Volume 6, Issue 1Fall 2013

203 Bibb Graves Hall256.782.8144

oira@jsu.eduwww.jsu.edu/oira

In This IssueIn This IssueNeed Help

Developing a Grant Proposal?

page 2

Get Ready for SACS - They’re Coming!

page 3

CORE page 4

Program Review - A Look Back

page 6

Decrease in Enrollment Reflects

National Trends page 6

General Education Competencies

page 7

Assessment inAcademic Culture

page 7

Contributors:

Ms. Gena Christopher

Dr. Louise Clark

Ms. Lynn Garner

Ms. Allison Newton

Dr. Ruth Porter

Ms. Kim Presson

Mr. John Rosier

Dr. Alicia Simmons

We WelcomeYour Feedback!We WelcomeYour Feedback!

JSU Office of Planning and Research

MOMENTUMIn 2012-13 the JSU Strategic Planning Commit-

tee continued to focus on innovation and strategies to address the learning environment, enrollment and retention. In fall 2012 JSU experienced the first decline in enrollment since 2009. However, the 1,332 first time freshmen achieved an average composite ACT score of 22.3, up from 19.8 in fall 2009 and 21.4 in fall 2010.

In addition, the committee supported plans to implement Recruiter, a customer relations manage-ment (CRM) system to improve communications with potential students and improve recruiting processes. The committee also recommended ex-panding the GradesFirst system, which was used successfully in athletics to improve tutoring, advis-ing and service coordination for students. Also of note was the recommendation to add a strategy focused on research and collaboration, supporting initiatives within the Institute for Research and Collaboration’s nine centers, including the Cen-ter for Applied Forensics (CFAF), the Center for Collaborative Regional Education (CORE) and the Center for Information Security Assurance (CISA).

Other major accomplishments related to the

strategic plan’s implementation included: finaliza-tion of the report for the Southern Association of Colleges and Schools: Commission on Colleges that will result in a 2014 site visit; determination of the focus of the Quality Enhancement Plan (QEP) topic for SACSCOC regional accreditation, Fast Forward: Using 21st Century Tools to Improve Critical Thinking; and development of plans to fund the Faculty Commons, a center for teaching and learning that will provide professional devel-opment to faculty related to using new technolo-gies and methodologies in the classroom.

Plans for 2013-14 will include continuing to employ new methodologies and technologies in the classroom and providing ample faculty profes-sional development; continuing to expand online programs; developing plans to improve residen-tial facilities on campus; recruiting and retain-ing qualified undergraduate students and expand scholarship opportunities for transfer and out of state students; recruiting and retaining qualified graduate students and streamlining graduate admis-sions; increase international student enrollment and participation in the English Language Institute; and initiating the University’s 3rd Capital Campaign.

Continued on Page 3

SACS Quality Enhancement Plan (QEP)Fast Forward: Using 21st Century Tools to Promote Critical Thinking

By Dr. Alicia Simmons2011-2016 Strategic Plan Update

By Ms. Gena Christopher

John Dewey said, “If we teach today’s students as we taught yesterdays, we rob them of tomorrow.” Educat-ing our students with their futures in mind is a true challenge for our faculty, but it is one

that we must meet if we are to produce successful citizens.

When charged by the Southern Association of Colleges and Schools Commission on Colleges to “develop a Quality Enhancement Plan (QEP), engaging the wider academic community and addressing one or more issues that contribute to

institutional improvement,” our University’s Mis-sion, Goals and Strategic Plan were the first place that we looked for an appropriate topic. The Stra-tegic Plan approved by the JSU Board of Trustees on October 17, 2011, includes several key aspects of the proposed QEP, including the creation of a Teaching and Learning Center (Faculty Com-mons), the expansion of classroom and faculty technology, and an increase in the level of Univer-sity support for this technology.

