Assessment at the TTUHSCOr….What does assessment have to do with me?

AssessmentAssessment

Process of collecting and reviewing evidence about the TTUHSC’s academic and administrative programs and services and using it to evaluate these programs and services to improve their quality

Process of collecting and reviewing evidence about the TTUHSC’s academic and administrative programs and services and using it to evaluate these programs and services to improve their quality

ASSESS

IMPROVE

Dialogue

PLAN

Dialogue

Dialogue

Institutional EffectivenessInstitutional Effectiveness

The process by which the TTUHSC demonstrates how well it is succeeding in accomplishing its mission and meeting its goals

The process by which the TTUHSC demonstrates how well it is succeeding in accomplishing its mission and meeting its goals

SACS (Southern Association of Colleges and Schools) Principles of AccreditationSACS (Southern Association of Colleges and Schools) Principles of Accreditation

2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.

3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves those outcomes; and provides evidence of improvement based on analysis of those results.

2.5 The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission.

3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves those outcomes; and provides evidence of improvement based on analysis of those results.

TTUHSC MissionTTUHSC Mission

To improve the health of people by providing educational opportunities for students and health care professionals, advancing knowledge through scholarship and research, and providing patient care and service

To improve the health of people by providing educational opportunities for students and health care professionals, advancing knowledge through scholarship and research, and providing patient care and service

TTUHSC GOALSTTUHSC GOALS

Prepare competent health professionals and scientists

Increase externally funded, peer-reviewed research, especially NIH funded research, and research focused on aging, cancer, and rural health

Improve access to quality health care for the TTUHSC’s target populations

Prepare health professions students for an increasingly diverse workforce and patient population

Provide leadership in the development of partnerships and collaborations to improve community health

Operate TTUHSC as an efficient and effective institution

Prepare competent health professionals and scientists

Increase externally funded, peer-reviewed research, especially NIH funded research, and research focused on aging, cancer, and rural health

Improve access to quality health care for the TTUHSC’s target populations

Prepare health professions students for an increasingly diverse workforce and patient population

Provide leadership in the development of partnerships and collaborations to improve community health

Operate TTUHSC as an efficient and effective institution

InstitutionalMission,

Goals & Strategies

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Means of A

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Assessm

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Use of R

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Institutional Effectivenessis focused on

Results & Improvement

Strategic Planningis focused on

Process & Action

Answers Question:

What actions should we take to support the mission & goals of the institution?

Answers Question:How well are our students learning & our administrative services (AES) functioning?

Adapted from Nichols, J.O & Karen W., A Road Map for Improvement of Student Learning and Support Services Through Assessment

Inform the Planning Process

Unit Mission/Functions

Relationship of Types of Planning at an InstitutionRelationship of Types of Planning at an Institution

What is WEAVEonline?What is WEAVEonline?

A data-based tool for tracking assessment at the unit or program level

Tracks both student learning outcomes for degree programs and outcomes for administrative & educational support units

Demonstrates links between units/programs and the TTUHSC mission, goals, strategies

Reporting capabilities

A data-based tool for tracking assessment at the unit or program level

Tracks both student learning outcomes for degree programs and outcomes for administrative & educational support units

Demonstrates links between units/programs and the TTUHSC mission, goals, strategies

Reporting capabilities

WEAVEWEAVE

WEAVEWEAVE

Write expected outcomes

Establish criteria for success

Assess performance

View assessment results

Effect improvements

Write expected outcomes

Establish criteria for success

Assess performance

View assessment results

Effect improvements

What’s the Assessment Timeline?What’s the Assessment Timeline?

During our 2006-2007 “ramp up” year:

Assessment plans entered during the Fall Semester (ideally by Oct. 31, 2006)

Assessment activities Sept. 2006 through June 2007

Assessment reports due July 15, 2007

• Includes “findings” or results

• Includes a brief action plan on how findings will be used for improvement

Revised assessment plans due Sept. 2, 2007

During our 2006-2007 “ramp up” year:

Assessment plans entered during the Fall Semester (ideally by Oct. 31, 2006)

Assessment activities Sept. 2006 through June 2007

Assessment reports due July 15, 2007

• Includes “findings” or results

• Includes a brief action plan on how findings will be used for improvement

Revised assessment plans due Sept. 2, 2007

Who will use WEAVE?Who will use WEAVE?

All Academic degree programs (for student learning outcomes)

Administrative and educational support programs/units

• Includes academic program units, i.e. Dept. of Pediatrics, Office of the Dean for SON, etc.

