Dr. J. Michael of and Institutional Research Reporting · 2020. 3. 18. · Dr. J. Joseph Hoey VP of...
Transcript of Dr. J. Michael of and Institutional Research Reporting · 2020. 3. 18. · Dr. J. Joseph Hoey VP of...
Dr. J. Joseph HoeyVP of Institutional Effectiveness and AssessmentBridgepoint Education
Dr. Kristina M. CraggAVP of Institutional ResearchBridgepoint Education
Dr. Michael ReillyExecutive Dean, Business Ashford University
Ms. Amanda FluhartyInstitutional Research Reporting ManagerBridgepoint Education
“A systematic review of academic programs, to address the quality, viability, and productivity of efforts in teaching and learning, scholarship, and service as appropriate to the institution’s mission” (RACIE Committee, Board of Regents, University System of Georgia,
n.d.)
Decision‐making model Goal‐based model Responsive model Connoisseurship model
Formative program improvement, especially of student learning reputation enhancement
Summative Resource allocation/re‐allocation program continuation, consolidation or elimination
Internal Program itself Other programs in college or university
External Peer programs Specialized accreditors State system Employers of graduates
As an integral element of systematic improvement processes
When resource reallocation must take place Baseline measurement for new leader Overriding political or public relations concerns
Leadership (chair) review of a department Accreditation requirements Federal requirements
Within college or division Within institution Within state system By specialized accreditor Federal program review
Faculty senate or curriculum committees Dean’s office for a large college Institutional effectiveness office Provost/Academic affairs office State system office of planning and accountability
Federal funding or review body
Annual (desktop audit) 3‐year review (community colleges) 5‐year review (most typical) 10‐year review (graduate schools)
Student learning outcomes Use of resources Quality, productivity, viability Duplication (state system level)
Kickoff and scheduling External reviewer selection Provision of data packets Self‐study creation and vetting External reviewer site visit Recommendations Action plan Integration into budget and planning Follow‐up and monitoring
Alignment with mission Student numbers, quality and flow Student learning outcomes Faculty quality, sufficiency and productivity Physical and learning resources Curriculum currency Impact of curriculum on students Direct and indirect costs Reputation relative to peers
Common centrally‐mandated themes (e.g., retention)
Best in class evaluation perspective
Depends on purpose of review Usually includes recommendations and program continuation
Increasingly includes selective discontinuation of programs to rationalize resources
Model created through literature review and distillation of previous experiences
Five‐year cycle Student learning outcomes emphasized Internal self‐study and external review 17‐month review completion timeline Data packets from institutional research and assessment
Collaborative selection of external reviewers through peer‐driven process
Communicate with committee Beginning▪ Obtain requirements
Middle▪ Discuss any data challenges/definitions
▪ Progress update
End▪ Review the data
End – Part 2▪ There will likely be revisions to meet about
Understand the elements and definitions from subject matter experts Very helpful when the committee creates a “white paper” of rules/guidelines But still need to ask questions
Start early Especially if this is a new or changed activity for IR Unanticipated data challenges may occur Which definition of a variable to use?▪ Need to talk with the SMEs
Review the materials with the committee Review definitions Changes in definitions/ data collection protocol that may impact interpretation of results Welcome feedback
If needed, meet to review the materials again
Keep the lines of communication open for additional adjustments
May find that different programs have different nuances that need IR to help explain
Class Profile (HS or college GPA, SAT/ACT, HS class rank, transfer credits, demographics)
Enrollment (Total, by program, and three year trends)
Average Class Size
Student/Faculty Ratio by modality
Faculty Composition by modality (number, % doctorate degree, years teaching experience, teaching load, scholarship activity, % faculty by rank)
Library Assets (physical holdings, e‐database holdings, library visits, special holdings)
Assessment results of learning by program (Freshmen and Seniors)
Average GPA by Major
Graduation Rates by Major (total, 100% rate, 150% rates)
Student Honors Recipients by modality
Student Satisfaction
UG Degree Holders Decision to Attend Graduate School (% total, % by program)
Alumni Employment (% employed in field, salary increase 1 year post graduation, % professional certification)
Which modality offers the program being reviewed?
Have there been any changes to the program over review period?
Have there been name changes? CIP code changes?
Have there been any policy changes that would impact the results? Admissions Program Graduation
08‐09 09‐10 10‐11 08‐09 09‐10 10‐11Program 1Program 2Program 3
ADD MORE ROWS AS NEEDED
TOTAL
Table XX. Student Gender for Modality
Program
GenderFemale MaleN(%) N(%)
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