However, the focus of the QEP is not technology, it is our students. Student assessments provided through the JSU Office of Planning and Research consistently report that our students are weak in the area of critical thinking, a 21st Century skill identified to be necessary for our graduates’

As the new academ-ic year gets u n d e r w a y, the campus is once again a flurry of activity. As you begin to settle into your routine,

reconnect with colleagues and begin to think about the year ahead, many of you are also thinking of ways to significantly advance your discipline or take that research project you’ve been working on to the next level. Consequently, you are most likely thinking of ways to secure funding for those ideas and projects. If you have ever considered developing a grant proposal and weren’t quite sure where to begin, your search is over. The Institute for Research and Collaboration (IRC) team is here for you. We support faculty and University personnel in the pursuit and administration of exter-nally funded grants and contracts. We are here to help you in the preparation of proposals by assisting you in the pre-award, award, and post-award activities. We provide advice and assistance with identifying potential sources of funding, development of projects, budget preparation, completing applications, proposal editing and review, as well as other aspects of the proposal development pro-cess. We serve as the facilitator to aid you from a project idea to closing of a funded grant or contract.

The IRC provides ongoing professional development opportu-nities to assist faculty and staff in the development of proposals. On a monthly basis, we offer:

Proposal Development 101 – Designed for faculty and staff who are new to JSU and/or the external funding process. This session provides a general overview of the proposal development process and the internal policies and procedures for submitting an exter-nally funded proposal.

Mock Proposal Development – Designed for JSU faculty and staff who are interested in developing proposals and working col-laboratively across disciplines and colleges on externally funded proposals at the local, regional, state, federal and/or foundation level.

‘Brown Bag’ Open Forum – These monthly sessions are de-signed to encourage the open discussion about current research projects and ongoing research interests. Attendees have the chance to explore potential interdisciplinary collaboration on externally funded grant opportunities at the federal, state, local, regional an/or foundation level. The informal setting facilitates the open dis-cussion of ideas and possibilities for future research projects.

Additionally, we publish a Proposal Development Guide that is available on the website at http://www.jsu.edu/oira/proposaldev. The guide provides pertinent information as you develop your proposal and contact information should you need our assistance during the process. Please do not hesitate to contact us if you have any questions or are interested in attending the professional devel-opment sessions.

IRC Team Members: Dr. Alicia Simmons, Executive Director of the Office of Planning and Research and The Institute for Research & Collaboration, sup-ports innovative ideas that lead to models, processes and solutions that meet funders’ priorities. Often designs evaluation/research plans for proposed projects.

Mr. Tony Bennett, Internal Audit and External Funds Compli-ance, ensures all funded projects meet compliance requirements.

Allison Newton, Coordinator of Proposal Development, assists faculty and staff with Pre-Award activities to include locating funding opportunities, pre-approval development, development of the scope of work and budget, along with the review, approval submission process. (256) 782-5108 / anewton@jsu.edu

Robin Yarbrough, Restricted Funds Accountant, provides Award assistance with budget and accounting support to include rout-ing/notification, signing contracts, PI responsibilities, subsequent changes and required forms for all awarded grants and contracts. (256) 782-5401 / rthompson@jsu.edu

Lynn Garner, Project Manager, assists with Post-Award activities and is available to assist with the development and administration of program requirements to include project management plans, program reporting, financial reporting and minimum JSU report-ing requirements. (256) 782 8159 / lgarner@jsu.edu

2 MOMENTUM Fall 2013

Need Help Developing A Grant Proposal? The Institute for Research and Collaboration Is Here for You!

Did You Know . . . . The restriction on the amount of extra compensation

a PI/Co-PI can earn from an externally funded grant/project has changed from 33% to 100%

of the PI’s current salary.

Jacksonville State University - Office of Planning and Research

By Ms. Allison Newton

Fall 2013 MOMENTUM 3

GET READY FOR SACS - They’re Coming!

Jacksonville State University - Office of Planning and Research

On Tuesday, April 8, 2014, a SACS Reaffirmation Team will arrive on our campus. This team will be made up of 10 to 12 individuals from other institutions of higher education and will be at JSU to continue a review of how well we stack up against the approximately 100 Core Requirements, Comprehensive Stan-dards, and Federal Requirements which make up The Principles of Accreditation of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Team members will meet with students, faculty, administrators, and Board of Trustee members as they conduct their evaluation. Among the many facets of the review, particular interest will be focused on how well we measure up with the requirements having to do with our process for assessing student learning outcomes and other non-student related goals as well as the number and qualifications of our faculty. Another major focus of the On-Site team’s review will be the evaluation of JSU’s Quality Enhancement Plan (QEP).