• Administrative units, i.e. Traffic & Parking, IT-El Paso

• Educational Support Units, i.e. Outreach Service, TTUHSC Libraries; SOAHS Office of Admissions & Student Affairs

All Academic degree programs (for student learning outcomes)

Administrative and educational support programs/units

• Includes academic program units, i.e. Dept. of Pediatrics, Office of the Dean for SON, etc.

• Administrative units, i.e. Traffic & Parking, IT-El Paso

• Educational Support Units, i.e. Outreach Service, TTUHSC Libraries; SOAHS Office of Admissions & Student Affairs

Help!Help!

Office of Institutional Planning & Effectiveness (OIPE)Add new office number743-2918http://www.ttuhsc.edu/admin/oipe/

Staff:Sharon Kohout, DirectorH.D. Stearman, Associate DirectorTe’Ree Reese, Senior Business Assistant

Office of Institutional Planning & Effectiveness (OIPE)Add new office number743-2918http://www.ttuhsc.edu/admin/oipe/

Staff:Sharon Kohout, DirectorH.D. Stearman, Associate DirectorTe’Ree Reese, Senior Business Assistant

Assessment 101

AssessmentAssessment

Assessment is a systematic process of gathering and interpreting information to discover if your program is meeting its outcomes and then using that information to enhance your program.

Assessment is a process designed to answer the question: “Are our efforts bringing forth the desired results?”

Assessment is a systematic process of gathering and interpreting information to discover if your program is meeting its outcomes and then using that information to enhance your program.

Assessment is a process designed to answer the question: “Are our efforts bringing forth the desired results?”

Who needs to “do” assessment?Who needs to “do” assessment?

All academic degree programs must conduct ongoing assessment related to student learning outcomes

Administrative & educational support programs or units• Possible criteria: Does your program or unit…..

– have a purpose (or a mission) statement?

– provide a unique service?

– have a box on the organizational chart?

– have a separate budget?

There are no “rules” At what level does assessment makes sense if your

focus is improvement of your program or services?

All academic degree programs must conduct ongoing assessment related to student learning outcomes

Administrative & educational support programs or units• Possible criteria: Does your program or unit…..

– have a purpose (or a mission) statement?

– provide a unique service?

– have a box on the organizational chart?

– have a separate budget?

There are no “rules” At what level does assessment makes sense if your

focus is improvement of your program or services?

Where do you start?Where do you start?

Mission or Purpose Statement• A brief description of the unit or program’s

mission and purpose stated in broad terms. Be sure to mention how the work of the unit supports some part of the University’s mission and/or goals.

• Keep the mission statement to 2 – 3 sentences (for WEAVE).

• Should be revisited annually in case services are eliminated or added.

Mission or Purpose Statement• A brief description of the unit or program’s

mission and purpose stated in broad terms. Be sure to mention how the work of the unit supports some part of the University’s mission and/or goals.

• Keep the mission statement to 2 – 3 sentences (for WEAVE).

• Should be revisited annually in case services are eliminated or added.

Core Functions/ServicesCore Functions/Services

Four to seven functions/areas of responsibility that ensure that the mission is being accomplished

Helpful for determining outcomes/objectives and potential areas for improvement

Four to seven functions/areas of responsibility that ensure that the mission is being accomplished

Helpful for determining outcomes/objectives and potential areas for improvement

Ask Yourself These QuestionsAsk Yourself These Questions

What decision did you make about your unit or program last year?

What evidence did you use to inform that decision?

What was it that you were trying to influence or change about your unit/program when you made that decision?

What decision did you make about your unit or program last year?

What evidence did you use to inform that decision?

What was it that you were trying to influence or change about your unit/program when you made that decision?

Outcomes-Based AssessmentOutcomes-Based Assessment

Most people… Do capitalize on their innate intellectually

curiosity to find out what works Don’t articulate their intended end results (e.g.,

outcomes) ahead of time Don’t document the decisions made based on

their results Don’t follow up later to see if their decisions

made the intended improvement

Most people… Do capitalize on their innate intellectually

curiosity to find out what works Don’t articulate their intended end results (e.g.,

outcomes) ahead of time Don’t document the decisions made based on

their results Don’t follow up later to see if their decisions

made the intended improvement

The Assessment Cycle(Bresciani, 2003)

The Assessment Cycle(Bresciani, 2003)

The key questions…• What are we trying to do and why? or

• What is my unit or program supposed to accomplish?

