcomes is the need to provide tangible evidence of learning outside the classroom. Council work illustrates how Student Affairs practitioners observe student learning on a daily basis in co-curricular activities, programs, and experiences. Traditionally, however, divisions have not focused time and resources on systematically documenting these examples. Facilitating Learning Outside the Classroom The Daily Work of Student Affairs But How To Measure Student Learning? I believe that we teach students, and that they learn from what they do outside the classroom, but we were having a hard time as a division trying to figure out how to measure that, how to get at the learning piece. Laura Whitaker-Lea North Georgia College and State University Our Professional Responsibility Student Affairs talks about growth and maturation outside the classroom and how important that is to the students. But where is the proof? It is our professional obligation to do student learning outcomes. Steve Tyrell Alfred State College-SUNY College of Technology Source: Advisory Board interviews and analysis.
18 8 Aligning Co-Curricular Initiatives with Learning Outcomes Essay Program assessment at the unit-level provides data to demonstrate how Student Affairs is contributing to institutional goals. For example, outcomes data from the student leadership seminar series can help illuminate the connections between that program and the university s desire to increase interactions with the local community. Providing Evidence of Student Learning Aligning Co-Curricular Achievements with Learning Outcomes Programs and Activities Admissions Office Tour Guide Student Leadership Seminar Series Resume Workshop Intramural Flag Football League Learning Outcomes Civic Engagement Global Awareness Interpersonal Relationships Oral Communication Skills Institutional Priorities Raise Six-Year Graduation Rate Enhance Connection to Local Community Increase Alumni Participation in Capital Campaign Improve Student Experience Source: Advisory Board interviews and analysis.
19 Essay 9 Council interviewees stressed how learning outcomes assessment helps practitioners to evaluate the impact of their programs and services. For example, results data allows staff members to determine whether a leadership retreat targeted at first-year students is really expanding their communication and conflict negotiation skills. Outcomes Ultimately Benefit Students Using Results to Improve Programs and Services Outcomes Help Us Better Serve Our Students Learning outcomes assessment is about improvement, continuing to improve what students get from us.it is about finding out if students are getting from the program or activity what we want them to get, how well are they getting it, and what can we do to make it better. Rebecca Sanderson Oregon State University Source: Advisory Board interviews and analysis.
20 10 Aligning Co-Curricular Initiatives with Learning Outcomes Essay Across the past decade, Student Affairs professional organizations have increasingly stressed the importance of assessing student learning and development. However, recent data from a 2009 NASPA survey suggests that divisions have been slow to develop co-curricular learning outcomes. In fact, Council research showed there is considerable work to be done at the unit and divisional levels. Understanding the Current State Learning Outcomes in Student Affairs Organizations National Organizations Emphasize Importance of Learning Outcomes ACPA, The Student Learning Imperative (1996) Yet Divisions Continue to Lag Behind Student Learning Outcomes NASPA Survey, 2009 ACPA and NASPA, Learning Reconsidered (2004) ACPA, NASPA, et al., Learning Reconsidered 2 (2006) Only 18% of respondents indicated that their college had developed learning outcomes for more than three-quarters of the programs and services in Student Affairs Source: NASPA, Retention and Assessment Conference (2010) at Advisory Board interviews and analysis.
21 Essay 11 Over the course of this research, the Council uncovered four main areas where Student Affairs organizations are struggling in terms of implementing co-curricular learning outcomes: developing and writing outcomes, engaging staff in learning outcomes initiatives, assessing outcomes, and putting the results into action. The Challenges of Working with Learning Outcomes Four Main Areas 1 2 Writing Learning Outcomes Engaging Staff in Learning Outcomes 3 4 Assessing Learning Outcomes Putting Results into Action Source: Advisory Board interviews and analysis.