Whereas SACS requirements are always on the minds of JSU officials when planning for the University, more detailed plan-ning for our SACS reaffirmation visit began in early 2010 when President Meehan asked Dr. Louise Clark and Dr. Alicia Sim-mons to head up the University’s reaffirmation project. Since that time, many individuals across campus have provided input into an extremely detailed and in-depth Compliance Certification Report which addresses the almost 100 standards required of all institutions accredited by SACSCOC. With a great deal of effort on the part of many people, particularly the staff in the Office of Planning and Research and the Editor, Ms. Lisa Williams, the Report was finalized and submitted to the SACS office and to members of the SACS Off-Site Team that will conduct the initial review of our Report.

The Off-Site Team received our Report on September 10, 2013; members of the Team will spend the next few weeks conducting their reviews and will convene in Atlanta, GA in early November to meet and discuss findings of all SACSCOC institutions participating in this reaffirmation cycle. Following this review, JSU will receive notification from our SACS staff Vice President, Dr. Nuria Cuevas as to the outcome of our review. The review process will evaluate how well JSU complies with all

standards as indicated above. If it is determined that a standard has not been sufficiently addressed and therefore the institution is deemed “out-of-compliance,” a “recommendation” is submit-ted to the institution informing them of this problem. If this does happen, the institution may submit a Focused Report addressing any issues that have been noted. Prior to arriving on campus, the On-Site Committee will be notified of such findings and will be asked to address specifically any of these identified issues once they arrive on campus. Our goal throughout this process has been to minimize the likelihood that we will receive any “recommen-dations.” We believe that we have accomplished this; however, we must wait and see!

On April 10, 2014, the Reaffirmation Team, after having reviewed any issues, which might linger from the Off-Site review as well as all other standards required of SACSCOC, and once they have carefully scrutinized our QEP: FAST FORWARD, will depart campus. Prior to their departure, the Team will conduct an exit interview with President Meehan and other invited members of the JSU administration. During this time the Team will pres-ent their findings regarding any areas of non-compliance which they have identified; they will present their “recommendations.” They may also present “commendations,” for areas in which they believe the University excels. Our hope and expectation is that the “recommendations” will be few and the “commendations” will be many!

JSU will have an opportunity to provide a response report for any “recommendations” that we might receive. Our final review will come in December 2014 at the SACSCOC annual meeting in Atlanta, GA. At that time our reaffirmation should be confirmed which will put us on tract to FAST FORWARD to the QEP.

Louise and Alicia would like to express a special “thank you” to all who provided input and support for the preparation of the Report. We also want to extend our appreciation to President Meehan for his careful and thoughtful review of the Report and his suggestions for improvements to strengthen the content. We wish to acknowledge Dr. Rebecca Turner, JSU’s SACS liaison, for her support and that of her staff, and also to Dr. Joe Delap for serving as another set of reviewer-eyes for us.

SACS Quality Enhancement Plan (QEP) (Continued from Page 1)

By Dr. Louise Clark

success. Stephen D. Brookfield described the process involves critical thinking in Teaching for Critical Thinking (2012) in three steps: “Discovering the assumptions that guide our decisions, actions, and choices; checking the accuracy of these assump-tions by exploring as many different perspectives, viewpoints, and sources as possible; and making informed decisions based on these researched assumptions.” It is imperative that our students leave the University with the ability to follow this process to a successful end.

This leads us to an important question. How can we develop a plan to improve our students’ critical thinking using 21st Century tools and prepare our faculty to become Learner-Centered Teach-

ers? The answer is in our QEP which includes four distinct parts: a One-to-One iPad Initiative for freshmen beginning in 2015, the creation of a Faculty Commons, a Faculty Mentoring Program to provide professional development for General Education teach-ers, and the inclusion of Learner-Centered methodologies across the campus.

