Office of the Provost and Vice President for Academic Affairs

Stakeholders Internal Stakeholders Board of Trustees President Faculty Senate Extended Communities Business and Industry International communities DC residents Internal community stakeho

Office of the Provost and Vice President for Academic Affairs

Program Assessment Institute Work Essence

The Office of the Provost and Vice President for Academic Affairs provides visionary and inspirational leadership, allocating resources to support academic excellence and innovation, including the advancement of administrative effectiveness for all Academic Affairs units

Stakeholders

Internal Stakeholders

Board of Trustees

President

Faculty Senate

Extended Communities

Business and Industry

International communities

DC residents

Internal community stakeholders

Academic Programs

Faculty

Vice President of Student Affairs

Students

Staff

Educational Institutions

Professional accreditation agencies

Consortium of Regional Colleges

District of Columbia Public Schools

Professional associations

Higher education association

Governmental

Mayor

City Council

Congress

Funding agencies

Current and Future Goals

Current Goals

 Increase the quality and productivity of all degree and non-degree programs

 Improve administrative effectiveness and efficiency

 Revise the existing Academic Policies Manual

 Develop recommendation for tuition and fees increases

 Implement a faculty early retirement incentive plan

 Fill senior level administrative vacancies

 Develop a student recruitment plan and formal advising process

 Develop a strong student retention plan

 Revise faculty handbook

Goals to be accomplished by spring 2007 (Must prioritize and reduce some)

 Increase student enrollment for all degree and non-degree programs

 Improve student retention

 Establish an effective faculty and staff development program

 Increase the effectiveness and efficiency of student support services

 increase faculty research and scholarship productivity

 Establish an Honors Program to support a greater share of top performing students

 Strengthen and increase the partnerships with DCPS

 Fulfill the community college mission

 Advance land grant mission through partnerships, curricular innovations, and

interdisciplinary research efforts

 Students appropriately placed in courses and academic support services

 Programs that are accredited, of high quality and currency, and produce competitive graduates

 A faculty and staff that is more current and professionally active, resulting in a more effective learning environment for students

 Increased faculty research and scholarship productivity

Scope

The provost office is accountable for the defined academic mission of the university

including the oversight of each academic area It also supervises directly and indirectly the Land grant units that provides specific research, public service and educational experiences The office provides facilitation of setting up outreach efforts It is responsible for enrollment management, assisting in obtaining external funding from grants, contract services, and packaged educational programs The office provides leadership on campus as well as within the academic communities in the region The provost office also oversees advancements in management, budgeting, and systematic administration of academic functions Leading the traditions that fosters an academic community

The provost office does not have the power or responsibility to manage faculty, departments,

or the tenure process, but is responsible for their oversight The endowment and external gifts

is not a role for either Students activities and campus enrichment efforts are also outside of

Provost office Thinks about boundaries when considering the following: Interface issues above, below, asides, external, Ownership, Boundaries, Authority, Accountability, Oversight

Key Processes of the Provost Office

The Office of the Provost and Vice President for Academic Affairs identities the population of potential UDC students and develop strategies for attracting them to the University We advise, counsel, and place students, based on their educational histories and assessments of their skills; and create a learning environment which supports self-directed learning We conduct ongoing student services satisfaction surveys, using the results to improve service delivery effectiveness,

We establish a cyclical schedule for reviewing and revising all academic programs for

continuing improvement We focus on scholarship in learning, teaching, and curriculum design through quality educational research to continually increase the effectiveness in producing the intended learning outcomes on a daily, weekly, and annual basis The faculty evaluation and promotion process involves the establishment of criteria and a methodology of documenting

that faculty meets these criteria Faculty and staff development is based on a continuing assessment of their needs and the strategic needs of the University The Office of the Provost and Vice President for Academic Affairs encourages faculty research leading to publication, other public presentation, and community service There is an on-going system of collecting environmental scan data used to establish University outreach priorities

Someone needs to expand on these processes: ?

