COE Assessment Handbook AY 2017-2018

Troy University /College of Education Assessment Handbook 2017-2018

TROY UNIVERSITY COLLEGE OF EDUCATION ASSESSMENT HANDBOOK (2017-2018)

College of Education: Conceptual Framework

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Troy University /College of Education Assessment Handbook 2017-2018

Executive Summary: The College of Education’s Assessment Handbook (2017-2018) is designed to give the administration, the faculty, the staff, and the stakeholders a “road map” to our capacity building (relating to our assessment system) for achieving quality in student learning. The COE Assessment Handbook is a guide to our, “Why, Who, How, and When of achieving quality in student learning?” The layout of the COE Assessment Handbook is formatted around the College of Education’s five “p’s” of engagement; philosophy, personnel, procedures & protocols, and players. The task of self-evaluation and reflection of our capacity building for achieving quality in student learning is an ongoing process. This assessment system is not dominated by our accrediting bodies but is driven by our commitment to our Troy University, College of Education Students.

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Troy University /College of Education Assessment Handbook 2017-2018

Table of Content Executive Summary Philosophy: Theory Behind the Practice ……………………………………………………………………………………….

Mission Statement of Troy University…………………………………………………………………….

Mission Statement of the College of Education…………………………………………………………...

College of Education’s Conceptual Framework…………………………………………………………...

Purpose Statement of the Assessment & Institutional Effectiveness………………………………………

Personnel: Assessment Teams’ Skill Set: Knowledge & Ability………………………………………………………………

Responsibilities of the Director of Assessment & Institutional Effectiveness……………………………………..

Reporting Lines for the Assessment Team…………………………………………………………………………

Procedures & Protocols: Accreditation: Reports Alabama State Department of Education……………………………………………………………………

CACREP: Council for Accreditation of Counseling and Related Educational Programs…………………..

CAEP: Council for the Accreditation of Educator Preparation……………………………………………..

CORE: Council on Rehabilitation Education………………………………………………………………..

SACS-COC: Southern Association of College and School Commission on Colleges………………………

Accreditation: Timeline of Reporting………………………………………………………………………………..

COE Curriculum Committee Processes……………………………………………………………………………...

Players: (Stakeholders) Institutional Research Planning & Effectiveness…………………………………………………………………….

Advisory Board and Councils………………………………………………………………………………………..

Focus Group………………………………………………………………………………………………………….

Data Collection, Analysis and Reporting Process: Department of Certification, Accreditation & Field Experience (CAFÉ) (Educator Preparation Provider (EPP))…

Department of Counseling, Rehabilitation & Interpreter Training (CRIT)…………………………………………

Department of Leadership Development & Professional Studies…………………………………………………..

Department of Psychology………………………………………………………………………………………….

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Troy University /College of Education Assessment Handbook 2017-2018

Department of Teacher Education (Educator Preparation Provider (EPP))…………………………………………

General Guidelines for COE Operations: AOP’s…………………………………………………………………………………………………………………..

ORACLE……………………………………………………………………………………………………………….

CAFÉ Handbook……………………………………………………………………………………………………….

2017-2018 Catalog……………………………………………………………………………………………………..

Glossary:………………………………………………………………………………………………………………………

References:……………………………………………………………………………………………………………………

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Troy University /College of Education Assessment Handbook 2017-2018

Theory Behind the Practice The College of Education’s Assessment System is built on Troy University’s and the College of Education’s Mission Statements, the College of Education’s Conceptual Framework, and the Purpose Statement of the College of Education’s Assessment & Institutional Effectiveness. This four prong approach of the University’s and the College’s mission statements, the College of Education’s Conceptual Framework and the Assessment & Institutional Effectiveness’s Purpose statement establishes the underpinnings for the theory behind the practice.

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Troy University /College of Education Assessment Handbook 2017-2018

COLLEGE OF EDUCATION: ASSESSMENT SYSTEM Theory Behind the Practice Mission and Purpose Statements: Troy University Mission Statement: Troy University is a public institution comprised of a network of campuses throughout Alabama and worldwide. International in scope, Troy University provides a variety of educational programs at the undergraduate and graduate levels for a diverse student body in traditional, nontraditional and emerging electronic formats. Academic programs are supported by a variety of student services which promote the welfare of the individual student. Troy University's dedicated faculty and staff promote discovery and exploration of knowledge and its application to life-long success through effective teaching, service, creative partnerships, scholarship and research.

The College of Education Mission Statement: The mission of Troy University’s College of Education is to prepare outstanding educators, who are equipped and prepared with the knowledge, pedagogical skills and professional dispositions required to improve the learning opportunities of those they teach. We also train and provide clinical specialization for counselors, ASL interpreters, rehabilitation professionals, and others seeking academic degrees housed within the College of Education. Successful program completers are to be informed, innovative, reflective, globally minded and effective practitioners and professionals who stand apart from others in the professional job market due to the excellence and specialized accreditations held by many programs.

College of Education Conceptual Framework: The Conceptual Framework reflects the commitment to produce informed, innovative and reflective decision makers. The unit is committed to proven fundamentals and continuous review of practice and research.

Effective College of Education students must demonstrate exceptional knowledge, pedagogy and dispositions.

• Content: Knowledge, Conceptual Understanding & Higher-Order thinking • Professional Knowledge and Skills: Knowledge of Clients, Appropriate Methods, Formal and Informal Assessment, Professional Resources, Positive Environment • Professional Literacy: Theories and Theorists, Professional Vocabulary, Syntax and Discourse and Current Developments • Diversity: Respect and Rapport, Equity, Belief in Potential of All, and Globally Conscious • Professionalism: Engaging Clients, Creating Challenging Opportunities, Enabling Independent Growth Through Life Long Learning Purpose Statement for the College of Education Assessment & Institutional Effectiveness: The purpose of the College of Education Assessment & Institutional Effectiveness is to support the implementation of the Mission of Troy University and the College of Education to provide information and technical expertise to assist academic areas at all levels in measuring and improving student learning outcomes; facilitate continuous improvement of academics programs in the College of Education; disseminate best practices for enabling continuous organizational learning and development; provide a focal point for the accountability to stakeholders; and accumulate, generate, maintain, communicate and disseminate information to support assessment and general awareness of student learning.

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Troy University /College of Education Assessment Handbook 2017-2018

Assessment Teams’ Skill Set: Knowledge & Ability Attributes vital for the successful execution by those who serve in the role of Director of Assessment & Institutional Effectiveness and the Departments’ Assessment Coordinators

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Troy University /College of Education Assessment Handbook 2017-2018

College of Education Director of Assessment & Institutional Effectiveness and the Departments’ Assessment Coordinators: Strive to have Knowledge of: • Accreditation standards • Student learning outcomes • Assessment practices and methods • Assessment plan for college • Pedagogy-practice and study of teaching • Learning theory-practice and study of learning • Rubrics • Statistics • Psychometrics • SPSS, SAS, BILOG, and MULTILOG Strive to have the Ability to: • Facilitate work groups • Organize • Problem solve • Plan • Communicate and present • Provide resources • Monitor assessment process • Collaborate with others • Coordinate • Lead • Collect, analyze, and interpret data • Train others on complex processes

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Troy University /College of Education Assessment Handbook 2017-2018

Responsibilities of the Director of Assessment & Institutional Effectiveness The Director of Assessment & Institutional Effectiveness is responsible for working with the Dean, the Associate Dean, the Department Chairs, the Department Assessment Coordinators, IRPE staff, Stakeholders and those tasked with specialized accreditation. These responsibilities are meant to be support and to be collaborative in nature.