We have been teaching our students for our pasts for much too long. Today’s University must be forward-thinking. In order to provide the education Jacksonville State University graduates require, we must move “Fast Forward.” This is the goal of the University, and this is the proposal for our QEP.

Within the Institute for Research and Collaboration (IRC), the Collaborative Regional Education Research Center pro-vides an avenue for a unique partnership between JSU and 20 local school systems.

In 2010, JSU began a learning environment transforma-tion with the Red Balloon Initiative. JSU learned that PK-12 schools in the region were undergoing the same changes and facing the same challenges (i.e., funding and doing more with fewer resources). The Piedmont City School System was the first to approach JSU about forming a learning partnership and is now one of nearly 20 partners joined together to work towards preparing students for college and career readiness.

The elements of CORE include: professional development, dual enrollment, change management, partnership building, technology, project-based learning, and classroom support.

The vision of CORE is to transform K-12 and higher educa-tion so students are increasingly engaged, instructors are increasingly innovative, and educational institutions are increasingly support-ive of system-wide change and community-wide partnership building.

The goals of CORE are:• To prepare students for college and career through increases in 21st Century skills,• To expand methodologies and technologies in the classroom, and • To create sustainable support for system-wide change management.

The mission of CORE is to fuel transformation in K-12 and higher education classrooms through professional development, project-/challenge-based learning, technology, classroom support, change management and partnership building, evaluation and research, dual enrollment, and innovative teacher preparation.

The CORE Model includes the following six components:

Partnership Building: CORE begins with partnership building. It is the belief of all involved that working together is more likely to result in positive outcomes.

Technology: In a report on the Apple Classroom of Tomorrow-Today (ACOT): Learning in the 21st Century (2008), a culture of innovation and technology is acknowledged as the fuel that not only drives today’s economy, but also is vitally important to student learning and the school environment.

Project-based learning (PBL): PBL is grounded in constructivism (Piaget, 1969; Perkins, 1991), which holds that learning is constructed through interaction with the environment through investigations, conver-sations and activities that build on current knowledge in individualized ways.

Classroom support: CORE classroom support includes providing an ecosystem of electronic objects, lessons, and media that teachers can share with each other.

Change management: The primary framework for this change management strategy is based on the administration of the Loss of Effectiveness (LOE) Index, identification of stress areas within the school system, and mitigation of organizational instability through leadership, professional development and other strategies.

Dual enrollment: These programs provide college credit courses to high school students either on the college campus, high school campus or sometimes online. JSU experienced an 85% first year retention rate among first time freshmen who completed at least one dual enrollment course.

4 MOMENTUM fall 2013

Center for Collaborative Regional Education - CORE

Attendees stay engaged in the sessions with current technology.

Jacksonville State University - Office of Planning and Research

By Ms. Lynn Garner

Continued on Page 5

INAUGURAL CORE ACADEMY - JUNE 2013

The 2012-2013 professional development series included a partnership building workshop in November and a January workshop that focused on technology in the learning environment.

The inaugural CORE Academy held on the campus of JSU in June 2013, hosted over 260 educators including JSU faculty, local teachers, technology directors, superintendents and administrators. The three-day conference fo-cused on learning how to best incorporate technology in the classroom. The sessions were led by local teachers, administrators, JSU faculty, students, and superintendents.

Session topics during the CORE Academy included:

• Nationally-recognized keynote speaker Dr. Mark Milliron • Teaching with technology • Methodologies in the classroom • Bring Your Own Device (BYOD) initiatives and implementation • Collaborative classroom • Learning Management Systems • Presentations from JSU students in project-based learning courses • Presentations from high school students from the partnership school sys-tems

An evaluation of the CORE Academy found that 91% of attendees planned to implement what they learned and 90% reported that the technologies and methodologies were useful.