• How well are we doing it?

• How do we know?

• How do we use the information to improve or celebrate successes?

• Do the improvements we make work?

The key questions…• What are we trying to do and why? or

• What is my unit or program supposed to accomplish?

• How well are we doing it?

• How do we know?

• How do we use the information to improve or celebrate successes?

• Do the improvements we make work?

ASSESS

IMPROVE

Dialogue

PLAN

Dialogue

Dialogue

Assessment( Bresciani, 2006)

Assessment( Bresciani, 2006)

Most importantly, it should be:• Understood • Inclusive • Meaningful • Manageable • Flexible • Truth-seeking/objective/ethical• Systematic

Inform decisions for continuous improvement or provide evidence of proof

Promote a culture of accountability, of learning, and of improvement

Most importantly, it should be:• Understood • Inclusive • Meaningful • Manageable • Flexible • Truth-seeking/objective/ethical• Systematic

Inform decisions for continuous improvement or provide evidence of proof

Promote a culture of accountability, of learning, and of improvement

The Purpose of AssessmentThe Purpose of Assessment

Outcomes-Based assessment does not exist for assessment’s sake

It is taking what most of us already do, and making it systematic

It is NOT personnel evaluation

Its purpose is to reflect on the end result of doing—the outcome. Are we accomplishing that which we say we are?

Outcomes-Based assessment does not exist for assessment’s sake

It is taking what most of us already do, and making it systematic

It is NOT personnel evaluation

Its purpose is to reflect on the end result of doing—the outcome. Are we accomplishing that which we say we are?

Bresciani, 2002

Purpose of Assessment (continued)Purpose of Assessment (continued)

Reinforce or emphasize the mission of your unit

Improve programs and/or performance

Inform planning

Inform decision making

Evaluate programs, not personnel

Reinforce or emphasize the mission of your unit

Improve programs and/or performance

Inform planning

Inform decision making

Evaluate programs, not personnel

Bresciani, 2002

Purpose of Assessment (continued)Purpose of Assessment (continued)

Assist in the request for additional funds from the University and external community

Assist in the re-allocation of resources Assist in meeting accreditation requirements,

models of best practices, and national benchmarks

Celebrate successes Create a culture of continuous improvement –

a culture of accountability, of learning, and of improvement

Assist in the request for additional funds from the University and external community

Assist in the re-allocation of resources Assist in meeting accreditation requirements,

models of best practices, and national benchmarks

Celebrate successes Create a culture of continuous improvement –

a culture of accountability, of learning, and of improvement

Bresciani, 2002

Components of a TTUHSC Assessment PlanComponents of a TTUHSC Assessment Plan

Program/Unit Name

Program/Unit Mission or Purpose Statement

Outcomes

• Student Learning or Administrative

• Link to the TTUHSC Strategic Plan

Measure (Method of Assessment)

Target Level (Criteria for Success)

Findings (Assessment Results)

• Summarize the results for each outcome

• Summarize the process to verify/validate the results

Action Plan (Use of Results)• Summarize the decisions/recommendations made for each outcome

Program/Unit Name

Program/Unit Mission or Purpose Statement

Outcomes

• Student Learning or Administrative

• Link to the TTUHSC Strategic Plan

Measure (Method of Assessment)

Target Level (Criteria for Success)

Findings (Assessment Results)

• Summarize the results for each outcome

• Summarize the process to verify/validate the results

Action Plan (Use of Results)• Summarize the decisions/recommendations made for each outcome

Mission StatementMission Statement

A mission statement needs to communicate the essence or purpose of your unit or program.

Your mission statement answers the question:

“What do we do and how do we support the TTUHSC mission?”

A mission statement needs to communicate the essence or purpose of your unit or program.

Your mission statement answers the question:

“What do we do and how do we support the TTUHSC mission?”

OutcomesOutcomes

Outcomes are statements that describe results that you expect to see….

• in the way you deliver your services

• related to internal goals you might have set within your unit

• as you carry out your functions or responsibilities

Outcomes are specifically about what you want the end results of your activities to be.

Outcomes are statements that describe results that you expect to see….

• in the way you deliver your services

• related to internal goals you might have set within your unit

• as you carry out your functions or responsibilities

Outcomes are specifically about what you want the end results of your activities to be.