Student recruitment process Advising and counseling Skills assessment and

placement Program review process Faculty evaluation and promotion process

Self-study and accreditation process Faculty and staff development process

Student services assessment, benchmarking, and improving Encouraging and

supporting faculty research Determining appropriate faculty research and

scholarship Continual environmental scanning and revision of programs

accordingly

Products/Resources/Assets

A diverse faculty with extensive years of experience

A diverse student body with strong aspirations

Programs that are accredited, of high quality and currency, and produce competitive graduates Project reports for the land grant research efforts

Need to add a few more assets/resources/results

Performance Criteria Provost Office is:

1 Visionary: Researches best practices through networking with other institutions, looks to

what future challenges hold, import state-of-the-art technology and helps others to see trends, make connections and understand implications before they become common place

2 Student success oriented: Uses continuous efforts to increase enrollment, retention and

mentoring, enriches learning environments, recruits faculty who align with the values of student success, and institutes new developmental and empowering approaches to produce competitive graduates who have experienced a series of important successes during their academic careers

3 Student centered: constantly advances the quality and quantity of programs to meet

student needs through increasing the flexibility in delivery, advances faculty skills, aligns programs to meet market needs, enhances academic support and administrative services, adds important student support services, and listens to input from students

4 Faculty and staff centered: Respects faculty and staff, honors their experience and

individual expertise, is inclusive in decision making and policy setting, works towards strong community and supports the professional development of faculty and staff

5 Scholarship oriented: Supports research and other scholarly activities, advances

disciplinary practices and innovations in teaching and learning, and recognizes and rewards exemplary performance

6 Community Oriented: Committed to UDC land grant mission, responds to

communities ideas, constantly conducts needs analysis and supports through evolving programs the needs of the greater communities

7 Leadership driven: Advocates for the academic mission, serves as a catalyst for change

by fostering risk taking, innovation and teaming, makes both decisive and hard decisions, expects everyone to perform with quality against measurable objectives and will hold people accountable for results

8 Quality oriented: Values and uses a wide range of assessment practices like peer

assessment, external reviews, and self-assessment with continuous quality improvement mindset and establishes guidelines and processes for producing quality outcomes

9 Performance based: Sets goals and objectives to meet stakeholders’ needs, clarifies

performance criteria and standards, assesses performance, dynamically responds to challenges, and rewards strong performers

10 Well-organized administratively: Thoughtfully plans strategically and operationally,

works to clarify policies, advances systems, coordinates efforts, develops better

procedures, and makes sure that efforts align with institutional mission, responds quickly, and assesses performance to constantly improve efforts

11 Communicative: Values informational exchange thus listens to concerns from students,

faculty, staff, community and other administrative units, provides systematic exchanges, holds open discussion forums, stimulates dialog, and maintains transparency

12 Productive: efficient with resources, focused, prioritizes decision making based upon

mission, needs, and values, adheres to deadlines, gets things accomplished, and uses effective analysis

Prioritized List of Performance Measures

1st year retention

Teaching/Learning Practices

Level of faculty/staff engagement

Level of student engagement

Graduation rates

Amount of Innovations

Publications/External Presentations

Grant dollars

Course completion rates

Support of the land grant mission

The strength and impact of the Program Assessment Systems

Table of Measures

Criteria Measures Means Instruments Baseline Goal Accountability

Student

Centered

Teaching/Learning Practices

Peer Coaching system &

Teachers Portfolio NASSE

Faculty/Staff

Centered

Level of faculty/staff engagement

Annual Faculty Assessment Reports(AFAR)

Student

Centered

Level of student engagement

studies

FAR

Scholarship

Scholarship

Oriented

Research

Community

Oriented

Support of the land grant mission

AFAR PAS

Quality Oriented The strength and impact of

the Program Assessment Systems

PAS Annual Assessment Reports

Assessment & IR

Definitions of the Instruments

Instrument 1: 1 st year retention

The denominator includes full-time and first-time students who have less than 15 college credits coming in (whether enrolled fall or spring) The numerator counts every student who comes back during the next academic year even if he/she skips either the first or

second term

Instrument 2: Teaching and Learning Practices

The faculty will be submitting through their deans a teacher’s portfolio every three years, with an annual assessment report documenting the accomplishments and action plans for professional development and professional activities The Provost office will use a rubric to determine the level of best practices being exercised by each faculty member and the annual measure will be the average of all full-time faculty using this rubric