CORE ACADEMY 2014

Next year’s CORE Academy plans to host a larger audience. Anticipated attendance at the 2014 CORE Academy is 500 teachers, administrators, curriculum directors, special education Coordinators and others interested in technology and practical implementation methodologies for the classroom.

The academy will take place June 3-5, 2014 and will be held on JSU’s campus. The call for presenta-tions will open January 2, 2014 and close on April 1, 2014. Registration for the Academy will open in April 2014. For conference information, contact Lynn Garner, CORE conference manager, lgarner@jsu.edu, 256.782.8159 or visit www.corepartners.org to register for a workshop or the 2014 Academy or email corepartners@jsu.edu for questions.

Dr. Mark Milliron gave the keynote address at the Core Academy.

Center for Collaborative Regional Education - CORE (Continued from Page 4)

Jacksonville State University - Office of Planning and Research

fall 2013 MOMENTUM 5

The Program Review process was developed and implement-ed in 2005 to address SACS Core Require-ment 2.5 and Comprehensive Standard 3.3.1, both of which address Institu-tional Effective-

ness and Continuous Improvement within all academic and non academic departments and units within accredited universities.

The program review process was divided into 7 Cycles, with each Cycle beginning in September of every year and ending 18 months later in July, when all units are recognized for their partici-pation at the Trustee’s Meeting. At any given time, there were 3 cycles in progress. As one cycle began working on their assess-ment data and self study, one was working on their onsite review and one cycle was replying to and implementing their recommen-dations in their PRISM plans. Over the 7-Cycle period, 80 aca-demic and administrative units have participated in the Program Review Process. Fifty-one units hosted approximately 95 peer re-

viewers on our campus during the 7 cycle span with the guidance of seven JSU faculty and staff who headed up the review teams.

Recently, Dr. Meehan charged the Program Review subcom-mittee with the task of evaluating the Program Review process. One result of this charge was the implementation of the Program Review component of Compliance Assist to aid in most of the Pro-gram Review process. In the future, all units will be able to enter their self study into Compliance Assist and the information can be read by the review team in the system as soon as it has been com-pleted. The units can upload documents and data for review by the team and the team will be able to write the report in the system. Two units, the Office of Admissions and the Department of His-tory, Foreign Languages and Liberal Studies piloted the self study portion of the Program Review component of Compliance Assist.

Another result of the charge given by Dr. Meehan was to evalu-ate the process is the restructuring of the Self Study in order to more closely match the information required in the report by the Onsite Review teams, future SACS reporting as well as informa-tion for specialized accreditation of academic units. The new self study format will be ready in Fall 2014.

The information gleaned in the Compliance Assist piloting pro-cess as well as the restructuring of the self study will enable the members of the Program Review Committee to roll out an im-proved Program Review process when the second series of Pro-gram Review begins in Fall 2014.

6 MOMENTUM Fall 2013

Program Review - A Look BackJSU Program Review…

Many Minds, Many Hands, One Mission.

Office of Planning and Research 203 Bibb Graves Hall phone: 8144 fax: 8146 e-mail: oira@jsu.edu

web: http://www.jsu.edu/oira/program_review.html

Jacksonville State University - Office of Planning and Research

Decrease in Enrollment Reflects State and National TrendsJacksonville State University’s recent decline in enrollment

illustrates a national trend among post-secondary institutions across the country. According to the Alabama Commission on Higher Education (ACHE), 58% of the state post-secondary institutions reported declines in enrollments between Fall 2012 and Fall 2013. During this same time period, JSU experienced a five percent decrease in undergraduate enrollment and a 15% decrease in the number of undergraduate students awarded the Federal PELL Grant. Some of the decrease in PELL Grant awards can be attributed to changes in the 2013-2014 federal requirements that reduced the automatic award qualification for PELL Grants based on total household income from $32,000 to $23,000 annually.

While enrollment has decreased at JSU within the last three years, first-year retention rates for first-time, full-time freshmen have increased from 67% in Fall 2012 to 71% in Fall 2013. The Fall 2013 retention rate is the highest rate achieved on record. Average composite ACT scores have increased from 21.8 in Fall 2011 to 22.5 in Fall 2013. This can be attributed to measures that have increased admissions requirements and provided additional scholarships needed to attract better prepared students. JSU also experienced a two percent increase in the six year graduation rate between the Fall 2006 and Fall 2007 cohort.