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Troy University /College of Education Assessment Handbook 2017-2018

RESPONSIBILITIES AND COLLABORATIVE WORK-LOAD: Director of Assessment & Institutional Effectiveness Serves on the (University) IRPE Committee: SACS information • Meets Monthly in the Conference Room in Adams Administration Building • Members are from each College, IRPE staff and University leadership • Work with the other colleges' assessment coordinators in a collaborative manner • Work with the Office of Institutional Research, Planning & Effectiveness Serves on the (College of Education) Administrative Council: Disseminates information from the IREP to the leadership team of the College of Education • Meets weekly: Wednesday 10:00-12:00 (cst) Dean’s Conference Room, Hawkins Hall • Members are made up of the College of Education Leadership Team Serves on the (College of Education) CLEAT Chairs Leadership Team • Meets weekly: Monday 10:00 (cst) Dean’s Conference Room, Hawkins Hall Facilitator of the College of Education Assessment Team: Disseminates information from the IREP and the Administrative Council to the Department Assessment Coordinators • Meets monthly: Face-to-Face, CANVAS, Web Ex • Members are made up of each Departments’ Assessment Coordinator Facilitator for oversight of the COE Advisory Board and Department Advisory Councils • Provide direction on crafting the bylaws for each Board and Council with the guidance of Tom Davis. Mr. Davis reviews and clears the proposed bylaws with the Chancellor Hawkins • Set up meetings • Work with secretaries and Chairs to review details for each meeting • Meet Bi-annually September 12, 2017 and February 13, 2018 for AY 2017-2018 10:00 to 12:00 Council meetings 12:00-1:30 working lunch all councils together 1:30-3:00 COE Advisory Board Focus Area Team Leader: Focus Area/ Improve Data Collection, Analysis and Reporting to Inform Thinking, Deciding and Acting.

This focus group is made-up of faculty and staff in the College of Education as well as a representative of the IREP and the EPP Advisory Council. The faculty and staff members selected to serve on this focus group. This group also functions as an over-sight body tasked with reviewing and making recommendations relating to the assessment system for the College of Education.

• Meets Monthly: Face-to-Face, CANVAS, Web Ex • Members are made up of faculty and staff in the College of Education (The members self-selected to serve on this focus group) a representative of the IRPE and a representative from the EPP Advisory Board

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Troy University /College of Education Assessment Handbook 2017-2018

Work collaboratively with the Department Assessment Coordinators (Department of Teacher Education, Department of Psychology, Department of Leadership Development & Professional Studies and Department of CRIT) and the LiveText/Data Coordinator to prepare the annual SACS College of Education report and the annual College of Education Assessment Handbook Work collaboratively with the Department Assessment Coordinators and the LiveText/Data Coordinator to prepare their specialized accreditation reports.

Work collaboratively with Director of the Certification, Accreditation and Field Experience (CAFÉ) office to prepare Alabama State Department of Education reports.

Work collaboratively with the Department Assessment Coordinators and the LiveText/Data Coordinator to provide quality control on information posted to the website related to their discipline area.

Consult with the Department Assessment Coordinators, COE Focus Team and the LiveText/Data Coordinator on revising and updating assessment plans.

Works collaboratively with Department Chairs and the LiveText/Data Coordinator to accumulate, generate, maintain, communicate and disseminate information to support assessment and general awareness of student learning.

Works collaboratively with Alabama Connecting Classroom, Educators and Students Statewide (ACCESS), Alabama Math, Science, and Technology Initiative (AMSTI), Southeast Alabama Regional In-service Center (SEARIC In-Service), and Technology in Motion to build an assessment system connected to the SACS reporting cycle.

Build and maintain centralized structure for the collection of assessment data where feasible. ***To be effective, faculty, staff and administrators must make appropriate usage of assessment results to improve courses, curricula, and/or services that impact student learning and development. The Director of Assessment and Institutional Effectiveness is tasked in building and maintaining a reporting system to support this effort.***

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Assessment Team The Department Assessment Coordinators are selected by the Department Chairs and are not limited as to length of service.

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LiveText/ CANVAS/ Data Manager

College of Education Director of Assessment & Institutional Effectiveness

CAFE

ACCESS

Director

Department of Teacher Education Assessment Coordinator

Department of Leadership Development & Professional Studies Assessment Coordinator

AMSTI

Institute for Leadership Development

Technology in Motion

Department of Counseling Rehabilitation & Interpreter Training (CRIT) Assessment Coordinator

SEARIC Department of Psychology Assessment Coordinator

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Troy University /College of Education Assessment Handbook 2017-2018

Reporting Lines for the Assessment Team Clear lines of reporting are an essential part of any assessment system. This keeps the lines of communication open and transparent. It allows for a smooth flow of information and a mechanism for pinpointing problems areas. It also is expansive in its scope of inclusion.

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Troy University /College of Education Assessment Handbook 2017-2018

REPORTING LINES OF THE ASSESSMENT TEAM: College of Education Director of Assessment & Institutional Effectiveness: reports to the Dean of the College of Education and works with the Associate Dean, the Chairs, the Assessment Coordinators, faculty, stakeholders and the IRPE. Assessment Coordinator for ACCESS: reports to the Director of ACCESS/ works with the staff of ACCESS, the stakeholders the College of Education Director of Assessment & Instructional Effectiveness, and the LiveText/CANVAS/Data Coordinator Assessment Coordinator for AMSTI: reports to the Director of AMSTI/ works with the staff of ACCESS, the stakeholders the College of Education Director of Assessment & Instructional Effectiveness, and the LiveText/CANVAS/Data Coordinator Assessment Coordinator for the Department of Counseling, Rehabilitation & Interpreter Training (CRIT): reports to the Chair of the Department of CRIT / works with the CRIT faculty, the stakeholders, the College of Education Director of Assessment & Instructional Effectiveness, and the LiveText/CANVAS/Data Coordinator Director of CAFÉ: reports to the Dean and works with the Director of Teacher Education, the faculty, the stakeholders, the College of Education Director of Assessment & Institutional Effectiveness, and the LiveText/CANVAS/Data Coordinator.

Assessment Coordinator for the Department of Leadership Development & Professional Studies: reports to the Chair of the Department of Leadership Development & Professional Studies/ works with the LDPS faculty, the stakeholders, the College of Education Director of Assessment & Institutional Effectiveness, and the LiveText/CANVAS/Data Coordinator.

Assessment Coordinator for the Department of Psychology: reports to the Chair of the Department of Psychology / works with the Psychology faculty, the stakeholders, the College of Education Director of Assessment & Instructional Effectiveness, and the Livetext/CANVAS/Data Coordinator Assessment Coordinator for the Department of Teacher Education: reports to the Chair of the Department of Teacher Education/works with the TEP faculty, the stakeholders, the College of Education Director of Assessment & Institutional Effectiveness, and the LiveText/CANVAS/Data Coordinator.

Assessment Coordinator for SEARIC: reports to the Director of SEARIC/ works with the staff of ACCESS, the stakeholders the College of Education Director of Assessment & Instructional Effectiveness, and the LiveText/CANVAS/Data Coordinator College of Education LiveText/CANVAS/Data Coordinator: reports to the Associate Dean for Academics/works with the Chairs, the College of Education Assessment Coordinator, and the Department Assessment Coordinators.

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Troy University /College of Education Assessment Handbook 2017-2018

Accrediting Bodies and Reports These procedures and protocols give guidance as to how external and internal reporting is done. The procedures and protocols are a blueprint to the Why, Who, How and When of the reporting process.

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Troy University /College of Education Assessment Handbook 2017-2018

Accrediting Bodies and Reports: Alabama State Department of Education: (Department of CAFÉ & Department of Teacher Education) 1. Program Approval 2. Annual Report 3. CIEP Reports (all degree programs leading to candidate licensure) https://www.alsde.edu/ https://www.alsde.edu/sec/ee/Pages/te.aspx?navtext=Teaching%20Effectiveness CACREP: Council for Accreditation of Counseling and Related Educational Programs (Department of CRIT) 1. Annual CACREP Report 2. Accreditation Review 3. 2 to 7 year On-Site Visit http://www.cacrep.org/ CAEP: Council for the Accreditation of Educator Preparation (Department of CAFÉ & Department of Teacher Education) 1. EPP Annual Report 2. Title II Report 3. 2 to 7 year On-Site Visit http://www.caepnet.org/ CORE: Council on Rehabilitation Education 1. Annual CORE Report 2. Accreditation Review 3. 2 to 7 year On-Site Visit http://www.core-rehab.org/ SACS-COC: Southern Association of College and School Commission on Colleges (All Department and Programs in the College of Education) 1. Annual University Report (due December 31) 2. 5 Year Report 3. 10 Year Report http://www.sacscoc.org/principles.asp

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Troy University /College of Education Assessment Handbook 2017-2018

Time-Line for Data Collection, Analysis & Reporting This calendar is a guide designed to pace the collection and analysis of the reporting data and distribution to administration, faculty, staff, stakeholders and accrediting bodies. It is designed to open dialogue between the teams tasked with writing the report and the teams tasked with collecting the data and populating the spreadsheets.

