1. Institutional Assessment Assunta Hardy, Ph.D. ISAAC Meeting September 14, 2012

2. College Mission & Core Themes • Learning, Values, Community • Identify Institutional Objectives (2-3/core theme) Use Results to Make Improvements 2-3 Indicators /Objective Set Benchmarks Gather & Analyze Data Interpret Findings Assessment Model Map Objectives to Core Themes Diagram adapted from The Assessment Model – University of San Francisco

3. College Mission & Core Themes • Learning, Values, Community • Identify Institutional Objectives (2-3/core theme) 2-3 Indicators /Objective Set Benchmarks Assessment Model Map Department Objectives to Core Themes Diagram adapted from The Assessment Model – University of San Francisco

4. College Mission Statement • articulates a purpose appropriate for an institution of higher learning • developed through involvement of the institution’s community • approved by its governing body • widely published, and generally understood by its community • drivesinstitutional activities • articulates institutional accomplishments or outcomes that represent an acceptable threshold or extent of mission fulfillment. adapted from http://www.nwccu.org/Standards%20and%20Policies/Standard%201/NWCCU_Standard_One.htm

5. The Mission of Dixie State College of Utah (Approved April 30, 2012) • Dixie State College of Utah is a publicly supported institution of higher education that strives to enrich its community and the lives of individual students by providing associate and baccalaureate degrees and certificates, fostering lifelong learning, and by sponsoring activities and events that meet the educational and cultural needs of its regional constituents. DSC accomplishes these objectives directly by delivering excellent teaching in a learning environment recognized for its personal relationships, values, service, diversity and open access, and by creating strategic partnerships for learning opportunities.

6. Core Themes • individually manifest essential elements of its mission • and collectively encompass its mission • DSC Core Themes – A culture of: • Learning • Values • Community adapted from http://www.nwccu.org/Standards%20and%20Policies/Standard%201/NWCCU_Standard_One.htm

7. DSC Core Themes Defined • Learning • DSC will produce knowledgeable and competent students who are trained to think critically and solve problems; equipped with the necessary skills and knowledge to be successful in their chosen work; flexible and resilient in the face of new and dynamic situations; and prepared to be life-long learners. • Values • DSC will support a culture of respect, integrity, honesty, service, engagement, and diversity that strengthens citizenship. • Community • DSC will build and maintain strong relationships between students, faculty, staff, and community stakeholders, to foster economic growth and workforce development, continuing education, and cultural enrichment.

8. Objectives • Core themesare broad statements • Objectives are derived from core themes • Objectives are precise, specific and clear statements about the intended accomplishments of an institution and related to the institution’s mission. • Should be SMART (from Drucker, 1954): • Specific, Measureable (Performance Indicators), Aggressive but Attainable, Results-oriented and Time-bound Adapted from the University of Central Florida Academic Program & Administrative Assessment Handbook

9. Indicators • Determine how objectives will be assessed/measured • How will you determine if you met your objectives? • form the basis for evaluating accomplishment of the objectives of its core themes • At least two measures should be identified for each objective • Direct and indirect measures • Ex. pre/post tests, annual reviews of student progress, surveys, focus groups, efficiency measures, and response times • What are we collecting or have access to? What is worth collecting? • Match the measure to the objective and not the reverse • Need to measure not only quantity but quality Adapted from the University of Central Florida Academic Program & Administrative Assessment Handbook

10. Benchmarks • Criteria for assessing results compared to an empirically developed standard (Allen, 2006) • Many ways to set benchmarks, and one alone may give an incomplete picture (Suskie, 2009) • Local – Meeting own standards? • External – Meeting standards set by others? • Internal Peer – How do we compare by department? • External Peer – How do we compare with USHE institutions? • Best Practices – How do we compare with the best? • Value-added – Are students improving? • Historical trends – Is the institution improving? • Strengths and Weaknesses perspective • Capability – Are our students doing as best as they can? • Productivity – Are we getting the most of our investment?

11. Benchmarks • Difficult to articulate the benchmarks against which we judge achievement of our objectives • Multistep process • Choosing the kind of benchmark to set • Setting specific, appropriate benchmarks for adequate, exemplary, and inadequate performance • Setting targets • e.g., 90% of students will earn 75% or better • Consider multiple targets • Do some research and involve others in the standard-setting process • Employers, students, faculty • Decide on benchmarks when planning assessment rather than when examining results excerpted from Suskie (2009), Assessing Student Learning: A common sense guide