Guidelines for Formulating OutcomesGuidelines for Formulating Outcomes

Must be related to something under the control of the unit

Should be worded in terms of what the unit will accomplish or what its clients should think, know, or do following the provision of services

Should lead to improved service

Must be linked to a TTUHSC strategy and/or goal (WEAVE will make the linking simple)

YOU decide which strategies and/or goals your unit best links to (can be more than one, but must link to a goal at the very least – see Goal 5)

Must be related to something under the control of the unit

Should be worded in terms of what the unit will accomplish or what its clients should think, know, or do following the provision of services

Should lead to improved service

Must be linked to a TTUHSC strategy and/or goal (WEAVE will make the linking simple)

YOU decide which strategies and/or goals your unit best links to (can be more than one, but must link to a goal at the very least – see Goal 5)

Ideas for Deciding on OutcomesIdeas for Deciding on Outcomes

Review your core services/ functions/responsibilities

Brainstorm with other staff about potential areas for improvement

Look at data/trends to determine issues or areas that need time and attention

What are areas in which you are held accountable by senior management or external audiences?

Remember: outcomes-based assessment is about improvement – not just “doing”

Start small – with just 2 or 3 outcomes

Review your core services/ functions/responsibilities

Brainstorm with other staff about potential areas for improvement

Look at data/trends to determine issues or areas that need time and attention

What are areas in which you are held accountable by senior management or external audiences?

Remember: outcomes-based assessment is about improvement – not just “doing”

Start small – with just 2 or 3 outcomes

Examples of Intended OutcomesExamples of Intended Outcomes

“All news media inquiries concerning the University will receive appropriate and timely responses.”

“An increasing number of undergraduate students will engage in research with faculty and graduate students.”

“Seminars and conferences offered by this program will provide enhanced opportunities for faculty to engage in interdisciplinary discussion and develop networks for future research collaborations.”

“Customers will receive prompt assistance in effectively resolving technical problems related to systems, networks, and desktop applications.”

“All news media inquiries concerning the University will receive appropriate and timely responses.”

“An increasing number of undergraduate students will engage in research with faculty and graduate students.”

“Seminars and conferences offered by this program will provide enhanced opportunities for faculty to engage in interdisciplinary discussion and develop networks for future research collaborations.”

“Customers will receive prompt assistance in effectively resolving technical problems related to systems, networks, and desktop applications.”

Questions to Ask Yourself About OutcomesQuestions to Ask Yourself About Outcomes

Is it measurable/identifiable? Is it meaningful? Is it manageable? Who is the target audience of my outcome? Who would know if my outcome has been met? How will I know if it has been met? Will it provide me with evidence that will lead

me to make a decision for continuous improvement?

Is it measurable/identifiable? Is it meaningful? Is it manageable? Who is the target audience of my outcome? Who would know if my outcome has been met? How will I know if it has been met? Will it provide me with evidence that will lead

me to make a decision for continuous improvement?

Before Choosing A Method or Measure…Before Choosing A Method or Measure…

Think about what meeting the outcome looks like• For example:

• “All news media inquiries concerning the University will receive appropriate and timely responses.”

– What does it look like when your outcome has been met?

– How do you currently deliver this outcome?

There may be clues in the delivery of the outcome that help you determine how to assess it

Think about what meeting the outcome looks like• For example:

• “All news media inquiries concerning the University will receive appropriate and timely responses.”

– What does it look like when your outcome has been met?

– How do you currently deliver this outcome?

There may be clues in the delivery of the outcome that help you determine how to assess it

Before Choosing a Method or Measure… (continued)

Before Choosing a Method or Measure… (continued)

Think about collecting data• from different sources to make more meaningful and

informed decisions for continuous improvement (e.g., surveys, observations, self-assessment)

• that you believe will be useful in answering the important questions you have raised

• that will appeal to your primary audience or to those with whom you are trying to influence

Think about collecting data• from different sources to make more meaningful and

informed decisions for continuous improvement (e.g., surveys, observations, self-assessment)

• that you believe will be useful in answering the important questions you have raised

• that will appeal to your primary audience or to those with whom you are trying to influence

Measurement MethodsMeasurement Methods

Evidence of learning- basically two types• Direct-

– methods of collecting information that require the customers/students to display their knowledge and skills

• Indirect– methods that ask customers/students or some one else to

reflect on the customer/student learning rather than to demonstrate it

Evidence of learning- basically two types• Direct-

– methods of collecting information that require the customers/students to display their knowledge and skills

• Indirect– methods that ask customers/students or some one else to

reflect on the customer/student learning rather than to demonstrate it

(Palomba and Banta, 1999)

Some Methods That Provide Direct EvidenceSome Methods That Provide Direct Evidence