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Troy University /College of Education Assessment Handbook 2017-2018

COLLEGE OF EDUCATION Time-Line for Data Analysis & Report Submissions 1. August of the Academic Year: Academic Year runs from September 1 to August 31 (based on CAEP requirements as stated in the EPP yearly report) All data gathered for the previous Academic Year is locked as of August 31 and analysis is begun: spreadsheets, charts, graphics, narratives and Executive Summary beginning preparation for analysis and distribution 2. September of the Academic Year: Beginning meeting (monthly for the Academic Year) with the Department s’ Assessment Coordinators Begin training the Department Program Assessment Coordinators and Non-Academic Areas Assessment Coordinators to prepare the faculty and staff to fill out the ACADEMIC HOMER REPORT used for SACS accreditation and other accreditation bodies.

(1). The ACADEMIC & NON-ACADEMIC HOMER REPORTS are the over-arching reports designed to capture for review and continual improvement ideals from the faculty and staff based on data to facilitate continuous improvement.

(2). SACS-COC data is collected from these forms to write the College of Education’s yearly report to the University (3). Other specialized accrediting bodies requiring data is also pulled from these forms. (Alabama Department of Education, CACREP, CAEP, & CORE)

3. September to October: Data Coordinator runs data and the Director of Assessment & Institutional Effective with the Assessment Team analyzes and writes the Executive Summary of the data for administrative, faculty and stakeholders’ review to be able to complete their ACADEMIC & NON-ACADEMIC HOMER Reports.

4. October to December of the Academic Year: All of the Department Assessment Coordinators and their respective faculty work on the ACADEMIC & NON ACADEMIC HOMER REPORTS to be completed by December 31. Data from the previous AY has been completed and ready for analysis.

(Fall Data Day and Spring Data Day) 5. November to May of the Academic Year: Continued work is done by the Assessment team who work in collaboration with the Curriculum Committees who focus on data being used to facilitate program improvement and change based on data trends and feedback.

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6. January to May of the Academic Year: Spring Data Day for a review of the progress and a point of reflection on Continuous Improvement.

7. August to May of the Academic Year: All new data points are posted in LiveText and CANVAS for faculty view and discussion. This is done by the Assessment Team and the Data Manager. ***Data Security and Distribution: All raw data (containing students’ identifiers) is housed in the College of Education’s NAS servers. These servers have been set-up by Troy University’s IT department under the direction of Grep Price. Usage is restricted to faculty and staff relating to job requirement. These individual are required to complete “Security Training”. All faculty and staff will have to take this same training in the future.

• Data for faculty use (removal of students’ identifiers” is placed in LiveText and CANVAS. • Data for public review is place on the University web site formatted for their use and review (removal of students’ identifiers) and only information required by accrediting bodies.***

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Troy University /College of Education Assessment Handbook 2017-2018

TEMPLATE for DATA COLLECTION AND DISTRIBUTION This template is designed as the collections point of origin for most of the reports generated from the College of Education. Each Department and Academic and Non-Academic area can tailor this template to their individual needs.

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Troy University /College of Education Assessment Handbook 2017-2018

Data Collection Working Template: Department: Discipline: Academic Year: Team or Individual Responsible for this template: COE Department: (5 SLO’s /2 measures per SLO) SLO #1: Content

Degree Program: DESCRIPTION

Undergraduate MEASURE

Graduate

Measure #1 Measure #2 SLO #2: Professional Knowledge & Skills Measure #1 Measure #2 SLO #3: Professional Literacy Measure #1 Measure #2 SLO #4: Diversity Measure #1 Measure #2 SLO #5: Professionalism Measure #1 Measure #2 FACULTY:

LOCATION: a. b. c. d. e. f. g.

DEMOGRAPHICS Gender Race & Ethnicity Date of Birth Academic Rank Highest Academic Degree: Degree area Research Agenda

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Troy University /College of Education Assessment Handbook 2017-2018

NUMBER OF FACULTY NEEDED

LOCATION:

DEGREE:

TEACHING SITES:

LOCATION:

NUMBER OF STUDENTS ATTENDING AT SITE:

STUDENT POPULATION:

ACADEMIC YEAR

DEMOGRAPHICS a. Gender b. Race & Ethnicity

RETENTION:

RECRUITMENT:

SURVEY: When administrated: How administered:

ADVISORY BOARD:

CONTACT LIST

TYPES

TARGET POPULATION

a. Student b. Employee c. Etc. MAKE-UP:

WEBSITE INFORMATION: RESOURCE ALLOCATION: 1. Technology:

INTERNAL a. Student Contact List EXTERNAL a. Location a recruitment sights b. Contact information

LOCATION:

PURPOSE:

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2. Labs: 3. Support Staff: FUTURE ANTICIPATED DIRECTION: SPECILIZED ACCREDITATION:

INFORMATIONAL POINTS:

•

•

•

•

The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA uses evidence/data from a coherent set of multiple measures to inform, modify, and evaluate operational effectiveness.

The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA submits evidence that it regularly reviews system operations and data.

The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA provides evidence showing that the system supports the ability to monitor operational effectiveness (e.g., setting program priorities and data tracking The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA provides documented evidence of appropriate access and use by a variety of users for various purposes.

TIMELINE OF EVIDENCE: a. SACS due December 31 of each year

TIMELINE FOR FACULTY REVIEW: a. Fall Data Day b. Spring Data Day

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•

•

•

•

Assessments established § validity and reliability § Inter-rater reliability or agreement is at .80 or 80% or above (except for surveys The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA documents that interpretations of evidence are consistent, accurate, and supported by data/evidence The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA documents that it regularly and systematically § Reviews quality assurance system data § Identifies patterns across programs (both strengths and weaknesses § Uses data/evidence for continuous improvement § Tests innovations The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA documents evidence that data-driven changes are ongoing and based on systemic assessment of performance, and/or that innovations result in overall positive trends of improvement

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Troy University /College of Education Assessment Handbook 2017-2018

•

• •

The DEPARTMENT/DEGREE PROGRAM & NON-ACADEMIC AREA documents specific evidence of diverse stakeholder involvement through multiple sources in each of the following areas: § Decision-making § Program evaluation § Selection and implementation of changes for improvement Maintains records of all meetings Accessible location of data PREPARE AND EXECTIVE SUMMARY OF THE ACADEMIC YEAR ACADEMIC YEAR DATA REPORT Ø ONE FOR EACH ACADEMIC DEGREE PROGRAM

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Troy University /College of Education Assessment Handbook 2017-2018

TEMPLATE FOR ASSESSMENT REPORTING SACS-COC (Modifying for other Accreditations) The initial template design was done by the IRPE to collect data to be reported to SACS-COC.

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Troy University /College of Education Assessment Handbook 2017-2018

Template for Accreditation College:

_____________________________

Responsible person*: ___________________________

Division: _____________________________

Division Chair:

___________________________

Program: _____________________________

Program Chair:

___________________________

Part 1. Program Overview: Please give a general description of your program, including your program mission or purpose statement: (Please refer to Homer Instructions – SCOB Academic Programs for what needs to be included in Program Overview.)

MISSION STATEMENT:

PROGRAM LOCATIONS & FORMATS:

PROGRAM ASSESSMENT COMMITTEE:

ASSESSMENT ACTIVITIES DURING CYCLE: (attach documentation in an appendix)

PROGRAM VIABILITY INFORMATION:

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Part 2. Recent improvements and/or achievements: Recent improvements or achievements must be related to the previous assessment results. Please respond to the questions in the box below as you complete this part: A. What was your program’s Plan for Future Improvement (PFI) in your previous Homer report?

B. What have you done to implement your PFI over the last year?

C. What improvement(s) or achievements have you made as a result of implementing your PFI?

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Part 3: Program Goals and Student Learning Outcomes (SLO): Please state your program goal(s) and student learning outcomes, as well as the measures and criteria used to assess each student learning outcome. Note: Each program should identify at least 4 goals and associated SLOs that your students should attain upon completion of their program of study. You must have at least two measures for each outcome, with at least one of the measures being direct. NOTE: Goals & SLOs should come directly from prior HOMER and assessment plans. These can be rewritten as part of your annual program review process, if required.