Instrument 3: Level of faculty/staff engagement

There is an established instrument that is effective in measuring faculty satisfaction and engagement, called FSSE This will be given on a three year cycle for all faculty, but

additionally the 1st year instructors will capture their satisfaction after completing their first year (this will be done annually) This will account for 50% of the measure and will be augmented with a engagement rubric measuring the level of effort a faculty member produces

in a year (score sheet)

Instrument 4: Level of student engagement

NASSE is the instrument that is used for measuring student satisfaction and engagement This instrument will be given to graduating seniors and for incoming students at the end

of their first year to provide measurement of satisfaction with regard to first year

experience and the whole experience There will be a sampling of students who withdrew from the institution to gain perspective of their experience An index will be prepared with identification of which questions and what weighting will be given to each question

to come up with a final score

Instrument 5: Graduation Rate - (4 different measures of graduation rates for

different UDC missions – first-time, full-time undergraduate students; community

college students, developmental education program; transfer program)

1 4 year programs without remediation: the percentage of students in each year

cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who have entered without remediation requirements that graduate within a 6 year period (non-transfer students i.e less than 15 credit hours of transfer)

2 4 year programs with remediation requirements: the percentage of students in

each year cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who have entered with remediation requirements that graduate within a 7 year period (non-transfer students i.e less than 15 credit hours of transfer)

3 2 year programs: the percentage of students in each year cohort (entering fall or

spring terms) who matriculate full-time or part-time a 2-year degree program, with or without remediation requirements that graduate within a 4 year period

4 4 year programs of transfer students: success of transfer students (students

entering with at least 15 credit hours) - the percentage of students in each year cohort (entering fall or spring terms) who matriculate full-time in a undergraduate degree program who graduate within a 6 year period

Amount of Innovations

Through a center of innovations, the annual inventory of new innovations will be

inventoried that meet threshold requirements for being substantial

Publications/External Presentations

The number of peer reviewed publications in journals and at conferences The number of non-peer review publications in journals and at conferences The number of presentations at

conferences, outside venues, professional settings, colleges, school systems, etc

External funding, including grant dollars

The dollar amount of new dollars brought in during this year and not the amount of dollars expended The dollars include: the fully committed dollars, not conditional dollars;

consulting dollars that go through the university system;

Course completion rates

1 Completion Rate of courses – the denominator is fixed at week three of the term – after

add/drop is finalized The numerator counts the A, B, and C This instrument focuses on a targeted set of gatekeeper courses that include: Math 101General College Math 1, Math

102 General College Math 2, Math 105 Intermediate Algebra, Math 115 PreCalculus-Intensive, Math 151 Calculus I, Eng 111 English Composition 1, Eng 112 English Composition 2, English 113 - Technical Writing – calculated each term

Support of the land grant mission

This measure will draw upon the survey of key stakeholders and an index developed around a set

of key questions on the land grant mission An index connecting the key relevant questions on the land grant mission

The strength and impact of the Program Assessment Systems

The number of documented changes in institutional effectiveness do to an implemented Program Assessment System and documented in the Annual Assessment reports

Instrument 7: Satisfaction of some key Stakeholders

Once every five years, a survey will be designed and a cross-sectional sampling of the

community will be surveyed to determine the degree to satisfaction An index will be developed using the survey to track the changes over time

Instrument 10: Initial Orientation, Assessment, and Placement

2 1 st year satisfaction – the NASSE survey given to 1st year students will pick out the relevant questions and an index measuring satisfaction in these areas will be created

Instrument 11: Official Count of Distinct credit bearing programs

The enumeration of each official program that offers a certificate or degree and has or will graduate at least one person per year, that is active program

Instrument 12: Satisfaction of the community