23 Essay 13 Essay The ideas and practices profiled in this publication are the result of extensive work with Student Affairs practitioners, assessment directors, and experts at colleges and universities throughout the country. The Council also conducted an independent analysis of divisional and unit-level outcomes as part of this research. The Anatomy of a Study Council Research Overview Comprehensive Literature Search Interviews Student Affairs Executives Assessment Experts Student Affairs Practitioners Analysis of Divisional and Unit-Level Outcomes Key Organizations NASPA s Assessment, Evaluation, and Research Knowledge Community Student Affairs Assessment Leaders (SAAL) ACPA s Commission for Assessment and Evaluation
24 14 Aligning Co-Curricular Initiatives with Learning Outcomes Aligning Co-Curricular Initiatives with Learning Outcomes Key Challenges for Student Affairs Organizations I. Designing Learning Outcomes II. Embedding Outcomes in Daily Work Key Challenge #1: Key Challenge #2: Key Challenge #3: Key Challenge #4: How Are Student Divisions Developing Learning Outcomes? What Are Student Affairs Organizations Choosing for Divisional Outcomes? How Are Leaders Shifting the Divisional Mindset from Satisfaction to Learning Outcomes? What Practices Increase Assessment Skills and Knowledge Among Divisional Staff? Profiles Profiles Profiles Profiles Portland State University Bowling Green State University University of Toronto University of Minnesota Education Advisory Board Divisional Outcomes Analysis Brigham Young University University of Toronto Education Advisory Board Unit Outcomes Analysis Queen s University Program Enhancement Institute Oregon State University University at Albany Northern Arizona University
25 Essay 15 III. Measuring Learning Outcomes IV. Putting Results into Action Coda Key Challenge #5: What Methods Are Available to Gather Data on Learning Outcomes? Key Challenge #6: What Strategies Help Units Engage in Systematic Learning Outcomes Assessment? Key Challenge #7: How Can Leaders Help Units Leverage Results Data for Program Improvement? Key Challenge #8: How Can Student Affairs Better Communicate Results Data to Institutional Stakeholders? General Education Reform Efforts Profiles Profile Profile Profiles Profile Texas A&M University California State University- Fullerton Buena Vista University Northern Arizona University Rose-Hulman Institute of Technology Weber State University Southern Methodist University University at Albany William Paterson University
26 16 Aligning Co-Curricular Initiatives with Learning Outcomes
27 17 I. Designing Learning Outcomes Key Challenge #1: How Are Student Affairs Divisions Developing Learning Outcomes? Key Challenge #2: What Are Student Affairs Organizations Choosing for Divisional Outcomes?
29 Designing Learning Outcomes 19 I. Designing Learning Outcomes The questions below are designed to help evaluate your current strategies for developing learning outcomes. Answering no to several questions suggests that the practices covered in challenges #1 and #2 might be well-suited to your institution. Diagnostic Questions Key Questions Yes No 1 Does your institution have campus-wide learning outcomes for students? 2 Do Academic Affairs and Student Affairs currently share results data regarding student learning outcomes? 3 Does your division have co-curricular learning outcomes? 4 Are the division s co-curricular learning outcomes published online where they can be easily accessed by students, parents, and university stakeholders? 5 Do practitioners frequently refer to the division s learning outcomes in their conversations with students? Source: Advisory Board interviews and analysis.
30 20 Aligning Co-Curricular Initiatives with Learning Outcomes
31 Designing Learning Outcomes 21 I. Designing Learning Outcomes Key Challenge #1: How are Student Affairs Divisions Developing Learning Outcomes? Profiles Portland State University Bowling Green State University University of Toronto
32 22 Aligning Co-Curricular Initiatives with Learning Outcomes Challenge #1 The first challenge for Student Affairs leaders is creating a process for developing co-curricular learning outcomes. Key issues that must be addressed at the outset include the scale, timeline, and participants. Getting Started Many Questions and Variables Vice President for Student Affairs Divisional Leaders Key Questions How do we get started developing outcomes? Who should be involved in drafting the outcomes? What is a realistic timeline from start to finish? What role should students play in the process? What strategies are peer institutions using? How do learning outcomes align with other strategic priorities across the division? Staff Source: Advisory Board interviews and analysis.
33 Designing Learning Outcomes 23 Council research identified three main approaches used to develop co-curricular outcomes at institutions across the country. These approaches range from a centralized campus-wide process to more decentralized efforts at the unit level. Strategies for Developing Learning Outcomes Three Primary Models Model #1 Model #2 Model #3 Campus-Wide Learning Outcomes Divisional Learning Outcomes Decentralized Learning Outcomes One Size Doesn t Fit All There isn t necessarily one model for developing learning outcomes. In many cases, it depends on a bunch of factors, such as your institution, where you are with accreditation, the Vice President s priorities, the campus climate, and the relationship with Academic Affairs. At some schools, it is impossible to create campus-wide outcomes because Academic Affairs sees themselves as the sole owners of learning. Student Affairs Assessment Director Private University Source: Advisory Board interviews and analysis.
