1. Administrative Assessment Planning: Writing Assessment Outcomes and Measures April 2016 UM Assessment and Accreditation University of Miami

2. Introduction

3. Your A&A Team at the U Dr. David Wiles, Executive Director Dr. Claudia Grigorescu, Compliance Specialist (Assessment) Mrs. Gisela Dominguez, Compliance Specialist (Accreditation) Mr. Adam Rosen, Graduate Assistant

4. Workshop Agenda 5-10 Minutes (depending on # of participants)Introduction 25 MinutesSession I: Assessment Overview 1.Overview of UM Assessment 2.Overview of Outcomes 3.Examples of Good UM Outcomes 10 MinutesSession II: 1.Overview of Assessment Measures 2.Examples of Good UM Assessment Measures 30-40 MinutesExercise and Q&A Session

5. Assessment at the U

6. Assessment Cycle at the U Implement Change (Improvement Strategies) Assess & Collect Data Define Outcomes & Measures Analyze Findings & Develop Improvement Strategies

7. Overview of Assessment: Timeline SemesterDue DateTask Due Fall 2016 October 6, 2016Academic Program Assessment Reports Fall 2016August 31, 2016Administrative Assessment Reports

8. Administrative Assessment

9. Why should administrative units do assessment? ▪ Improve internal processes, quality and efficiency (aka institutional effectiveness) ▪ Effective and systematic reporting ▪ Higher costs (or lack of funding) for universities is leading into increased accountability for productivity and efficiency ▪ Compare processes and/or outcomes against internal and external standards

10. Administrative Assessment (AAs) Administrative Areas Non-Academic [with some units having SLOs] Centers/Institutes Administrative or Operational Outcomes align to the: University and Unit’s mission/vision Strategic plan Student learning (SLOs) is assessed in units providing learning services to students (e.g., workshops, seminars, training)

11. Writing Effective Outcomes

12. When writing your outcomes: Write at least 3 of them Outcomes must align with the university’s and unit’s mission and goals Outcomes can focus on at least one or more of the following areas: Administrative Support Services Academic/Student Support Services Research Activity Community/Public Service

13. The 4 Admin Types ▪ Administrative Support Services (e.g., process-based): Hiring processes, college-wide recruitment, enrollment, registration, financial goals ▪ Academic/Student Support Services (e.g., client based): Library services, athletic services for academic learning, advising, career services, donor services, other client-based services at the college/school level ▪ Research Activity: Faculty and/or student research goals, special research initiatives, or any activity that may increase the body of knowledge in the field or increase engagement in research activities ▪ Community/Public Service: Any service that is hosted by any unit that benefits the local, national and/or global community, or any initiative to increase student/faculty engagement in local, national, and/or global community

14. S pecific – Is the expected outcome clearly indicated? M easureable – Can the outcome be measured? A ttainable – Is it viable given the unit’s resources? R elevant – Does it pertain to the major goals of the unit? T imely – Can the outcome be achieved in a timely manner? From S.M.A.R.T. to Excellent

15. 1. Can be measured 2. Relates to the university’s mission 3. Reflects important main responsibilities and goals of the unit Formula: Who + Action Verb + What + Purpose The UM Police Department will provide comprehensive law enforcement activities to reduce crime on campus. Administrative Outcomes

16. Writing Effective Measures

17. Identify Assessment Needs What type of Admin Outcomes do you have? What are you trying to measure or understand? Is this outcome relevant and representative of the unit’s mission and goals?

18. Understanding Types of Measures Direct Measure: Assessment measure that demonstrate precise and effective means to achieve defined outcomes (e.g., databases) Indirect Measure: Self-assessments through instruments such as surveys that provide supplemental details that may help a unit/department understand how well they are providing services; shows strengths and weaknesses

19. Understanding Types of Measurements Formative Measures: Assessing over a specific timeline Summative Measures: Assessing at the end of a specific period

20. What type of instrument will best measure the outcome? (e.g., checklist, timeline, database, tracking sheet, focus groups, questionnaire/survey)? Do you already have access to such an instrument? Will the instrument need to change to be able to measure current outcome? Match Purpose with Measure

21. Description of Assessment Measure in Report What are you measuring? When/How often and how do you collect data? What is the instrument you are using to assess? What is your expected benchmark?

22. Example of a Measure Outcome 1: Fund and support the university’s most promising biomedical projects to achieve commercialization within 2-4 years. Measure 1: The number of projects funded through the Coulter Center on an annual basis, [will be tracked through a database or Excel. We generally average 4-5 projects annually, so we aim to maintain or increase the average.]

23. For Assistance: Dr. David Wiles: dwiles@Miami.edu (305) 284-3276dwiles@Miami.edu Dr. Claudia Grigorescu: cgrigore@Miami.edu [Assessment] (305) 284-1447cgrigore@Miami.edu Mrs. Gisela Dominguez: gdominguez@Miami.edu [Accreditation] (305) 284-9431gdominguez@Miami.edu Mr. Adam Rosen: a.rosen11@umiami.edu [Assessment] (305) 284-5120a.rosen11@umiami.edu