Pathways(to(Academic( …...Pathways(to(Academic(Excellence:(Adap6ng(the(Self:...
Transcript of Pathways(to(Academic( …...Pathways(to(Academic(Excellence:(Adap6ng(the(Self:...
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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
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Mapping Out an Approach to the Self-‐Study Report
WHO?
WHAT?
WHERE?
WHEN?
WHY?
HOW?
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Scanning the Internal and External Environment
Who are we? The mission of the
ins&tu&on?
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Scanning the Internal and External Environment
What is our story? What do we know and how do we
know it?
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Scanning the Internal and External Environment
Where are we trying to go? Strengths & challenges?
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Scanning the Internal and External Environment
When are changes/milestones coming?
Disrup&ons?
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Scanning the Internal and External Environment
Why are we engaging in assessment &
analysis? Intended outcomes?
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Scanning the Internal and External Environment
How can we ensure ins&tu&onal renewal and improvement? Necessary tools/
resources?
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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
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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.
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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
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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.
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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.
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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
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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.
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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.
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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.
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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)
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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
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Ins6tu6onal Priori6es
� “Equal to the Best” � Educa&on � Research & Scholarship � Arts & Humani&es � Athle&cs
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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.”
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Ins6tu6onal Culture and Collabora6on
� MPower – Strategic Partnership with the University of Maryland, Bal&more
� Greater College Park � Equity, Diversity & Inclusion
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Disrup6ons
Threats as iden&fied in Strategic Plan: � Unstable and unpredictable state
funding
� Flawed budget alloca&on process � Deferred maintenance
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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
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Pathways to Academic Excellence: Lessons Learned