Observations of customer/student behavior Tracking the use of a service (i.e. hits on a

website) Tracking processing time Counts of participants/customers served Tracking complaints and how they are resolved

Observations of customer/student behavior Tracking the use of a service (i.e. hits on a

website) Tracking processing time Counts of participants/customers served Tracking complaints and how they are resolved

Some Methods That Provide Direct Evidence (continued)

Some Methods That Provide Direct Evidence (continued)

Document analysis (e.g., meeting minutes, policies, handbooks)

Observations of work performance Web tracking program analysis Other document tracking analysis

Document analysis (e.g., meeting minutes, policies, handbooks)

Observations of work performance Web tracking program analysis Other document tracking analysis

Some Methods That Provide Indirect EvidenceSome Methods That Provide Indirect Evidence

Client satisfaction surveys (students, staff, faculty, alumni, other customers)

Interviews and focus groups with participants, customers, or other stakeholders

Benchmarks set by national, state, or peer organizations or institutions

Retention rates Enrollment trends

Client satisfaction surveys (students, staff, faculty, alumni, other customers)

Interviews and focus groups with participants, customers, or other stakeholders

Benchmarks set by national, state, or peer organizations or institutions

Retention rates Enrollment trends

Examples of MeasuresExamples of Measures

Surveys of customer satisfaction Counts of program participants; growth in

participation Focus groups, individual interviews, phone

surveys Feedback from advisory groups or committees Analysis of service usage

Surveys of customer satisfaction Counts of program participants; growth in

participation Focus groups, individual interviews, phone

surveys Feedback from advisory groups or committees Analysis of service usage

Choosing an InstrumentChoosing an Instrument

What outcome(s) are you measuring? Who is being assessed? How often do I have

access to them? Do I know who they are? What is my budget? What is my timeline? What type of data is most meaningful to me:

direct/indirect and qualitative/quantitative Who will have responsibility for data collection?

What outcome(s) are you measuring? Who is being assessed? How often do I have

access to them? Do I know who they are? What is my budget? What is my timeline? What type of data is most meaningful to me:

direct/indirect and qualitative/quantitative Who will have responsibility for data collection?

Target Levels (Criteria for Success)Target Levels (Criteria for Success)

What target will you set for yourself during the coming year in order to accomplish your outcome?

What level of accomplishment do you hope to see?

Target levels should specific, measurable, and attainable.

You are encouraged to set more than one target level or criteria for success for each outcome.

What target will you set for yourself during the coming year in order to accomplish your outcome?

What level of accomplishment do you hope to see?

Target levels should specific, measurable, and attainable.

You are encouraged to set more than one target level or criteria for success for each outcome.

Examples: Outcomes with Criteria for Success/Target LevelExamples: Outcomes with Criteria for Success/Target Level

Students will be satisfied with the health care provider on their campus.• Target: On Student Satisfaction Survey, 90% will

respond that they are satisfied or very satisfied with health care provider on their campus.

Instructional support services will be provided to meet the needs of TechLink faculty.• Target: By Dec. 2006, faculty using TechLink will be

surveyed to determine three most critical areas of need

• Target: By June 2007, a workplan for addressing the major areas of need will be presented to IT leadership.

Students will be satisfied with the health care provider on their campus.• Target: On Student Satisfaction Survey, 90% will

respond that they are satisfied or very satisfied with health care provider on their campus.

Instructional support services will be provided to meet the needs of TechLink faculty.• Target: By Dec. 2006, faculty using TechLink will be

surveyed to determine three most critical areas of need

• Target: By June 2007, a workplan for addressing the major areas of need will be presented to IT leadership.

Conduct Assessment ActivitiesConduct Assessment Activities

Be sure you have a plan for conducting the activities that will lead to accomplishment of your target level

Be sure you have a plan for conducting the activities that will lead to accomplishment of your target level

Findings (Results of Assessments Conducted)Findings (Results of Assessments Conducted)

Summarize briefly the major findings from your assessments

“70% of respondents indicated that they had received a response to their request for service within 24 hours.”

“Customers expressed frustration with the wait time for help desk requests.”

“Feedback gathered from our advisory group indicated that department staff desire additional assistance with web design.”

Summarize briefly the major findings from your assessments

“70% of respondents indicated that they had received a response to their request for service within 24 hours.”

“Customers expressed frustration with the wait time for help desk requests.”

“Feedback gathered from our advisory group indicated that department staff desire additional assistance with web design.”

