no man is an island how to foster collaboration and teamwork in assessment brigham young university...
TRANSCRIPT
No Man is an IslandHow to foster collaboration and teamwork in assessment
Brigham Young UniversityDan ChandlerCynthia Wong
Farris Child
Session Outcomes
Attendees will:Learn about the creation of the BYU Advising
Assessment Resources Group.Evaluate your campus dynamic to determine
if this is something that could work for you.Create a list of pros and cons about doing
this on your campus.Begin an action plan for how to create a
similar group on your campus.FD
The Story
NACADA Assessment Institute, February 2013Now what? An idea emergesDialogueProposalAdvising Assessment Resources Group
Summer RetreatMonthly Assessment MeetingsRotating Leadership DD
NACADA Assessment Institute, February 2013
Any professional development experience can ignite the discussion
DC
Dialogue
We valued the conversations during and after the sessions as the best partsWe wanted to continue those conversationsWe realized we could learn so much from each
other if only we had a venue to share
What should we do about it?
CC
Determining Outcomes
Advisors on campus will have a means to work with others through the assessment process
Advisors on campus will create a network of advisors working toward assessment
Advisors will learn best practices in advising assessment through structured discussions
CD
The Proposal
Form a university committeeSend someone to the NACADA Assessment
Institute each yearSecure funding for a day long assessment
retreatCreate a leadership structure
Chair Elect, Chair, Out-going ChairInitiate monthly meetings to follow retreat
DD
Provisionary Approval
The AARG became a group not a committeeDepartments were left responsible for their
own funding to the Assessment InstituteWe secured funding for a day long retreatThe structure changed to:
Facilitator Elect, Facilitator, Out-Going Facilitator
Monthly meetings were approved DC
Advising Assessment Resources Group Summer Retreat
Get to know you activities Vocabulary building Group work to get to know each other better
Key note speaker Break-out sessions
Creating/tweaking learning outcomes Advanced assessment strategies
Lunch Conclusion
Monthly meeting discussion Explanation of future leadership opportunities Invitation for continued collaboration CF
Retreat Assessment Results
91% of respondents agreed that it was what they had hoped it would be.
95% agreed that it was what it was advertised to be.
100% agreed that they learned something new at the retreat.
100% agreed that they were able to network while at the retreat.
We received mixed results about the content of the breakout sessions.
The feedback indicated that our wrap-up session could have been more succinct and part of lunch.
FF
Retreat Assessment Results
Overall Comments:
I look forward to this group and I really hope we can use it to be hands-on and brainstorm together as a group. I think there is a lot we can accomplish if we actually can be concrete in what we spend our time doing. Good idea for the retreat.
Thank you for putting this together!!! It was great, and I hope it continues.
I thought the retreat was very well-planned and executed. I would like to see the PowerPoint or any hand-outs that were given in the Assessment 101 session.
Thank you for your efforts to provide informative and instructional information. I believe we have a lot more to learn and I look forward to the additional training.
I am anxious to come to the next meeting. I think by then we will have cleaned up what we have and would like to have an opportunity for feedback.
I appreciated both of you taking the initiative to put this together. The only thing I can say is carry on!
It wasn't explained that this was an assessment group or committee in your advertisement, that it would entail monthly meetings. I enjoyed the retreat, but don't know that I have the time to attend monthly meetings. FD
Monthly Meetings
We used the NACADA Monograph, Guide to Assessment of Academic Advising as our textbook
We met monthly for one hour at the same time and location
We started meetings by having discussions on a selected chapter and then highlighting certain parts of the text to fill in time and build on understanding of topic
DD
Monthly Meeting Assessment Results
Example of Need for Continuous Assessment
80% of respondents said it was worth their time, and that they learned something new.
70% of attendees thought that the meetings helped them carry out assessment more effectively.
We received overwhelming feedback that we needed to talk more about what was actually happening in our offices and less about assessment theories.
Respondents shared concerns that more people in our advisement community were not participating.
Some participants who attended felt intimidated by others’ knowledge of assessment. DC
Conclusions
Things we learnedThings we will do differently
CD
Questions for Panel
Dan ChandlerOut-Going Facilitator
Cynthia WongFacilitator
Farris ChildFacilitator-Elect
Check out this presentation at http://ua.byu.edu/uaa
If this seems like something that would work for you…
What is the climate of assessment on your campus?
What is the structure of your campus and how does this help or hinder moving forward?
Who on campus could be a great ally in putting a group like this together?
What offices on campus already exist to help?
What administrative buy-in is needed and/or support needs to be gained?
Who specifically would you need to work with?
Who on campus would be hesitant to join?
Why?
What could be learned from their hesitations and incorporated to make the group better? DD
Pros/Cons, or is this really worth it?
Begin to create a pros/cons list of reasons this would or wouldn’t work.
If the cons list gets out of control ask yourself – Where am I getting my data points?
Make sure you figure out who is your biggest ally and begin the dialogue with them.
DD
Create an Action Plan
What would I do Monday morning if I were going to begin this adventure?
Who would be the first person I would talk to?
Who are the people on campus who would be the most likely to be fully supportive and could help me in moving forward?
Who is the first administrator I need to talk to about this? What would I say and/or write to them about this?
Who on campus might be the most opposed to this? What could I learn from their concerns and how would I even broach
the subject?
What next? Do I follow the model laid out in the presentation or is there some better way that I should proceed?
DD