Strategic Planning: The INTERNAL Program Performance Review (PPR) Diane Clemens-Knott California State University, Fullerton Traveling Workshop: 2009-2010

Graduate FTE Doctoral MS Total Grad 2

Undergraduate Program

Undergraduate FTE Upper Division UG Lower Division UG Total Undergrad 4

College of Science Metrics

College of Science Metrics

General Education Science Classes 4 class offerings to ~ 650 students/semester Introductory Geology: Exploring Planet Earth, with lab Physical Geography of Earth’s Environment, ± lab Global Warming Natural Disasters Currently requires 14 faculty lectures to service 650 students ~46/class

Number of lab sections indicated Physical Geography Total 400 Add distance ed Number of lab sections indicated 1 2 3 4 6 9 350 Physical Geography Total 300 250 Enrollment 200 150 100 50 Spring 01 Fall 01 Spring 02 Fall 02 Spring 03 Fall 03 Spring 04 Fall 04 Spring 05 Fall 05 Spring 06 Fall 06 Spring 07 Fall 07 Spring 08 Fall 08 Spring 09 Semester

Are you maximizing your Institutional “VALUE”? Number of degrees awarded. Contributing large number of hours to the core curriculum of the University Providing positive visibility for the institution Having prominent (read rich) friends and alumni Public engagement in community issues Generating external funding (and indirect costs)

Program Performance Reviews Common elements of a PPR Department Context SWOT Analysis Learning Assessment Goals/strategies/actions for next review period Traveling Workshop: 2009-2010

Program Performance Reviews Department Context Mission statement what we are Vision statement what we strive to be Student Learning Outcomes statement what we believe our graduates are capable of Traveling Workshop: 2009-2010

Program Performance Reviews Common elements of a PPR examples of Mission and Vision statements are available at SERC: Assessment Planning Documents Case Study: Cal State Fullerton’s Department of Geological Sciences Traveling Workshop: 2009-2010

Mission statement what we are A. Department Context Mission statement what we are What is our purpose for existence? Industry example (Center for Business Planning) 3M: To solve unsolved problems innovatively Merck: To preserve and improve human life Disneyland: To make people happy Traveling Workshop: 2009-2010

CSUF Mission Statement A. Department Context CSUF Mission Statement February 1998 The mission of the Department of Geological Sciences is to support student learning through effective teaching, research and professionalism. No memory among existing faculty of writing this statement—written by past Chair? Traveling Workshop: 2009-2010

CSUF Mission Statement A. Department Context CSUF Mission Statement February 1998 The mission of the Department of Geological Sciences is to support student learning through effective teaching, research and professionalism. May 2005 The Department of Geological Sciences is an interdisciplinary education and research community whose members are active mentors and role-models. We provide a student-centered educational and research experience that emphasizes critical thinking, communication and scientific citizenship. Similarities: student centered Differences: research has role other than just in support of teaching Faculty professionalism defined as including mentoring and role-model Traveling Workshop: 2009-2010

CSUF Vision Statement A. Department Context Ideas from Mission-crafting session were organized into Visions The draft were based on notes from the Mission mini-retreat—drafted by a subcommittee and reviewed at beginning of subsequent weekend retreat Point: need to have them to motivate GOALS, but key is HOW they’re written (entire faculty vs. committee/individual) Traveling Workshop: 2009-2010

Student Learning Outcomes Statement A. Department Context Student Learning Outcomes Statement Written for students SERC: Carleton's SLO Written for faculty SERC: CSUF’s SLO [need to post] Traveling Workshop: 2009-2010

What is the basis for these claims? How do we attain our Vision? A. Department Context Mission statement what we are Vision statement what we strive to be Student Learning Outcomes (SLO) statement what our graduates are capable of What is the basis for these claims? The scientific “urge” to back Mission/SLO claims up with data motivates the program assessment. How do we attain our Vision? Problem-solving “urge” motivates identification of goals/strategies/action plans in response to Vision. Here’s the “buy-in” moment: ok, everyone helped write these statements—how do we assess them scientifically? Not ready to plan assessment until we perform a SWOT analysis… Traveling Workshop: 2009-2010

Program Performance Reviews B. SWOT Analysis S = Strengths W = Weaknesses O = Opportunities T = Threats Traveling Workshop: 2009-2010

B. SWOT Analysis Arm yourself with a pen and sticky notes IN SILENCE, visit all 4 stations (S-W-O-T) and post your ideas about your department You may revisit stations and reflect on notes, but do so in silence Each group of 3-4 should gather in front of one of the stations and, IN SILENCE, take turns grouping/rearranging notes into themes. Once done, construct statements that summarize the various themes at your station. Report back to whole group. Traveling Workshop: 2009-2010

B. SWOT Analysis CSUF case study Traveling Workshop: 2009-2010