University of North Texas

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University of North Texas

• 2007 Planning Workshop

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There is a collective responsibility for student
success. We must have a relentless
focusinstitution-wideto make data-driven
decisions and actions. Dr. Kay
McClenney Director of the Community College
Survey of Student Engagement
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Discussion Areas

• The Planning Calendar
• Institutional Effectiveness Database
• Sage Advice
• CAS Standards and FALDOs

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Planning Calendar

• September-- Annual report for VPSD
• NovemberIE Completed Reports
• IE new year Outcomes and Measures
• Budgets
• EG Fall
• SSF Spring

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Planning and Assessment Format

• Goal
• Strategy
• Outcome
• Assessment Tool
• Results of Assessment
• Changes Made
• Terminology may be different
• Keep reporting format as simple as you can

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Institutional EffectivenessReport 2007

• Reports must be completed by April 1
• Be sure and click on both edits of your
  information
• Mission statement carries forward
• Select 2-3 most important (strategic) outcomes
  for 2007 and submit those in database
• Dont underline, use quotations, bold or use
  italics
• 2006 outcomes may pop upIRA are working on it.

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Institutional EffectivenessReport 2007

• Expected Outcome
• Assessment Tool
• Actual Results
• Changes Made Based on Assessment Results
• Administrative Initiatives (select all that apply
  to this objective)Warning mysql_numrows()
  supplied argument is not a valid MySQL result
  resource in /export/web/virtual/web3_unt_edu/ira/f
  y07/admininit_list.php on line 11 No initiatives
  have been selected.
• Dollar Amount Spent in Support of Outcome

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Common Missteps in Assessment

• Doing assessment just so you can say youre doing
  assessmentshould be purposeful and useful for
  improving practices
• Failing to connect assessment with practice
  rather than integrating assessment as part of
  practice (culture of assessment)
• Believing on workshop makes you an assessment
  expert rather than understanding assessment
  requires expertise and assistance
• Doing assessment by yourself or in isolation
  rather than using the experience of other
  individuals or departments
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Common Missteps in Assessment

• Doing assessment that is disconnected from the
  goals of your program rather than linking
  assessments to goals
• Choosing the method before the purpose rather
  than letting the purpose guide the choice of
  method
• Collecting interesting data rather than
  useful data
• Reporting results ineffectively rather than
  targeting your information and reports to
  specific audiences and situations
• Failing to evaluate an assessment project rather
  than taking the time to assess the assessment and
  improve the entire process
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