ICED Conference June 5-8, Atlanta, Georgia Using Strategic Planning to Evaluate Academic Development Units Angela R. Linse, Ph.D. Executive Director & Associate Dean President Elect, POD Network SCHREYER INSTITUTE FOR TEACHING EXCELLENCE
Unit evaluations typically assess distinct programs and services. Consultations Workshops Courses Teaching & Learning Communities LMS/Online Center Grants Ed/Inst’l Tech SoTL
The compilation approach led to more questions than it answered • Is 740 consultations with 875 people meaningful? • Is 143 workshops enough? • What 4.5/5 workshop rating sufficient? • Is reaching 36% of the faculty and post- graduates too little? • Should we offer other programs? • Who cares??
S trategic planning includes the following steps: Define organizational Vision Define organizational Mission Establish process (Who, What, How, When) Set short-term/long-term goals Rubin , Brent D. Excellence in Higher Education 2001-2002, A Baldridge-based guide to organizational assessment, planning and improvement.
Vision statements create an idealized future for the organization. They reflect our core identity , assign meaning to our work and focus on our future .
Developing a Vision S tatement • What would your institution be like if your unit was no longer needed? • If your unit achieved its mission, how would you describe your institution? • What would administrators, faculty, and students be doing if you were 100% successful?
A Mission S tatement captures the purpose of the organization. It conveys why we exist, anchors us, and helps us make decisions about where to put our efforts and resources.
Mission S tatement 2004 Organizationally within Undergraduate Education, the Institute has University-wide responsibilities to promote and provide opportunities for the sharing of knowledge gained about the teaching and learning process; promote the combined uses of effective educational testing, learning assessment instruments, and teaching effectiveness feedback as important to the improvement of student learning; and promote sound teaching practices to enhance student learning.
What is your unit’s Mission? • Why does your unit exist? • What work is it supposed to do? • How do you spend your time? Establish process (Who, What, How, When)
The Five Most Important Questions 1. What is your Mission ? 2. Who are your Constituents ? 3. What do they Value ? 4. What are your Results ? 5. What is your Plan ? Drucker, Peter, et al. (2008) The Five Most Important Questions You Will Ever Ask About Your Organization , 3rd ed. Jossey Bass.
Who are your constituents and what do t hey value? Undergraduate Ed VP & Dean Advisory Committee Assessment info Schools & Colleges Teaching Clients Deans Assoc. Deans Teaching Grad Tenure-line Department Chairs Faculty Students Faculty
Deans value comparative data 30.0% % University Park Faculty 25.0% % Schreyer Interactions Faculty 20.0% 15.0% 10.0% 5.0% 0.0%
What would persuade administrators to encourage faculty to work with us? 1. Who we are 2. Roles we play 3. Guiding principles 4. What we do 5. Ways to interact with us 6. What we can do for administrators 7. University initiatives we work on
How effective is your unit? What would you like to change? Strategic Goals should be: S S pecific M M easurable A A chievable R R elevant T T imely
One way we increased visibility was to request to visit faculty meetings
Activity: Developing Goals • How will you know that you have achieved your mission? • How will you know you are being effective or successful? • What about your unit’s work can be improved? By how much?
Good things happen when assessment is aligned with strategic goals! • Center assessment is more than assessing our programs & services • Mission should drive goals • Strategic goals are SMART • Strategic goals are forward thinking • Reports should include evidence meaningful to constituents
Thank Y ou! Please don’ t hesitate to contact me during the conference or after! Angela: arl15@ psu.edu 814-865-7812
S C H R E Y E R I N S T I T U T E F O R T E A C H I N G E X C E L L E N C E VISION The vision of the Schreyer Institute is for all Penn State students to be engaged in and responsible for their own learning by means of excellent teaching. MISSION The mission of the Schreyer Institute is to advance and inspire excellence in Penn State’s teaching and learning community. Who: We define Penn State’s teaching and learning community broadly to include any person involved with Penn State students in an instructional context. We primarily work with faculty (of any rank or title) and graduate students but we count advisors, administrators and staff among our constituencies. What: We help students learn by making it easier for instructors to: • use effective teaching methods • engage all students in the learning process • effectively assess students’ learning • enhance the value of teaching excellence • inform decision-making about teaching and learning How: We work with the teaching and learning community in the following ways: Consultations Conferences Collaborations Course Observations Grants Computer-based Testing Presentations Research & Publications Exam Scanning Services Workshops Resource Repository Committee membership 2010 Goals Visibility: Increase our visibility as one of the primary sources of information and help with teaching and learning innovations and challenges. Interaction: Increase outreach to and personal interactions with faculty focused on specific teaching and learning issues or themes. Quality: Provide and deliver high quality information, services, and materials. 2014 Goals Interaction: Maintain outreach to and personal interactions with the Penn State teaching and learning community. Impact: Increase knowledge and use of the Institute’s teaching and learning resources (human, electronic, fiscal). Integration: Integrate the Institute more fully into Undergraduate Education. Quality: Provide and deliver high quality information, services, and materials using efficient and effective processes. Angela Linse, Using Strategic Planning to Evaluate Academic Development Units, Workshop presented at the International Consortium for Educational Development (ICED) Conference, Atlanta, GA, June 5-8, 2018.
tant Que stions * T he F ive Most Impor 1. Wha t is yo ur Mission ? (Why wa s yo ur c e nte r c re a te d? Ho w do e s it a nc ho r yo ur wo rk a nd pe o ple ? Wha t wo uld he lp yo u ma ke de c isio ns a b o ut whe re yo u put yo u e ffo rts a nd re so urc e s? Ho w do yo u spe nd yo ur time ? ) 2. Who a re yo ur Constitue nts ? (Is yo ur c e nte r a sse ssme nt a ime d a t a ll o f yo ur c o nstitue nts o r just a t o ne o r two o f the m, e .g . Pro vo st/ VP? ) 3. Wha t d o the y Value ? (Do yo ur a sse ssme nt re po rts pro vid e wha t yo ur c o nstitue nts va lue ? ) 4. Wha t a re yo ur Re sults ? (Do yo ur re sults te ll yo u tha t yo u a re d o ing wha t yo u sho uld b e d o ing , e spe c ially re la tive to yo ur Missio n a nd c o nstitue nts? ) 5. Wha t is yo ur Plan ? * Drucker, Peter, et al. (2008) The Five Most Important Questions You Will Ever Ask About Your Organization , 3rd ed. Jossey Bass.
Constituents What do our constituents want to know? What do we want our constituents to know? • What we do and how that will help faculty • That people in their college and department EXAMPLE: • How effectively we work with faculty facing already work with us Department Chairs and • Principles that guide our practice teaching challenges Program Heads • Whether we take referrals • Process of working with us Angela Linse, Using Strategic Planning to Evaluate Academic Development Units, Workshop presented at the International Consortium for Educational Development (ICED) Conference, Atlanta, GA, June 5-8, 2018.
Recommend
More recommend