Program Goal(s): 1. _____________________________________________________________________________________________________ 2. _____________________________________________________________________________________________________ 3. _____________________________________________________________________________________________________ 4. _____________________________________________________________________________________________________

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Program Student Learning Outcomes: (Add or delete rows as needed to cover all your SLOs and measures to be used)

Part 4: Assessment of Student Learning Outcomes: Please enter the assessment results for each of the SLO’s and attach supporting evidence, including all locations where your program is offered. Then make your decision, based on the aggregate value, regarding whether you have met, exceeded, or failed to meet the expectation of each SLO: Program Student Learning Outcomes: (Add or delete rows as needed to cover all your SLOs and measures to be used) Program SLO, Measures, and Assessment Criteria SLO 1: (type your SLO here)

Measure 1.

Criteria:

Results of Assessment (# in parentheses represents number of students).

Aggregate & Disaggregate Decision (across each SLO)

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Measure.2:

Criteria: Overall decision for SLO (across all measures): ☐ Failed to meet expectation ☐ Met expectation ☐ Exceeded expectation

Program SLO, Measures, and Assessment Criteria SLO 2: (type your SLO here)

Measure 1:

Criteria:

Results of Assessment (# in parentheses represents number of students).

Aggregate & Disaggregate Decision (across each SLO)

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Measure 2:

Criteria:

Overall decision for SLO (across all measures): ☐ Failed to meet expectation ☐ Met expectation ☐ Exceeded expectation

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Troy University /College of Education Assessment Handbook 2017-2018

Program SLO, Measures, and Assessment Criteria

Results of Assessment (# in parentheses represents number of students).

Aggregate & Disaggregate Decision (across each SLO)

SLO 3: (type your SLO here)

Measure 1:

Criteria:

Measure .2:

Criteria: Overall decision for SLO (across all measures): ☐ Failed to meet expectation ☐ Met expectation ☐ Exceeded expectation

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Troy University /College of Education Assessment Handbook 2017-2018

Program SLO, Measures, and Assessment Criteria

Results of Assessment (# in parentheses represents number of students).

Aggregate & Disaggregate Decision (across each SLO)

SLO 4: (type your SLO here)

Measure .1:

Criteria:

Measure 2: Overall decision for SLO (across all measures): Criteria:

☐ Failed to meet expectation ☐ Met expectation ☐ Exceeded expectation

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Troy University /College of Education Assessment Handbook 2017-2018

Program SLO, Measures, and Assessment Criteria

Results of Assessment (# in parentheses represents number of students).

Aggregate & Disaggregate Decision (across each SLO)

SLO 5: (type your SLO here)

Measure.1:

Criteria: Measure.2:

Criteria:

Overall decision for SLO (across all measures): ☐ Failed to meet expectation ☐ Met expectation ☐ Exceeded expectation

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Curriculum Map: Please list in the left column any core/required or elective courses that you will use to assess your program student learning outcomes. Use the letters in the legend below the table to indicate the level of the student learning outcome and where each SLO is assessed.

Program Student Learning Outcome (SLO) Course SLO 1

SLO 2

Note: Add or delete rows as needed. Reminders about what each SLO is or brief course titles help.

I = Basic or Introductory Level M= Mastery Level (can be for both basic AND advanced skills) D = Developing Level (reinforced) A= Assessed (where measures are given)

SLO 3

SLO 4

SLO 5

Troy University /College of Education Assessment Handbook 2017-2018

Part 5: Plan for future Improvement (Using the assessment results for improvement): Please provide your plan for future improvement based on the assessment results in this assessment cycle. For AACSB, we must provide PFIs for ALL SLOs, not just the ones we failed to achieve, as we need to close the loop on every single one at least twice in five years.

A. Problem(s) or weakness(es) identified in your assessment:

B. Action plan to correct the problem(s) or weakness(es): 1.

What are you going to do?

2.

How are you going to correct the problem(s)?

3.

How are you going to re-assess it?

4.

Who will be responsible?

5.

When will the action plan be completed?

DON’T forget to attach meeting minutes, committee members, and documentation including rubrics and examples!! Number each appendix A, B, C, etc. and refer to them in your document. See the instructions for more details.

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The concept of including stakeholders in the assessment system is that of establishing transparency and tapping into a widening understanding of the world outside the wall of higher education.

The Glossary of Education Reform: www.edglossary.org/stakeholder

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STAKEHOLDER: Instructional Research, Planning and Effectiveness (IRPE) The Institutional Research, Planning and Effectiveness (IRPE) offices provide the services needed by Troy University for the primary functions of institutional research, planning, and effectiveness. Institutional research requires that analyses, reports, and surveys be prepared for the University, federal agencies, state agencies and other external agencies; that a facilities inventory be maintained; and that relevant University information be published online for ready access by University personnel.

Institutional planning requires the coordination of activities for annual and strategic planning as well as the provision of data, statistics, and information to assist in planning and decision making. To ensure that planning coincides with expectations of the Alabama Commission on Higher Education (ACHE) and the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC), members of the IRPE staff serve as liaisons with ACHE and with SACS-COC. Institutional effectiveness requires that IRPE coordinate all aspects of the effectiveness process including establishment of expected outcomes and verification that University programs and services assess expected outcomes, plan accordingly, and provide evidence of improvements based on the effectiveness process. To aid in providing assessment of outcomes, the IRPE office assists with general studies assessment, satisfaction surveys of students, and some Major Field Tests. The IRPE staff works to ensure that Institutional Effectiveness Core Requirement 2.5 and Comprehensive Standard 3.3 of The Principles of Accreditation: Foundations for Quality Enhancement, Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) are met by Troy University.

John Dew, Ed.D. Senior Vice Chancellor for Student Services and Administration http://www.troy.edu/irpe/

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Institutional Research, Planning and Effectiveness Troy University: Data Information http://trojan.troy.edu/employees/irpe/ http://trojan.troy.edu/employees/irpe/forms.html http://trojan.troy.edu/employees/irpe/archives/2009-2010/manual/Institutional-Effectiveness-Handbook-2010.pdf http://www.troy.edu/factsite/

Staff

John Dew, Ed.D. Senior Vice Chancellor for Student Services and Administration 247 Adams Administration Building Troy University Troy, Alabama 36082 Phone: (334) 670-5991 Fax: (334) 670-3815 jrdew@troy.edu

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Kimberly Brinkley-Jones Director of Research 231 Adams Administration Building Troy University Troy, Alabama 36082 Phone: (334) 670-3113 Fax: (334) 670-3815 kbrink@troy.edu

Somer Givens Director for Institutional Surveys Phone: (334) 246-3663 smgivens@troy.edu surveys@troy.edu

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Dan Tennimon Montgomery Campus, Strategic Planning, and Military Education Coordinator Phone: (334) 241-9536 Fax: (334) 241-8619 dtennimon@troy.edu

Marian Dotson Montgomery Campus Assistant Coordinator Troy University Coordinator of Non-Governmental Surveys and Data Integrity Phone: (757) 357-0537 mbdotson@troy.edu

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Wendy Broyles Director of Assessment 123 Everett Hall Troy University Dothan, Alabama 36303 Phone: (334) 983-6556, Ext. 1314 whuckabee@troy.edu

Andrew Davis Director of Institutional Research, Planning & Effectiveness TROY Global Campus 304A Adams Administration Building Troy University Troy, Alabama 36082 Phone: (334) 670-3314 Fax: (334) 670-3770 jadavis@troy.edu

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Andrew Williamson Coordinator of Institutional Effectiveness 231 Adams Administration Building Troy University Troy, Alabama 36082 Phone: (334) 808-6351 Phone Lab: (334) 808-6597 Fax: (334) 670-3815 aewilliamson@troy.edu

Carrie Taylor Manning Coordinator for Compliance Records 231 Adams Administrative Building Troy University Troy, Alabama 36082 Phone: (334) 670-5916 cvtmanning@troy.edu

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Cece Lotierzo Administrative Secretary 231 Adams Administration Building Troy, Alabama 36082 Phone: 334-670-3803 Fax: (334) 670-3815 clotierzo@troy.edu

Institutional Research, Planning and Effectiveness The Institutional Research, Planning and Effectiveness (IRPE) offices provide the services needed by Troy University for the primary functions of institutional research, planning, and effectiveness. Institutional research requires that analyses, reports, and surveys be prepared for the University, federal agencies, state agencies and other external agencies; that a facilities inventory be maintained; and that relevant University information be published online for ready access by University personnel.

