1. Assessment, Accreditation, and Retention. “Thriving at the Liberal Arts College: Best Practices in Operations and Research” Dr. Claire Robinson, University of South Carolina

2. Retention What works in Student Success

3. Who “owns” Retention? This is a story about four people named Everybody, Somebody, Anybody and Nobody. There was an important job to be done and Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that, because it was Everybody’s job. Everybody thought Anybody could do it, but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have.

4. Peer Learning “Peers are the single most potent source of influence” affecting virtually every aspect of development. Peer interactions that foster learning: Discussing course content with other students Working on group projects for class Tutoring other students

5. “The quality of academic advising is the single most powerful predictor of satisfaction with the campus environment for students at four-year schools ” (Kuh, et. al., 2006, p.60)

6.  “Of the 45 percent of students who start college and fail to complete their degree, less than one quarter are dismissed for poor academic performance. Most leave for other reasons” (p.2)  Psychological challenges, social adjustment  “Whatever the reasons many students do not achieve their postsecondary educational goals or benefit at optimal levels from the college experience, the waste of human talent and potential is unconscionable” (p.3).

7. QEP Process Accreditation

8. Lead QEP Evaluator Process Focus of the Plan. (1) Has the institution provided a clear and concise description of the critical issue(s) to be addressed? (2) Has the institution described the relationship between the focus of the plan and student learning? (3) Has the institution provided relevant and appropriate goals and objectives to improve student learning? (4) Has the institution provided a comprehensive and clear analysis of the crucial importance of the Plan for improving the learning environment? (5) Has the institution identified the benefits to be derived from the QEP? Institutional Capability for the Initiation and Continuation of the Plan. (1) Has the institution provided a time line for implementing and completing the QEP? (2) Has the institution assigned qualified individuals to administer and oversee its implementation? (3) Has the institution provided evidence of sufficient financial and physical resources to implement, sustain, and complete the QEP? (4) Has the institution allocated sufficient academic resources and systems to implement and sustain the outcomes of the Plan? (5) Has the institution established appropriate administrative processes for maintaining the progress of its quality improvements? Assessment of the Plan. (1) Has the institution developed means for assessing the success of its QEP? (2) Has the institution identified relevant internal and external measures to evaluate the Plan? (3) Has the institution identified an internal system for evaluating the QEP and monitoring its progress? (4) Has the institution described how the results of the evaluation of the QEP will be used to improve student learning? Broad Based Involvement of the Community. (1) Has the institution described the methods used for the development of the QEP? (2) Has the institution demonstrated that all aspects of its community—faculty, staff, students, board members, and administrators—were involved in the development of the QEP?

9. Focus of the QEP Focus of the Plan. The institution identifies a significant issue that  (1) focuses on learning outcomes and/or the environment supporting student learning and  (2) accomplishes the mission of the institution.

10. Assessment

11. www.novamind.com/planning/strategic-planning.php

12.  Mission  Vision  Goal Statement (Primary function & outcome)  Initiative  Key Performance Indicators  Analysis of Goal Achievement Planning & Performance Blueprint

13. University of South Carolina – Planning, Assessment & Innovation 13

14. SSC Goals:  Provide course specific academic support to advance learning and student academic progress.  Provide outreach and educational initiatives on student success to advance student learning and responsibility.  Provide one-on one coaching and advising support to undergraduate students to optimize student retention, persistence, and engagement on campus.  Establish effective academic recovery programs and early intervention initiatives to identify, support, and retain at-risk student populations.  Coordinate effective programmatic initiatives designed to promote academic success through best practices and partnerships with academic units. SSC Goals 2012-2013

15.  Key Performance Indicators (KPI): Specific data that will indicate magnitude and relative success of initiative.  Transactional (usage data)  Behavioral  Learning “KPI” Defined

16. SSC - KPIs

18. Blueprint Repository  Blueprint Repository : https://dev.sa.sc.edu/bp/loginhttps://dev.sa.sc.edu/bp/login

19. Disarm Discover DreamDesign Deliver Don’t Settle The Six Phases of Appreciative Advising  Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing. Disarm Discover DreamDesign Deliver Don’t Settle

20. Appreciative Assessment  DISARM: Identifying Purposes and Stakeholders  “The Disarm process engages all stakeholders early in the assessment process to discuss potential collaboration and cooperation, clarify any misconceptions, and reach a common understanding and language” (p. 226).  DISCOVER: Exploring History, Resources, and Inputs  What is the history of the current model/practice?  What are the financial, organizational, or community resources used?  DREAM: Prioritizing Activities, Outputs, Outcomes, and Impact  Aligning short and long-term practices with institutional visions and missions.  What does success look like? He, Y. & Hutson, B. (2016). Appreciative Assessment in Academic Advising. The Review of Higher Education, V.39. Johns Hopkins University Press.

21. Appreciative Assessment  DESIGN: Specifying Questions, Design, and Methods  What are the assessment foci and what are the specific questions?  What design can be used to best address the specific questions?  What quantitative and qualitative data need to be collected?  What instruments need to be used for data collection?  DELIVER: Conducting data collection and analysis  Established timeframe, clear roles and responsibilities  Reporting structure  DON’T SETTLE: Making Data-Based Decisions  Closing the loop.  Connect findings to institutional visions, missions, and strategic priorities.  Identify major recommendations and priorities.

22. Q&A