Vision StatementWithin five years, OPR will advance the use of technology in operations by implementing electronic student assessment measures; developing a data warehouse supported by data mining and advanced prediction tools; implementing a dynamic web-based Fact Book, and expanding central-ized planning, quality assurance, and tracking databases that respond to SACS accreditation requirements and meet JSU’s expectations for an environment of continuous improvement. OPR will promote a culture of assessment that involves faculty and administrators at all levels and will be an identifiable source of support throughout the JSU community.

Office of Planning and ResearchMission Statement

In its mission to provide accurate, reliable, and systematic departmental and institutional support in research and as-sessment, OPR (formerly know as the Office of Institutional Research and Assessment - OIRA) employs cutting-edge technology and a collection of high quality, proven tools and resources that support continuous improvement through meaningful planning, analysis, reporting, and informed deci-sion making.

By Mr. John Rosier

By Ms. Kim Presson

Fall 2013 MOMENTUM 7

Jacksonville State University - Office of Planning and Research

JSU’s General Education CompetenciesJacksonville State University’s General Education Competen-

cies were developed in collaboration with the College of Arts and Sciences, the college responsible for providing JSU undergradu-ate students with a broad education, no matter what their major program of study. General education refers to knowledge, skills and belief systems that all graduates of a university should acquire and be able to demonstrate in their professions and communities. Knowledge includes understanding of mathematical concepts, American history, and scientific methods. All JSU graduates are also expected to be able to demonstrate writing skills, computer skills, critical thinking and reasoning skills, and leadership skills. It is also important for all JSU graduates to experience an engaging and excellent learning environment that was enriching and chal-lenging through excellent academic courses. Students’ experiences should also include active and collaborative learning, quality inter-action with faculty, and a supportive campus environment.

Upon graduation, all JSU undergraduate students will be able to:1. Demonstrate the ability to write competently2. Demonstrate knowledge of mathematical concepts3. Understand the role of American citizenship4. Understand the role of science & the scientific method

5. Apply critical thinking and reasoning skills6. Demonstrate basic computer skills7. Demonstrate leadership skills8. Experience engaging and excellent educational experiences including:

enriching educational experiences active and collaborative learning academic challenge student-faculty interaction supportive campus environment excellent courses

JSU’s General Education Competencies are systematically mea-sured annually through direct and indirect measures including the College Basic Academic Subjects Examination (C-BASE), the Collegiate Learning Assessment (CLA) the ETS Proficiency Profile (EPP), and the National Survey of Student Engagement (NSSE). Years of results allow for comparisons across JSU’s own students, while expected outcomes anticipate increased learning.

The 2008-13 General Education Competencies report can be found on campus at: http://oira.jsu.edu:1091/reports/General_Ed_Competencies_2008-13_Report.pdf.

Assessment in Academic CultureIn today’s world of higher education, the desire to create a culture

of learning—a culture in which the focus of all operations revolves around student learning--proceeds hand in hand with a culture of assessment. What do we mean by both those terms? Student learning is more or less self-evident. Educators aim to increase the knowledge, skills, and dispositions relating to a student’s in-tellectual and professional growth. The definition of “culture of assessment” is not so clear. Many people think of “assessment” as either the grading process itself or as an outside evaluation, usu-ally instigated by accrediting bodies, an intrusive that is designed to measure, inhibit, and control individual classroom freedoms. Neither conception is accurate, and since, almost by definition, as-sessment is now a part of the academic landscape, we should strive to better define and understand both the concept of assessment and what it means to create a “culture of assessment.”

It’s easy enough for an institution to claim that it aims to achieve this state, but it is quite another thing to actually accomplish it. First, we need to understand our claim. What does it mean for an institution to have a culture of assessment? Wendy Weiner, writing for the American Association of University Professors newsletter (July 2009), says that there are fifteen important elements that are necessary to achieve success in this endeavor. Most institutions will not quickly achieve success in every area, but it is crucial that an institution highlight those elements that are in place, and be able to show that it is striving to acquire those that are not.

