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TRANSCRIPT
Pathways to Academic Excellence: Adap6ng the Self-‐Study Report to the Ins6tu6on
MSCHE Annual Conference December 9, 2016
Chris&ne Lemesianou, Montclair State University Joan Besing, Montclair State University Sharon A. La Voy, University of Maryland
Mapping Out an Approach to the Self-‐Study Report
WHO?
WHAT?
WHERE?
WHEN?
WHY?
HOW?
Scanning the Internal and External Environment
Who are we? The mission of the
ins&tu&on?
Scanning the Internal and External Environment
What is our story? What do we know and how do we
know it?
Scanning the Internal and External Environment
Where are we trying to go? Strengths & challenges?
Scanning the Internal and External Environment
When are changes/milestones coming?
Disrup&ons?
Scanning the Internal and External Environment
Why are we engaging in assessment &
analysis? Intended outcomes?
Scanning the Internal and External Environment
How can we ensure ins&tu&onal renewal and improvement? Necessary tools/
resources?
General Guidelines for the Self-‐Study Report
Excerpts from Self-‐Study: Crea&ng a Useful Process and Report (2016) hTp://msche.org/publica&ons/SelfStudyGuideVersion13A.pdf
The Montclair State University Road to the Self-‐Study � As a member of the Collabora&ve Implementa&on Project (CIP) we agreed to use the comprehensive model for the Self-‐Study.
� We used the following goals to guide our Self-‐Study process:
� Demonstrate compliance with the seven MSCHE accredita&on standards in order to con&nue our successful history of achieving accredita&on
� Examine the ins&tu&on’s progress in mee&ng our mission as ar&culated in the ins&tu&onal goals and objec&ves of our current strategic plan.
The Montclair State University Road to the Self-‐Study � In order to complete a meaningful self-‐study we:
� Examined our ins&tu&onal priori&es � Studied the current ins&tu&onal culture of assessment and collabora&on by leveraging the work of the CommiTee on University Effec&veness and the exis&ng, ongoing university wide assessment processes
� Considered our successes and challenges mee&ng the goals and objec&ves of the current strategic plan in order to provide a comprehensive framework for the upcoming strategic plan
The Montclair State University Road to the Self-‐Study � At the beginning of the journey we iden&fied several clear mechanisms we would use to complete this process:
1. Iden&fy a self-‐study leadership team 2. Iden&fy an appropriate group to serve as a steering commiTee 3. Iden&fy chairs of working groups who had their fingers on the
pulse of the ins&tu&on and could lead their groups in this comprehensive explora&on
4. Iden&fy effec&ve means of building and maintaining a documenta&on roadmap to support the self-‐study, ongoing assessment efforts, and our next strategic plan.
Strategic Planning & Ins6tu6onal Priori6es � We looked at the 2011 strategic plan and the five goals that con&nue to guide the ins&tu&on as priori&es:
� Connec&ng students to a successful future; � Connec&ng people and ideas; � Connec&ng to place; � Connec&ng globally and � Mee&ng the challenges and opportuni&es on the way to tomorrow
� The explora&on of the successes and challenges that the ins&tu&on has faced in mee&ng the goals of the strategic plan through our con&nuous cycles of transforma&on and growth has set the framework for our future strategic planning processes.
Milestones, Transi6ons, and Disrup6ons � The Self-‐Study process and report reflect the adapta&ons the ins&tu&on has made in response to:
� Achievement of significant milestones and external recogni&on
� Designa&on as a Doctoral University: Moderate Research Ac&vity � Designa&on as a Hispanic Serving Ins&tu&on
� Transi&ons � The rollout of new Enterprise Systems known as OneMontclair � New ways to access data � Changes in undergraduate admissions policies
� Disrup&ons � The implementa&on of OneMontclair has created immense demands on personnel resources which has led to limits in the ability of some key personnel to par&cipate in the Self-‐Study process and development of the self-‐study document
Ins6tu6onal Culture and Collabora6on � Montclair State University had been seeking to develop a culture of assessment and collabora&on which resulted first in a Task Force for Assessment and University Effec&veness.
� This task force has evolved to become the CommiTee on University Effec&veness (CUE) which has a charge to monitor, oversee, and support assessment ac&vi&es and provide analyses of the effec&veness of all of Montclair’s divisions, departments and programs.
� It was logical then to leverage this group to serve as the steering commiTee for the Self-‐Study process and the Self-‐Study report.
� A robust assessment program implemented to assist academic programs to be the best they could be has become part of the fabric of Montclair State.
� The ins&tu&onal culture of assessment and the collabora&on among various units has facilitated the Self-‐Study process and the development of the report.
Intended Outcomes
� In undertaking this Self-‐Study process and the crea&on of the report, all members of the team kept the primary focus on the intended outcomes iden&fied below:
� Con&nue to maintain our status as an Ins&tu&on that is accredited by the Middle States Commission on Higher Educa&on
� Understand how planned strategic change to support the student experience relies on assessment and builds the framework for con&nuous quality improvement in an integrated fashion.
� Iden&fy a set of recommenda&ons/sugges&ons that will serve as the founda&on for addressing exis&ng challenges and inform the development of the next strategic plan.
Pathway to Excellence
� In sum
� The self-‐study process, including the development of the report, has been instruc&ve for Montclair State University.
� We have been able to leverage exis&ng resources and created new resources while examining the pathways that have led us to our current level of academic excellence and to build a solid roadmap to the future.
The University of Maryland Road to the Self-‐Study
2015 þ January Steering CommiTee Members have been selected
þ March Select Working Group Members & Complete Drag Design of Self-‐Study
þ April MSCHE Liaison visits campus for one day þ Summer Assemble documents for working groups 2016 þ January Working Group first drag reports due þ April Working Group second drags due þ June First draW of Self-‐Study due þ Aug-‐October Campus feedback, second drag of Self-‐Study due þ September Evalua6on Team Chairperson visits campus 2017 January Final version of Self-‐Study due April Evalua6on Team visits campus (2.5 days)
Strategic Planning
� Most recent Strategic Plan in 2008 – under former President and Provost
� 2016 Strategic Plan Update � AKA Flagship 2020 � Encouraged to incorporate into Self-‐
Study
Ins6tu6onal Priori6es
� “Equal to the Best” � Educa&on � Research & Scholarship � Arts & Humani&es � Athle&cs
Transi6ons & Milestones
� Move to the Big 10 July 1, 2014 � CIC – CommiTee on Ins&tu&onal
Collabora&on
� Renamed the Big Ten Academic Alliance: “… arguably the na&on’s preeminent model for effec&ve collabora&on among research universi&es.”
Ins6tu6onal Culture and Collabora6on
� MPower – Strategic Partnership with the University of Maryland, Bal&more
� Greater College Park � Equity, Diversity & Inclusion
Disrup6ons
Threats as iden&fied in Strategic Plan: � Unstable and unpredictable state
funding
� Flawed budget alloca&on process � Deferred maintenance
Pathway to Excellence – Self-‐Study Recommenda6ons *
� Strengthen efforts to create a diverse faculty, con&nue to integrate and support PTK faculty
� More assessment of impact of programs to support students (both academic and non-‐academic)
� Increase collabora&on between Academic Affairs and Students Affairs
� Use learning outcomes to inform academic program improvements
� Strengthen prac&ces for aligning resources with ins&tu&onal mission
� Complete analysis (and implementa&on when feasible) to iden&fy new revenue streams
� Develop a robust and predic&ve centralized budget model
Pathways to Academic Excellence: Lessons Learned