34 24 Aligning Co-Curricular Initiatives with Learning Outcomes Challenge #1 Model #1 is a university-wide process where Academic Affairs and Student Affairs partner to develop broad institutional learning outcomes. The Council identified Model #1 as the best practice approach because it establishes a common framework, enabling results sharing and increased collaboration between Academic Affairs and Student Affairs. Articulating Campus-Wide Learning Outcomes Model #1 University Student Affairs Institutional Learning Outcomes Academic Affairs Campus Recreation Residence Life History Department Engineering Department Source: Advisory Board interviews and analysis. While Model #1 is the recommended approach, the Council recognizes that a number of factors influence an individual institution s process. For example, factors such as the school s accreditation timeline, senior administrator searches, and resources all play a role in determining which model is best suited for a particular Student Affairs division.
Academic Affairs Forum Balancing Student Enrollments to Achieve Revenue Goals Enrollment Review and Outcomes Custom Research Brief eab.com Academic Affairs Forum Cate Auerbach Research Associate Lauren
Academic Affairs Forum Encouraging Faculty Participation in Student Recruitment Custom Research Brief eab.com Academic Affairs Forum Noorjahan Rahman Research Associate 202-266-6461 NRahman@eab.com Kevin
Academic Affairs Forum Conducting Market Analysis for New Programs Developing Financially Viable Programs and Meeting Market Demand Custom Research Brief eab.com Academic Affairs Forum Emily McKelvey Research
Academic Affairs Forum Balancing General Education and Major Requirements At Private, Religious Institutions eab.com 2014 The Advisory Board Company 1 eab.com Academic Affairs Forum Natalia Alvarez Diaz
University of Wisconsin-Milwaukee Quality Initiative Proposal Renewing our Commitment to Undergraduate Education Submitted to the Higher Learning Commission of the North Central Association of Colleges
SIAM Single Identity and Access Management Single Identity and Access Management User Self-Service Guide Summer 2015 2014 The Advisory Board Company LEGAL CAVEAT The Advisory Board Company has made efforts
STRATEGIC PLAN 2015-2020 EXECUTIVE SUMMARY Georgia Regents University Division of Enrollment & Student Affairs participates in annual strategic planning so that the division can clarify goals and focus
Own your future. S T R AT E G I C P L A N 2 0 0 8-2 0 1 3 Own your future. S T R A T E G I C P L A N û 2 0 0 8-2 0 1 3 Yosemite Community College District Dr. Roe Darnell Chancellor Dr. Richard D. Rose
California State University, Stanislaus GENERAL EDUCATION: ASSESSMENT CHRONOLOGY The General Education Program has taken the following steps toward assessment of the quality of General Education. 1997/1998
MINNESOTA STATE COLLEGES AND UNIVERSITIES BOARD OF TRUSTEES Agenda Item Summary Sheet Committee: Academic and Student Affairs Date of Meeting: January, 0 Agenda Item: Century College Mission Approval Proposed
Advisory Board Fellowship Uncovering the Health Care and Police Costs of Chronic Homelessness in the District Advisory Board Analysis for Miriam s Kitchen 2014 The Advisory Board Company LEGAL CAVEAT Uncovering
Graduate School Rankings Debate: U.S. News and World Report --and beyond Every year, U.S. News and World Report publishes a ranking of different graduate programs and, every year, college and university
Management Competencies and Sample Indicators for the Improvement of Adult Education Programs A Publication of Building Professional Development Partnerships for Adult Educators Project PRO-NET April 2001
Council for the Advancement of Standards Learning and Development Outcomes Contextual Statement The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities
Translating Our Goals into Action Southeastern Illinois College 2012-2017 Strategic Plan SOUTHEASTERN ILLINOIS COLLEGE TRANSLATING OUR GOALS INTO ACTION STRATEGIC PLAN 2012-2017 I n the Spring 2011 semester,
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual
COMING TOGETHER, ENVISIONING THE FUTURE: THE STRATEGIC PLAN OF THE DEPARTMENT OF COMMUNICATION, UNIVERSITY OF MARYLAND CONTENTS INTRODUCTION 1 MISSION & VISION 1 STRENGTHS, CONSTRAINTS, OPPORTUNITIES 2
1 Conflicts of Interest and Disclosures 2 Applying the NLN CNEA Standards to Your Program Neither the planners or presenters indicated that they have any real or perceived vested interest that relate to
Notes in Brief AUTHORS: Carrie L. Zelna, Ph.D. North Carolina State University Stephany Brett Dunstan, Ph.D. Candidate North Carolina State University CORRESPONDENCE Email firstname.lastname@example.org AUTHORS NOTE
The Commission on Colleges, Southern Association of Colleges and Schools and The IDEA Student Ratings of Instruction System The Commission on Colleges, Southern Association of Colleges and Schools ( The
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
75 College Avenue Greenville, PA 16125 www.thiel.edu Dean of Enrollment Search Prospectus Fall 2015 www.thiel.edu/deanofenrollment Thiel College in Greenville, Pa., invites nominations and applications
Self-Study Town Hall Session Working Group #2 Research, Scholarship and Entrepreneurship Steering Committee Co-Chairs Dean Natalie Eddington Dr. Roger Ward September 9, 2015 Town hall objectives 1. Provide
ACRL Best Practices in Information Literacy Invitational Conference Application, 2002 Program and Institution: EXECUTIVE SUMMARY Information Literacy Program of the A.C. Buehler Library at Elmhmst College,
NATIONAL BENCHMARKING AND ACCREDITATION Using Benchmarking Data for Regional Accrediting www.nccbp.org 1 Using Benchmarking Data for Regional Accrediting The goal of accreditation is to ensure that education
University of Maine at Presque Isle 2020 Strategic Plan Table of Contents History and Planning Process.3 University Vision, Mission, & Institutional Values......4 Strategic Plan....5 2 History and Planning
Master of Science Higher Administration Faculty Stephanie Chang Stephanie H. Chang is a Ph.D. Candidate in the Counseling & Personnel Services and Administration (CSPA) program at the University of Maryland,
Action Plan for the Graduate College Feb. 2012 Western Michigan University Introduction The working premises of this plan are that graduate education at WMU is integral to the identity and mission of the
PUBLIC ACCOUNTING REPORT Volume XXXVI, No. 11, Part 2 Editor: Julie Lindy Email: Julie.lindy@wolterskluwer. com Managing Editor: Kurt Diefenbach Coordinating Editor: Jim Walschlager Contributing Editor:
Saint Louis University Program Assessment Plan Program (Major, Minor, Core): PhD in Higher Education Administration Department: Higher Education Administration College/School: School of Education Person(s)
1 SUPPORTING FIRST-YEAR TRANSITIONS TEMPLE UNIVERSITY Jodi Levine Laufgraben, Michele L. O Connor, and Jermaine Williams Learning communities at Temple University began in 1993 with about two hundred students.
Integrated Marketing, Communications and Engagement February 13, 2013 What is integrated marketing and communications and why is it important? An integrated marketing and communications plan is: -- comprehensive,
Improving Board Engagement with Educational Quality Institutional Case Report Templates As part of this AGB project, we will be compiling a set of case reports based on the experiences of the participants.
Status of Assessing Student Learning Outcomes in Community Colleges Jack Friedlander, Executive Vice President, Educational Programs, Santa Barbara City College and Andreea Serban, Associate Vice President
Strategic Plan 2011 2020 Revised, April 2015 A Message from the President I am pleased to present Endicott College: Strategic Plan 2011 2020, which was developed by the Endicott College Planning Committee