Institutional planning requires the coordination of activities for annual and strategic planning as well as the provision of data, statistics, and information to assist in planning and decision making. To ensure that planning coincides with expectations of the Alabama Commission on Higher Education (ACHE) and the Southern Association of Colleges and Schools Commission on Colleges (SACS-COC), members of the IRPE staff serve as liaisons with ACHE and with SACS-COC. Institutional effectiveness requires that IRPE coordinate all aspects of the effectiveness process including establishment of expected outcomes and verification that University programs and services assess expected outcomes, plan accordingly, and provide evidence of improvements based on the

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effectiveness process. To aid in providing assessment of outcomes, the IRPE office assists with general studies assessment, satisfaction surveys of students, and some Major Field Tests. The IRPE staff works to ensure that Institutional Effectiveness Core Requirement 2.5 and Comprehensive Standard 3.3 of The Principles of Accreditation: Foundations for Quality Enhancement, Southern Association of Colleges and Schools Commission on Colleges (SACS-COC) are met by Troy University.

John Dew, Ed.D. Senior Vice Chancellor for Student Services and Administration

Troy University Institutional Research Planning and Effectiveness (IRPE) 231 Adams Administration Building Troy, AL 36082 Phone: 334-670-3803 Fax: (334) 670-3815 Institutional Research, Planning and Effectiveness Benchmarking Table of Contents

• • • • •

Definition of Benchmarking Four Steps in Benchmarking Procedures Six Types of Benchmarking Troy University's In-State Peers Benchmarking Web Sites

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Definition of Benchmarking Benchmarking is defined as an ongoing, systematic process for measuring and comparing the work processes of one organization or department to those of another, by bringing an external focus to internal activities, functions, or operations. The goal of benchmarking is to provide key personnel in charge of processes with an external standard for measuring the quality and cost of internal activities, and to help identify where opportunities for improvement may reside.

Benchmarking doesn't have to be a mysterious and complicated process. Any person, department or organization can and should do it. At the core of benchmarking is the concept of learning and sharing. By comparing work processes and practices with others, you may gain valuable information that you can adapt to your own situation. Benchmarking is a useful tool that will help your department continually improve its processes by learning how others do it. To benchmark, you must first evaluate your own operation's processes to identify weaknesses and strengths; then you must identify, study, and adapt from others who may be doing it better!

People within an organization become used to operating in certain ways. Even if those ways are harmful, most people resist change because the old way of doing business is so comfortable. What benchmarking does is challenge the old way. Regular benchmarking is like cleaning out your closet. You always find some things you don’t need and a few things you didn't know you had, but could use. Regular benchmarking of critical functions and programs ensures that you and your managers and employees remain open to new ideas, evolving technologies and changing trends.

The benchmarking process attempts to answer the following key questions:

• • • • • •

How well are we doing compared to others?

How good do we want to be?

Who is doing it best?

How do they do it?

How can we adapt what they do to our institution?

How can we be better than the best?

Four Steps in Benchmarking Procedures

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1.

Plan the Study – This step involves selecting and defining the administrative or teaching process(es) to be studied, identifying how the process will be measured, and deciding which other institutions to measure against.

2.

Conduct the Research – Data is collected using primary and/or secondary research about the colleges, universities, or other organizations being studied.

3.

Analyze the Data – Calculate the research findings and develop recommendations. At this point, the differences or gaps in performance between the institutions being benchmarked help to identify process enablers that equip the leaders in their high performance.

4.

Adapt the Findings to Your Institution/Department> -- Adaptation of these process enablers for improvement is the primary goal of the benchmarking process.

Six Types of Benchmarking

1.

Internal Benchmarking - Know yourself. Know your internal processes. Look within units and across units or divisions to benchmark. Looking from within ensures the easiest management of idea exchange and availability of partners, since all the information is “under the same roof”. Even though it has these benefits, internal benchmarking has a lower probability of achieving significant breakthroughs because comparable departments within one college system tend to have relatively similar practices and process compared with external organizations.

2.

Competitive Benchmarking - This type of benchmarking process focuses on measuring performance against peer or competitor organizations. The goal of competitive benchmarking is to study the product designs, process capabilities, and/or administrative methods used by an organization's competitors or peers. Find out what the competition is doing and how your processes compare with theirs. The benefit you get from competitive benchmarking is a chance to learn how to do something better from an outside perspective. However, if you only copy the competition instead of adapting the information to fit your needs, you will only be as good as your competitor, not better.

3.

Collaborative Benchmarking – This type of benchmarking involves a limited exchange of information from a consortium of organizations and usually focuses only on quantitative statistics rather than qualitative analysis. Most institutions and their departments within, collect this type of data on a regular basis.

4.

Shadow Benchmarking – This involves making competitor-to-competitor comparisons without your benchmarking partner knowing you're doing it. Shadowing entails no real partner so you aren't dependent on competitor cooperation, and information comes from whatever competitive intelligence you can gather. Shadowing lets you gather new data that will help you improve your processes or prepare yourself for market growth without alerting competitors.

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5.

Functional Benchmarking – This involves comparing your processes with similar, but not identical, processes within the same industry, often with industry leaders. This analysis seeks new ideas that have already succeeded in a compatible area. The potential number of partners is much greater, but because they aren't in direct competition they may be more willing to cooperate in data exchanges. However, the information is harder to transfer to your organization because many of the partners are from different industries.

6.

Best-in-Class Benchmarking – This benchmarking process involves comparing processes that are the same regardless of industry with the best-inclass organizations that are outside of your industry who have truly innovative and exemplary performance. Information obtained from this kind of benchmark is the hardest to transfer to your organization, since data often comes from very different kinds of organizations. The benefits can be the greatest in this type of benchmarking, however, because you may get ideas that improve your key processes tremendously.

Regardless of which benchmarking type is used, the purpose is still the same – to help the organization continually learn from other organizations. Keep in mind that benchmarking is more than just gathering data. It involves adapting a new approach of continually questioning how processes are performed, seeking out best practices, and implementing new models of operation. *Parts of this are paraphrased from: James G. Patterson, Benchmarking Basics, 1996, Crisp Publications, Inc. and from Jeffrey W. Alstete, Benchmarking in Higher Education, 1995, ASHE-ERIC Higher Education Reports.

Troy University's In-State Peers Troy University compares itself to seven in-state institutions it considers comparable in terms of enrollment or mission. The seven comparable institutions are: Alabama A&M University (Office of Institutional Research) Alabama State University (Office of Institutional Research) Auburn University - Montgomery (Office of Institutional Research) University of Montevallo (Institutional Research, Planning, and Assessment) University of North Alabama (Office of Research, Planning and Institutional Effectiveness) University of West Alabama (Institutional Effectiveness)

Benchmarking Web Sites The following websites may provide helpful benchmarking data and information: National Center for Educational Statistics Association for Institutional Research Assessing National Surveys with Electronic Research Sources Southern Association for Institutional Research American Association for Higher Education American Association of University Professors

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Society for College and University Planning ERIC Clearinghouse on Higher Education Integrated Postsecondary Education Data System NSF Division of Science Resources Statistics College and University Professional Association for Human Resources Southern Regional Education Board - SREB, Board of Regents of the University System of Georgia American College Testing Chronicle of Higher Education Educational Testing Services North Carolina State Internet Resources for Outcomes Assessment USA Census Data and Information National Association of College and University Business Officers National Systems for Higher Education Management Systems

Troy University Fact Site The Troy University Fact Site is a compilation of data to include all Troy University locations. The TROY Fact Site is intended to be a reference with quantifiable data about students, faculty, staff, financial and physical resources. It serves as a source of facts about Troy University and is used by administrators, faculty, staff, alumni and others who may need information.

Troy University Mission with Institutional Goals

Troy University is a public institution comprised of a network of campuses throughout Alabama and worldwide. International in scope, Troy University provides a variety of educational programs at the Undergraduate and graduate levels for a diverse student body in traditional, nontraditional, and emerging electronic formats. Academic programs are supported by a variety of student services which promote the welfare of the individual student. Troy University's dedicated faculty and staff promote discovery and exploration of knowledge and its application to life-long success through effective teaching, service, creative partnerships, scholarship and research.