Closing the LoopClosing the Loop

Briefly report method of assessment for each outcome

Document where the customers/students are meeting the intended outcome

Document where they are not meeting the outcome

Document decisions made to improve the program and assessment plan

Refine assessment method and repeat process after proper time for implementation

Briefly report method of assessment for each outcome

Document where the customers/students are meeting the intended outcome

Document where they are not meeting the outcome

Document decisions made to improve the program and assessment plan

Refine assessment method and repeat process after proper time for implementation

Action Plans (Use of Results for Improvement)Action Plans (Use of Results for Improvement)

How do you plan to use the results of your assessments to improve the unit’s programs or services?

Briefly describe any improvements, changes, or plans that you will undertake

If you meet your target levels, review your outcomes to see if other improvements or activities are needed

How do you plan to use the results of your assessments to improve the unit’s programs or services?

Briefly describe any improvements, changes, or plans that you will undertake

If you meet your target levels, review your outcomes to see if other improvements or activities are needed

Examples of Improvement StatementsExamples of Improvement Statements

“A new campaign emphasizing to new graduates the benefits of annual giving to the TTUHSC was developed and implemented in July 2004. We continue to monitor our progress in encouraging this group to contribute.”

“Since our service demands have increased, additional staff are needed to provide adequate coverage, and will be requested in the next fiscal year.”

“Our focus groups interviews with users indicated a preference for electronic reports, so the hard copy version was discontinued.”

“A new campaign emphasizing to new graduates the benefits of annual giving to the TTUHSC was developed and implemented in July 2004. We continue to monitor our progress in encouraging this group to contribute.”

“Since our service demands have increased, additional staff are needed to provide adequate coverage, and will be requested in the next fiscal year.”

“Our focus groups interviews with users indicated a preference for electronic reports, so the hard copy version was discontinued.”

Demonstrate & Document Use of Results for ImprovementsDemonstrate & Document Use of Results for Improvements

Most important step = data-based decision making

Data collected from doing assessment often will inform Strategic Planning

Most important step = data-based decision making

Data collected from doing assessment often will inform Strategic Planning

InstitutionalMission,

Goals & Strategies

Aca

dem

ic P

lann

ing

Adm

inis

trat

ive

Plan

ning

Bud

get P

lann

ing

Fac

iliti

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utcomes

Means of A

ssessment

Assessm

ent Results`

Use of R

esults

Institutional Effectivenessis focused on

Results & Improvement

Strategic Planningis focused on

Process & Action

Answers Question:

What actions should we take to support the mission & goals of the institution?

Answers Question:How well are our students learning & administrative services (AES) functioning?

Adapted from Nichols, J.O & Karen W., A Road Map for Improvement of Student Learning and Support Services Through Assessment

Inform the Planning Process

Unit Mission/Functions

Relationship of Types of Planning at an InstitutionRelationship of Types of Planning at an Institution

Take-Home MessagesTake-Home Messages

You do not have to assess everything you do every year.

You don’t have to do everything at once-start with a reasonable number of intended outcomes

Think baby steps Be flexible Acknowledge and use what you have already

done.

You do not have to assess everything you do every year.

You don’t have to do everything at once-start with a reasonable number of intended outcomes

Think baby steps Be flexible Acknowledge and use what you have already

done.

Assessment expertise is available to help you evaluate your program better – not to evaluate your program for you

Borrow examples from other institutions to modify as appropriate

Time for this must be re-allocated We allocate time according to our values and

priorities

Assessment expertise is available to help you evaluate your program better – not to evaluate your program for you

Borrow examples from other institutions to modify as appropriate

Time for this must be re-allocated We allocate time according to our values and

priorities

More Take-Home Messages

ResourcesResources

Each Other Web Resources http://www2.acs.ncsu.edu/UPA/assmt/ http://www2.acs.ncsu.edu/UPA/assmt/resource.

htm#hbooks http://www.unt.edu/SACS/ie_nonacademic/inde

x.htm

Help!Help!

Office of Institutional Planning & Effectiveness (OIPE)

743-2918

http://www.ttuhsc.edu/admin/oipe/

Staff:

Sharon Kohout, Director

H.D. Stearman, Associate Director

Te’Ree Reese, Senior Business Assistant

Office of Institutional Planning & Effectiveness (OIPE)

743-2918

http://www.ttuhsc.edu/admin/oipe/

Staff:

Sharon Kohout, Director

H.D. Stearman, Associate Director

Te’Ree Reese, Senior Business Assistant