Section #3: Application Summary Include a summary of the award application, identifying the award category (C1 or A1). Please begin the narrative with a brief description of your institution and the time
GRADUATE EDUCATION AT USM: A STATEMENT OF THE GRADUATE COUNCIL March 2, 2009 Graduate education is an essential part of the University of Southern Maine. As one of only two universities within the University
Master of Science Higher Administration Faculty Becki Elkins Becki Elkins is Registrar and Director of Institutional Research & Assessment at Cornell College in Mount Vernon, Iowa. She holds a doctorate
The University of North Texas at Dallas Policy Manual Chapter 6.000 6.020 Academic Program Review Faculty Affairs Policy Statement. UNT Dallas offers high-quality academic programs that are achieved through
REVISED RESOLUTION ON THE ROLE OF COMMUNICATION IN GENERAL EDUCATION ADOPTED BY THE NCA LEGISLATIVE ASSEMBLY NOVEMBER 17, 2012 AUTHORS Cheri J. Simonds Jacquelyn Buckrop Mark Redmond Deborah Hefferin Quianthy
Darden School The Darden School of Business recently celebrated its 50 th anniversary, reflecting the strong base on which to build toward its centennial. While the world in which the School operates has
Page 1 of 12 UW-Madison Plan for the Assessment of Student Learning JANUARY 2015 Page 2 of 12 This document describes a strategic and systematic process of improving the quality of degree and co-curricular
University of Arkansas at Little Rock Division of Educational, Student Services, and Student Life Strategic Planning Manual 2013-2014 Table of Contents I. CHARGE FOR THE DIVISION OF EDUCATIONAL, STUDENT
Demonstrating Institutional Quality through Academic Accreditation A Case Study of a Public University in the U.S December 3, 2014. Ritu Subramony, Ph.D., M.S. Director of Academic Accreditation Content
Doctor of Education Higher Education with Concentration in Community College Administration Program Handbook College of Education Graduate Education and Research Texas Tech University Box 41071 Lubbock,
Herman Aguinis, John F. Mee Chair of Management, Indiana University Dr. Aguinis earned his Ph.D. from the University at Albany, State University of New York in 1993. He currently is the Chair of Management
EBD #10.9 2013-2014 TO: ALA Executive Board RE: Revised Standards for Accreditation of Master s Programs in Library and Information Studies ACTION REQUESTED/INFORMATION/REPORT: For information purposes.
Strategic Planning Update for Cal State East Bay Linda C. Dalton, Vice President for Planning, Enrollment Management, and Student Affairs DRAFT February 2, 2012 Cal State East Bay established seven strategic
James Madison University Best Practices for Online Programs Updated December 2013 JMU Best Practices for Online Programs I. Introduction... 2 II. Institutional Context and Commitment... 2 III. Curriculum
The Graduate School STRATEGIC PLAN 2007-2016 Table of Contents Page 1. Introduction 4 2. The Graduate School s Mission, Vision and Core Values.. 5 3. Strategic Advantages. 6 4. Strategic Challenges.. 7
Building a Bridge Between Academic and Non-Academic Units Through Assessment ANNE COOPER MOORE, PH.D. DEAN, LIBRARY AFFAIRS JAMES S. ALLEN, PH.D. ASSOCIATE PROVOST FOR ACADEMIC PROGRAMS SHARON WALTERS,
RWWL 2010-2015 STRATEGIC PLAN: Building a 21st Century Learning Community Advancing the Academic Village Clark Atlanta University Interdenominational Theological Center Morehouse College Spelman College
RYERSON UNIVERSITY POLICY OF SENATE PERIODIC PROGRAM REVIEW OF GRADUATE AND UNDERGRADUATE PROGRAMS Policy Number 126 Previous Approvals: April 5, 2005; May 6, 2008; November 2, 2010; May 3, 2011, May 3,
1 Revised August 2013 Revised March 2006 Presented to Planning Council December 1993 Table of Content Mission, Vision, and Core Values... 3 Institutional Goals... 4 Historical Perspective and Current View...