Institutional Goals Institutional goals refer to the central themes of the mission. They enable the mission and stand as major areas for institutional development. As derived from the Troy University mission, below are the institutional goals of the University.

1.

Provide an international scope to university programs and services.

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2.

Provide a variety of undergraduate and graduate programs in traditional, nontraditional, and electronic formats.

3.

Maintain a diverse student population.

4.

Provide services that promote the individual welfare of student.

5.

Maintain a dedicated faculty and staff.

6.

Promote discovery and exploration of knowledge dedicated to life-long learning success.

7.

Ensure effective teaching.

8.

Ensure the development of creative partnerships, scholarship, and research.

9.

Ensure efficient and effective operations and provide resources as needed to implement institutional mission, goals, and objectives.

Institutional Research, Planning and Effectiveness Planning Table of Contents The planning component requires that IRPE coordinate all planning activities (annual and strategic), provide data to assist in planning for the University, provide guidelines and training for planning, and maintain planning documentation. After August 1, 2005, when the three separately accredited institutions—Troy State University Dothan, Troy State University Montgomery, and Troy State University—officially merged to become Troy University, transition to a new Institutional Planning and Effectiveness (IP & E) online system began. Planning information prior to August 2005 can be found in the IRPE Archives.

The new system was developed to meet the SACS-COC Core Requirements and Comprehensive Standards (Core Requirement 2.5 and Comprehensive Standards 3.3.1, 3.4.1, 3.5.1, and Federal Requirements) for Institutional Effectiveness and Planning. Planning in the online system involves annual identification of the planning objectives (including strategic planning objectives) for each College and Division to implement during the next academic year.

After the planning objectives are entered into the online system, responsible administrators report monthly on the percentage of progress made toward achieving each objective. In the fall and winter of each year, planning objectives that are one hundred percent (100%) accomplished are captured in an evidence of improvement file for inclusion in annual achievement reports and the Chancellor’s Mid-Year Review.

To further aid in planning and effectiveness, the Associate Vice Chancellor for Institutional Research, Planning, and Effectiveness serves as liaison to the Southern Association of Colleges and Schools (SACS) Commission on Colleges (COC) and the Montgomery IRPE Coordinator serves as liaison to the Alabama Commission on Higher Education (ACHE).

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Related Documents

• • • • • • • • •

Troy University Strategic Plan for 2015-2020 Fulfilling the Promise: the Strategic Plan for 2010-2015 (PDF) 2010 Institutional Effectiveness Handbook (PDF) VISION 2010 Mid-Plan Assessment Report (PDF) Troy University: VISION 2010 A Strategic Plan 2005-2010 (PDF) All Listening Sessions 2009 (PDF) Troy University Planning and Effectiveness Model (PDF) The Plan for One University 2003-2005 (PDF) Transformational Strategic Planning for the One University 1995-2005 (PDF)

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STAKEHOLDER: Boards and Councils The Board and Advisory Councils meet semi-annually, September and February of each academic year.

Strategic Planning Strategic Planning is the process of assessing what the institution wants to do in order to advance its mission and goals over a specific period of time. This involves evaluating existing and anticipated conditions and creating a vision of the future that is most beneficial for the institution.

Subsequently a set of actions, responsibilities and resources are agreed upon to move the university in that direction while monitoring, assessing, and adjusting the action plan as needed in order to make the vision a reality by a given time. The strategic plan is the basis for operational planning and budgeting and is reviewed monthly in the Chancellor’s Cabinet.

Troy University has a successful history of strategic planning that has enabled it to move from a multi-university consortium to one university. This planning history is captured in the Troy University Transformational Strategic Planning: The Journey to One Great University 1995-2005.

In A Case For Alabama's 21st Century University, university leadership and the Board of Trustees outline why it planned to move from a loose system of universities to one university. The Plan for One Great University: OGU 2003-2005, details the steps taken to accomplish what is envisioned in that case statement. The three separate institutions had campus plans that have been completed and the full report is available.

In December 2004, Chancellor Jack Hawkins Jr. authorized the development of a strategic planning process that would cover the period 2005-2010. The planning for Troy University: Vision 2010 was begun in January 2005 with the final plan approved by the Board of Trustees on March 10, 2006. A Mid-Plan Assessment was conducted for Vision 2010 in March of 2008, to demonstrate the progress being made on this first system-wide Strategic Plan.

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In 2010, Troy University implemented Fulfilling the Promise Plan for 2010-2015. This plan focused on three initiatives: Increase engagement with stakeholders, Enhance Academic Quality and Institutional Effectiveness, and Build for the Future. The 20102015 Strategic Plan was approved by the Board of Trustees on July 23, 2010.

In 2015, Troy University began working with the Board of Trustee to create our next Strategic Plan. The University’s vision is to be recognized across Alabama and through the region as Alabama’s premier international university that provides affordable access to high quality education for traditional, adult and military students around the world. With their guidance, the Administration, and Faculty; the Troy University Vision of 2020 was approved by the Board of Trustees in July, 2015.

Documents for the 2015-2020 Strategic Plan can be viewed below: • • •

Strategic Plan 2015-2020 Strategic Plan 2015-2020 - 2016 Update Strategic Plan 2015-2020 - 2016 End of Year Update

Documents for previous strategic plans can be viewed below: • • • • • • • • • • • • • • • •

2010-2015 Strategic Plan: Fulfilling the Promise 2010-2015 Strategic Plan - Year Four - Annual Reports Covering October 2014 - September 2014 2010-2015 Strategic Plan - Year Four - First Quarterly Report Covering October - December 2013 2010-2015 Strategic Plan - Year Four - Semiannual Report Covering October 2013 - March 2014 2010-2015 Stretegic Plan - Year Three - Annual Report Covering October 2012 - September 2013 2010-2015 Stretegic Plan - Year Three - Third Quarterly Report Covering April - June 2013 2010-2015 Strategic Plan - Year Three - Second Quarterly/Semiannual Report Covering January - March 2013 2010-2015 Strategic Plan - Year Three - First Quarterly/Semiannual Report Covering October - December 2012 2010-2015 Strategic Plan - Year Two - Annual Report Covering October 2011 - September 2012 2010-2015 Strategic Plan - Year Two - Third Quarterly Report Covering April - June 2012 2010-2015 Strategic Plan - Year Two - Second Quarterly/Semiannual Report Covering January - March 2012 2010-2015 Strategic Plan - Year Two - First Quarterly Report Covering October - December 2011 2010-2015 Strategic Plan - Year One - Annual Report Covering October 2010 - September 2011 2010-2015 Strategic Plan - Year One - Third Quarterly Report Covering April - June 2011 2010-2015 Strategic Plan - Year One - Second Quarterly Report Covering January - March 2011 2010-2015 Strategic Plan - Year One - First Quarterly Report Covering October - December 2010

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• • • • • • •

Troy University Transformational Strategic Planning: The Journey to One Great University 1995-2005 A Case For Alabama's 21st Century University The Plan for One Great University: OGU 2003-2005 Strategic Plan Results by Individual Universities: 2001-2005 Troy University Strategic Plan 2005-2010: Vision 2010 VISION 2010 Mid-Plan Assessment Report VISION 2010 Final Report

Institutional Research, Planning and Effectiveness

Institutional Research, Planning and Effectiveness Effectiveness The effectiveness component of IRPE involves coordinating the online Institutional Planning and Effectiveness System as well as coordinating University assessment measures including the Graduating Student Survey, the New Student Survey, the Alumni Survey, the Employer Survey, the Major Field Tests in selected disciplines and the General Education Competency Examination (GECE)—a national standardized examination to assess the effectiveness of the general studies program. In addition, IRPE staff members publish reports (online and in hard copy formats) from results of these assessment instruments.

After August 1, 2005, when the three separately accredited institutions—Troy State University Dothan, Troy State University Montgomery and Troy State University—officially merged to become Troy University, transition to a new Institutional Planning and Effectiveness (IP & E) online system began. The new system was developed to meet the SACS-COC Core Requirements and Comprehensive Standards (Core Requirement 2.5 and Comprehensive Standards 3.3.1, 3.4.1, 3.5.1, and Federal Requirements) for Institutional Effectiveness and Planning in The Principles of Accreditation: Foundations for Quality Enhancement, Southern Association of Colleges and Schools Commission on Colleges (SACS-COC).