It is important to understand that assessment does not diminish the role of the individual faculty or administrator; in fact, assess-ment, wisely used, empowers both programs and individuals. It is said that knowledge is power, and, assessment provides knowl-edge. It is the knowledge of how well we convey those things that

we want our students to know, to be able to do, and the disposi-tions that they should acquire. Outcomes-based assessment lets us see to what extent we are succeeding in our goals and how we can improve the process of student learning in our programs, in our activities, and through our service.

Of the fifteen areas that Ms. Weiner highlights in her description of the ideal cultural of learning, several of these seem important and easy to acquire. First, it is important that we establish a com-mon vocabulary for assessment terms. Many people recognize assessment concepts that they have understood for years, but have not been sure how to articulate them. Language, and along with it, the vocabulary of assessment evolves, and so should our vocabu-lary. Along with acquiring common terms of discourse, we need to better understand how to conceive, develop, and implement as-sessment plans, and, of course, administrative support for these activities is vital to successful assessment. We should plan forums on the topic, and include assessment activities in our budget. Fi-nally, faculty should take ownership of their assessment programs, and actively participate in strategic design for those programs. A well-designed program is easy to assess.

It is important to remember also that it is not only the academic departments that assess their work, but all units of the institution, as well as co-curricular activities, should participate in this vital activity. Assessment and the reflective, planning culture that it creates is the business of everyone.

As JSU prepares to highlight and strengthen its culture as a com-munity of learners, the dedicated members of this community will also grow into a community that values its own “culture of assess-ment.”

By Dr. Alicia Simmons

By Dr. Ruth Porter

8 MOMENTUM FaLL 2013

JSU Office of Planning and Research

MOMENTUM

Office of Planning and ResearchJacksonville State University203 Bibb Graves Hall - 700 Pelham Road NorthJacksonville, AL 36265-1602

CAMPUSMAIL

Dr. Alicia SimmonsExecutive Director of Planning

and Research782-8145 - asimmons@jsu.edu

Strategic PlanningInstitute for Research and Collaboration

Change ManagementResearch Project Management

AssessmentPRISM

John M. RosierDirector of Institutional Research

and Assessment 782-8157 - jrosier@jsu.edu

Census DataRetention and Graduation Rates

IPEDS and ACHE ReportingCompliance Assist (PRISM)

Digital MeasuresAssessment

Student Learning Outcomes

Tienhan MaCoordinator of Assessment782-5109 - thma@jsu.edu

Surveys - Institution or AdhocMajor Field Tests

National Survey of Student EngagementFaculty Survey of Student Engagement

CBASE, CLA+, EPPAssessment Data

Student Ratings of Instruction (IDEA)

Kim PressonCoordinator of Institutional Effectiveness

782-8142 - kpresson@jsu.eduSACS Reporting

Unit Accreditation SupportPRISM Planning and Reporting

Compliance Assist Program Review

Fact Book and other OPR Publications

Allison L. NewtonCoordinator of Proposal Development

782-5108 - anewton@jsu.eduInstitute for Research and Collaboration

Federal, State, Local and Nonprofit Exter-nal funding opportunities

Assistance Developing Externally Funded Proposals

Strategic Planning for IRC Research Centers

IRC Professional Development Sessions

Lynn GarnerProject Manager, Institute for Research

and Collaboration (IRC)782-8159 - lgarner@jsu.edu

Institute for Research and CollaborationPost Award Grant Management

Research CentersCORE Academy/Workshops

Blake HunterTechnology Analyst

782-8189 - blhunter@jsu.eduQEP Data Management

CORE WebsiteIRC Technology

IPEDS and ACHE Reporting

DeLane HodgeSecretary to the Executive Director

782-8144 - chodge@jsu.eduCORE

OPR Publication Requests Purchasing/Budget

General OPR Requests

Got a Question or Need Assistance?