Web Function & Design Project Charter UCSC Web Presence & Services Program 5/21/2009 Final Author: ITS Project Management Office THINKING AT THE EDGE Table of Contents 1 PROJECT BACKGROUND... 1 1.1 The
UNIVERSITY LEADERSHIP COUNCIL Strategies for Success within a Student Affairs-Based Enrollment Management Enterprise Custom Research Brief RESEARCH ASSOCIATE Jeffrey Martin RESEARCH MANAGER Sarah Moore
NDSU GUIDELINES FOR SELF STUDY PROGRAM REVIEW REPORT September 11, 2015 The purpose of preparing the self study report is to Meet the requirements of the State Board of Higher Education NDSU policy (SBHE
GRADUATE PROGRAM REVIEW POLICY Texas Southern University The Purposes of Graduate Program Review Graduate program review at Texas Southern University exists to ensure that programs are functioning at the
Applied Projects Organizational Impact Report For the Nonprofit Leadership and Management Graduate Program June 2011 Heather Carpenter, Ph.D. Research Associate Caster Family Center for Nonprofit and Philanthropic
NASPAA s Research Universities Report 3/4/16 Data Source: 2014-2015 NASPAA Annual Data Report N= 109 schools, 120 programs 70% of Research Universities Fall 2015 Current Enrollment 15552 students Average
Council for the Advancement of Standards in Higher Education INITIAL REPORT CAS Self-Assessment Guide Arkansas State University-Beebe Student Success Center Counseling Services Spring 2010 2 CAS Counseling
Northside College Preparatory High School 5501 N. Kedzie Avenue. Chicago, Illinois 60625 Telephone (773) 534-3954 Fax (773) 534-3964 For Immediate Release: February 23, 2015 Northside College Preparatory
Leadership Profile Georgia College & State University Dean of the College of Education This search is being assisted by: THE SEARCH FOR A DEAN OF THE COLLEGE OF EDUCATION AT GEORGIA COLLEGE Georgia College
Office of Student Programs Strategic Plan FY 2013 - FY2018-0 - Introduction Dynamic leadership focused on producing meaningful outcomes will characterize our future. For the Office of Student programs,
The College of Business Oregon State University Strategic Plan Approved June 2012 Updated June 2013 Updated June 2014 1 The College of Business Oregon State University Vision Developing professionals who
UNIVERSITY LEADERSHIP COUNCIL The Undergraduate Education Office and First-Year Offerings Custom Research Brief TABLE OF CONTENTS RESEARCH ASSOCIATE Joe LeMaster RESEARCH MANAGER Sarah Moore I. Research
1 Dean of the College of Pharmacy and Health Sciences Texas Southern University invites nominations and applications for the position of Dean of the College of Pharmacy and Health Sciences (COPHS). Reporting
EXECUTIVE SEARCH PROFILE DEAN OF THE UNIVERSITY LIBRARY San José State University invites nominations and applications for visionary and innovative academic leader for Dean of the University Library. THE
Transformation through Education: A Strategic Blueprint for Molloy College - 2012 and beyond 2012-2017 Executive Summary Mission Statement Molloy College, an independent, Catholic college, rooted in the
Entrepreneurship at Princeton A statement by President Christopher L. Eisgruber and Provost David S. Lee Recently, an advisory committee on Princeton entrepreneurship submitted a report to us that described
STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: C.KOPAC AND M. VENZKE DATE: JUNE 26, 2014 REVISED JANUARY 2015 TO MEET UAC RECOMMENDATIONS SEE BELOW- HEADING HIGHLIGHTED IN GREY BRIEFLY DESCRIBE WHERE
Towson University Strategic Academic Plan 2010-2016 University Summary Mission Statement Towson University, as the state s comprehensive Metropolitan University, offers a broad range of undergraduate and
Department of Institutional Research and Planning Name of Person Completing Report Dr. Ebenezer Kolajo 1. Departmental Mission http://www.westga.edu/irp UNIVERSITY OF WEST GEORGIA ANNUAL REPORT TEMPLATE
HOFSTRA UNIVERSITY FRATERNITY & SORORITY LIFE 5-STAR PROGRAM GUIDE Office of Student Leadership & Activities 2014-2015 1 Introduction The Office of Student Leadership & Activities has implemented the following
Northern Arizona University University Assessment Committee Annual Assessment Report Template Purpose: The Annual Assessment Report Template helps academic program faculty to organize, reflect upon, and
Master of Public Administration Graduate Program The Barbara Jordan Mickey Leland School of Public Affairs Our Program O u r Pr o g r a m The Barbara Jordan Mickey Leland School of Public Affairs Program
28 Case Study 1 City, State Los Altos Hills, CA City population estimate 2013 8,334 1 Campus setting Suburb: Large Fall 2013 student enrollment 14,814 Part-time 64% Female 50% White 35% Latino or Hispanic
Standards for Accreditation of Master s Programs in Library and Information Studies Adopted by approval of the Council of the American Library Association, February 2, 2015 Purpose of Accreditation Introduction
Evaluation of Undergraduate Academic Programs Self-Study Guidelines Office of the Provost Fall 2009 Purpose This guide is designed to support academic unit efforts to evaluate undergraduate academic programs
Case Study: The Western Michigan University Doctorate in Interdisciplinary Health Sciences by Paul D. Sarvela, vice president for academic affairs, Southern Illinois University The College of Health and
Using Evidence to Enhance Student Learning: Examples of Good Assessment Practice Jillian Kinzie NEEAN Conference November 7, 2014 Overview NILOA who we are and what we do 2013 Provost Survey Findings relevant