To meet Institutional Effectiveness requirements in the new online system, all programs of the University (Academic and Non-Academic) define their expected outcomes or student learning outcomes with assessment measures, measure the outcomes through assessment data gathered on an ongoing basis, build Plans for Improvement (PFI) for outcomes not met, and report assessment results with improvements made based on assessment annually in the online Institutional Planning and Effectiveness system. Outcomes met are captured in the evidence of improvement file and can be included in annual achievement reports and the Chancellor’s Mid-Year Review.

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In addition to University-wide surveying, testing and coordinating of the online IP & E System, IRPE is responsible for the Institutional Effectiveness Committee (IEC) which reviews all existing University Programs over a three-year period (one third per year) and which reviews all revised programs, new programs and substantive change prospectuses to verify that institutional effectiveness requirements are met.

Related Documents

• • •

HOMER TROY Survey Reports TROY Surveys

Institutional Research, Planning and Effectiveness Survey Reports Institutional Research, Planning, and Effectiveness (IRPE) personnel annually survey students, alumni, and employers to obtain satisfaction ratings and information to assess Troy University’s programs and services and to assist in improving all facets of the University. Surveys are conducted online and include the Senior Survey which is administered each fall and spring to students who are classified as Seniors; the New Student Survey which is administered to all new students (native students—undergraduate and graduate and transfer students) in the fall semester; the Graduate Student Survey which is administered each spring to all students enrolled in a graduate program; the Associates Degree Survey which is administered annually each spring to all students enrolled in an associate’s degree program. Reports for each of these surveys after are compiled and published on this website. Resources such as the Fact Book and the Institutional Effectiveness Handbook are also published. A listing of additional surveys that are administered by IRPE is provided as well. TROY Faculty and Staff members may request reports from these additional surveys by contacting the Director for Institutional Surveys.

New Student Satisfaction Survey

• • • • • • • •

AY 16/17 New Student Survey Report AY 15/16 New Student Survey Report AY 14/15 New Student Survey Report AY 13/14 New Student Survey Report AY 12/13 New Student Survey Report AY 11/12 New Student Survey Report AY 10/11 New Student Survey Report AY 09/10 New Student Survey Report

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• • •

AY 08/09 New Student Survey Report AY 07/08 New Student Survey Report AY 06/07 New Student Survey Report Associates Degree Survey

• • • •

AY 14/15 Associates Degree Survey Report AY 12/13 Associates Degree Survey Report AY 11/12 Associates Degree Survey Report AY 10/11 Associates Degree Survey Report Senior Survey

• • • • • • • • • •

AY 15/16 Senior Survey Report AY 14/15 Senior Survey Report AY 13/14 Senior Survey Report AY 12/13 Senior Survey Report AY 11/12 Senior Survey Report AY 10/11 Senior Survey Report AY 09/10 Senior Survey Report AY 08/09 Senior Survey Report AY 07/08 Graduating Student Survey Report * AY 06/07 Graduating Student Survey Report * *Note: For AY 06/07 thru AY 08/09 Graduate Students and Undergraduate Seniors are included in the report. In 08/09 a Graduate Student Survey was created to separate Undergraduate Seniors from Graduate Students and the name of the survey changed from the “Graduating Student Survey” to the “Senior Survey.” The Graduate Student Survey was first administered in 09/10.

Graduate Student Survey

•

AY 14/15 Graduate Student Survey Report

•

AY 13/14 Graduate Student Survey Report

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• • •

AY 12/13 Graduate Student Survey Report

•

AY 09/10 Graduate Student Survey Report

AY 11/12 Graduate Student Survey Report AY 10/11 Graduate Student Survey Report

Other

• • • •

2010 Institutional Effectiveness Handbook, Revised March 2010 Institutional Planning and Effectiveness Handbook (IP & E), Revised November 2007 Original Manual for IP & E, Revised June 2005 IRPE Self-Study 2003 Troy University faculty and staff may request reports from the following list with IRPE Authorization:

• • • • • • • •

Academic Advising Survey Adult Student Priorities Survey Chronicle’s Great Places to Work Survey CIRP Freshman Survey Employer Survey National Survey of Student Engagement Priority Survey for Online Learners Student Satisfaction Inventory

All requests should be made to Somer Givens, Director for Institutional Surveys at smgivens@troy.edu, 334-246-3663.

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Institutional Research, Planning and Effectiveness TROY Surveys University stakeholders including students, alumni, employers and staff are surveyed online to obtain satisfaction ratings and information to assess the effectiveness of Troy University’s programs and services. The information obtained from these surveys is reported annually on the IRPE website and is used to improve all aspects of the University. This site provides the current online surveys, and only those people who are invited to complete a survey should do so. Inquiries regarding these surveys may be forwarded to jrdew@troy.edu.

Current Online Surveys

• •

Listening Session Feedback Form International Student Survey

Using Qualtrics About Qualtrics Qualtrics is an easy-to-use online survey tool which is available to support research, teaching, and administration. Qualtrics combines exceptional ease of use with an advanced set of features and is designed to permit the creation of survey instruments, distribution of surveys, data storage and analysis.

Learn more about Qualtrics at http://www.qualtrics.com.

Campus Use Policy Troy University has a licensing agreement which allows faculty, staff, and students to use the Qualtrics web survey application for research interests, advanced survey research projects, assignments, and university-related business. Using Qualtrics for personal, commercial or other non-academic use is prohibited. Use of Qualtrics is subject to acceptance of the Acceptable Use Statement. This licensing agreement is managed by Troy University’s Office of Institutional Research, Planning, and Effectiveness. To contact the university’s Qualtrics administrator, please send an email to surveys@troy.edu or call 334-246-3663. ***DISCLAIMER: Please be aware that ALL survey research requiring the use of human subjects MUST follow the approval policies and procedures from the Institutional Review Board. It is the responsibility of the Qualtrics account holder/researcher to obtain proper IRB approval before running a survey.***

Creating a New Account 1.

Go to https://troy.qualtrics.com.

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2.

Log in with your Trojan Web Express user name and password.

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3.

After logging in with your Web Express credentials, you will see the following screen. First-time users will need to click “I don’t have a Qualtrics account.”

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4.

An account will be created for you. Read and accept the Terms of Agreement.

Once you accept the Terms of Agreement, you will be taken to the Qualtrics Dashboard page.

5.

Once you have created an account you will be free to use the Qualtrics dashboard and create surveys. In order to activate and launch your survey, you will need to link your account to your university college/division affiliation. You will need an upgrade code for this task. Upgrade codes for faculty, staff and students can be requested via email at surveys@troy.edu. Click here for instructions on how to link your account through the Upgrade Account tab.

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Non-TROY Qualtrics accounts If you already use Qualtrics, our new license agreement requires that you login using your Trojan Web Express ID and password through at troy.qualtrics.com. You will be able to migrate your existing projects into our institutional instance of Qualtrics by indicating that you already have an account after you log in with your Trojan Web Express ID and password.

Terms of Use When you use Qualtrics, you agree to Troy University's Information Technology Usage Policy and the Qualtrics Terms of Service.

Related Links •

Office of Institutional Research, Planning and Effectiveness

•

TROY Institutional Review Board

Additional Qualtrics Help • • •

Need help? Visit https://www.qualtrics.com/support/ for full technical support or call (800) 340-9194.

Learn Qualtrics in 5 Easy Steps Chat with Qualtrics Support

Institutional Research, Planning and Effectiveness Institutional Effectiveness Handbook Change Management Resources Procedures Academic Program Actions (APA) Instructions to the APA Process Timeline for New Academic Program Implementation Definitions Change Approval Flowchart Process for Closing a Site Troy University Descriptive Statement

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ACHE Policies SACSCOC Substantive Change Policy Forms Academic Program Action (APA) Draft Program Assessment Plan Form Teach-Out Form Program Revision Plan Academic Catalog Change Form Non-academic Catalog Change Form Master Course Form ACHE Templates Notification of Intent to Submit a Proposal (NISP) Proposal for New Program (Graduate or Baccalaureate) Submission of Alterations to Alteration of Alterations to Existing Programs

Form A: Alteration of CIP Code, Program Title, and Degree Nomenclature Except at the Doctoral Level Form B: Description of Curriculum Changes Form C: Addition of an Option, Track, Specialization, or Concentration, etc., to an Existing Program

SACSCOC Templates

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Cover Sheet for Submission of Substantive Changes Requiring Approval Prospectus Modified Prospectus Faculty Roster Form

Justification for Collaborative Academic Arrangements - Initiating a dual degree program with another institution Justification for Collaborative Academic Arrangements - Initiating a joint degree program with another institution: Agreement involving a partner institution that is not accredited by USDE-recognized accreditor Agreement involving a partner institution accredited by another accreditor that is recognized by the USDE Agreements made with other SACSCOC-accredited institutions 2016 Institutional Effectiveness Handbook (PDF)

Institutional Research, Planning and Effectiveness Additional Resources o o o o o o o o o

Undergraduate Program Availability Matrix (PDF, Updated 7/28/2010) Alabama Association for Institutional Research (ALAIR) Alabama Commission on Higher Education (ACHE) Association for Institutional Research (AIR) National Center for Education Statistics (NCES) Society for College and University Planning (SCUP) Southern Association of Colleges and Schools, Commission on Colleges (SACS-COC) Southern Association for Institutional Research (SAIR) Network for Change and Continuous Innovation

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College of Education Focus Group: Focus groups are designed to give another layer of transparency and expanded view of each area in the College of Education. It is to keep us from getting caught in the can’t see the “Forest for the Trees”. Also, this approach gives a move involed by-in by all of the faculty and staff in the College of Education.

DATA FOCUS GROUP CHART:

Focus Group for the College of Education Directed by the Dean of the College of Education

Director of Assessment & Instrustional Effectivementt

Faculty and Staff of the College of Education

Faculty and Staff of the College of Education

Chair of the Assessment Focus Group

Faculty and Staff of the College of Education

Faculty and Staff of the College of Education

Faculty and Staff of the College of Education

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1.

2.

3.

4.

5.

6.

7.

a. Made up of members who serve on the Advisory Councils b. Approved By-laws govern the organizational structure of the Advisory Board College of Education: Department of CRIT Advisory Council College of Education: Department of LDPS (Adult Education) Advisory Council College of Education: Department of Teacher Education & Department of CAFÉ Advisory Council a. Made up of members selected from the areas around Dothan, Montgomery, Phenix City and Troy b. Approved by the Dean and Vice-Chancellor of Academics c. Governed by University approved By-laws College of Education: Department of Psychology Advisory Council College of Education: ACCESS Advisory Council College of Education: AMSTI Advisory Council College of Education: SEARIC Advisory Council

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This section is a general guideline for COE’s data collection, analysis and reporting processes for each of the departments, institutes, and outreach areas houses in the College of Education.

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Department of Certification, Accreditation & Field Experience (CAFÉ): (Educator Preparation Provider (EPP) http://trojan.troy.edu/education/index.html http://trojan.troy.edu/education/certification-field-experience/index.html

Department of Counseling, Rehabilitation & Interpreter Training (CRIT) http://trojan.troy.edu/education/index.html http://trojan.troy.edu/education/counseling-rehabilitation-interpreter-training/index.htm

Department of Leadership Development & Professional Studies http://trojan.troy.edu/education/index.html http://trojan.troy.edu/education/leadership-development-professional-studies/index.html

Department of Psychology http://trojan.troy.edu/education/index.html http://trojan.troy.edu/education/psychology/index.html

Department of Teacher Education (Educator Preparation Provider (EPP) http://trojan.troy.edu/education/index.html

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http://trojan.troy.edu/education/teacher-education/index.html

Institutes: Institute for Leadership Development http://trojan.troy.edu/education/index.html http://www.troy.edu/leadership/

Outreach Programs: ACCESS http://trojan.troy.edu/education/index.html http://www.troy.edu/access/index.html

AMSTI http://trojan.troy.edu/education/index.html http://www.amsti.org/Contacts/AMSTITroy/tabid/101/Default.aspx

SEARIC (In-service) http://trojan.troy.edu/education/index.html

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http://www.troy.edu/searic/index.html

TECHNOLOGY IN MOTION http://trojan.troy.edu/education/index.html http://www.troy.edu/searic/technology.html

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This section is a general guideline for Troy University and COE Operations. The design is to connect with the web for details on each topic.

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Administrative Operating Procedures (AOP): CAFÉ Handbook: 2017-2018 Catalog: 2017-2018 Oracle:

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GLOSSARY ACHE: Alabama Council on Higher Education http://www.ache.state.al.us/ AMSTI: Alabama Math, Science, and Technology Initiative (Outreach area for the College of Education) http://www.amsti.org/Contacts/AMSTITroy/tabid/101/Default.aspx AOP: Academic Operating Procedures http://trojan.troy.edu/employees/aop/ ACCESS: Alabama Connecting Classrooms, Educators, and Students Statewide (Outreach area for the College of Education) http://www.troy.edu/access/index.html CACREP: Council for Accreditation of Counseling & Related Educational Programs http://www.cacrep.org/for-programs/2016-cacrep-standards/ CAEP: Council for the Accreditation of Educator Preparation http://www.caepnet.org/ CAFÉ: Troy University College of Education/ Office of Certification Accreditation and Field Experience http://trojan.troy.edu/education/certification-field-experience/index.html CANVAS: Canvas is the LMS that makes teaching and learning (and implementation and adoption and customer support and bragging to your non-Canvas-using peers) easier. https://www.canvaslms.com/ CHEA: Council for Higher Education Accreditation http://www.chea.org/

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COHORT: a group of individuals having a statistical factor (such as age or class membership) in common in a demographic study https://www.merriam-webster.com/dictionary/cohort CORE: Council on Rehabilitation Education https://www.med.unc.edu/ahs/crmh/about-us/core-accreditations CRIT: Department of Counseling, Rehabilitation and Interpretation Training http://trojan.troy.edu/education/counseling-rehabilitation-interpreter-training/index.html HOMER: The data management system Troy University has implemented for SACS IRPE: Institutional Research, Planning and Effectiveness http://www.troy.edu/irpe/ LIVETEXT: LiveText is an assessment system purposefully designed to capture moments in the learning process so that learners and institutions can see growth, reflect on experiences, and improve. https://www.livetext.com/ QUALTRIC: makes sophisticated research simple and empowers users to capture customer, product, brand & employee experience insights in one place. https://www.qualtrics.com MICROSOFT 365 (PLANNER): Microsoft software product for office productivity https://products.office.com/en/office-365-home NAS Server: Troy University’s computer secure server for internal use SACS-COC: Southern Association of Colleges and Schools Commission on Colleges http://www.sacscoc.org/membershipInfo.asp SEARIC: Southeast Alabama Regional In-service Center http://www.troy.edu/searic/index.html

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SEMESTER: Troy University’s instructional period of 16 weeks.

SLO: Student Learning Outcomes STAKEHOLDERS: education, the term stakeholder typically refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers, staff members, students, parents, families, community members, local business leaders, and elected officials such as school board members, city ...Sep 25, 2014 Stakeholder Definition - The Glossary of Education Reform edglossary.org/stakeholder/ TERMS: Troy University’s instructional period of 9 weeks (5 of them per academic year) WEB EX: CISCO video meeting https://www.webex.com/

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REERENCES & IDEAS “Culture of Evidence” A habit of using evidence in assessment, decision making, planning, resource allocation, and other institutional processes that is embedded in and characteristic of an institution’s action and practices. (Western Association of Schools and Colleges, 2013) http://www.wascsenior.org/resources/handbook-accresitation-2013 Council of Regional Accrediting Commissions (CRAC) (2003), Supported by a grant from The Pew Charitable Trust. www.sacs.org This annual reporting is required of all providers.

Providers report annually on CAEP’s four impact measures: • P-12 student learning/development, • Observations of teaching effectiveness, • employer satisfaction and completer persistence • completer satisfaction and four outcome measures: §

completer or graduation rate,

§

licensure rate,

§

employment rate and

§ consumer information, including student loan default rate. The consumer information is reported but is not considered in making accreditation decisions.

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CAEP ACCREDITATION HANDBOOK (Version 3- March, 2016) th 1140 19 Street, NW | Suite 400 Washington, DC 20036 www.caepnet.org

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