1. A Case for ID Card Program Benchmarking and Standards Presented by Jörrun Liston Director Griz Card Center The University of Montana Missoula, Montana Stacey Henecke Supervisor Campus Card and C.Store Kirkwood Community College Cedar Rapids, Iowa

2. How did we get here? Jörrun Required to do a self-assessment of the Griz Card Center at The University of Montana within the next two years Member, NACCU Communications Committee (National Association of Campus Card Users) Stacey Member, NACCU Communications Committee NACCU Communications Committee Developing web survey for member institutions

3. Ok great…a survey. What information should we collect and how will it help… me

4. Understanding Terminology Benchmarking –Process in which organizations evaluate various aspects of their processes in relation to best practice, usually within their own sector –Often treated as a continuous process in which organizations continually seek to challenge their practices

5. Understanding Terminology Standards –Defined broadly to allow for variation among institutions and functional areas –Represent current indispensable requirements of practice –Reasonably achievable by any and all programs of quality within all institutions of higher education –Use must or shall verbs Guidelines –Clarify and amplify standards –Guide enhanced practice beyond the essential levels of the standards –Use should or may verbs

6. Understanding Terminology Assessment –Process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs –Evaluate functional areas or entire divisions –Uses standards

7. Why do a self-assessment? Internally driven Supports staff development You are in the best position to evaluate your programs and services (you get the opportunity first) Recognition and rewards are made locally but often are not acknowledged unless from afar Develops a shared vision among various constituents Because the VP said so

8. Self-Assessment Seven Basic Steps 1.Establish and prepare the Self-Assessment Team 2.Initiate the Self-Study 3.Identify and Summarize Evaluative Evidence 4.Identify Discrepancies 5.Determine Appropriate Correction Action 6.Recommend Special Actions for Program Enhancement 7.Prepare an Action Plan

9. Self Assessment Step 1 Establish and prepare the Self-Assessment Team The team should be familiar with the national standards of the functional area it is assessing. Strike One

10. Since we’re in Padre land

11. Step 2 All members need to understand and interpret each standard in similar fashion. Strike Two

12. In honor of the Midway…

13. Step 3 Initiate the Self-Study The team should rate the criterion measures, which reflect the essence of the standards. Strike Three

14. One of San Diego’s finest

15. So how did I feel….

16. Why develop standards? Aside from the fact that I need them Used to study and evaluate a functional area common to other institutions of higher education Ensure that staff members understand their role and function Staff Development Develop knowledge and skills essential for good practice Program development or enhancement Credibility

17. Who already has CAS standards? (over 30 to date, with more in development - I’ve listed only the first 20) Academic Advising Admission Programs and Services Alcohol, Tobacco and Other Drug Program Campus Activities Campus Information and Visitor Services Career Services College Health Services College Unions Commuter Student Programs Conference and Event Programs Counseling Services Disability Support Services Distance Education Programs Financial Aid Programs Fraternity and Sorority Advising Housing and Residential Life International Student Programs Judicial Programs Leadership Program Learning Assistance Programs

18. What are the standards for developing standards? 1.Mission 2.Program 3.Leadership 4.Organization and Management 5.Human Resources 6.Financial Resources 7.Facilities, Technology and Equipment 8.Legal Responsibilities 9.Equity and Access 10.Diversity 11.Campus and External Relations 12.Ethics 13.Assessment and Evaluation

19. Standards Examples Career Services (CAS) PART 4. ORGANIZATION AND ADMINISTRATION (Criterion Measures) 4.1The program is structured purposefully and managed effectively. 4.2Written policies, procedures, performance expectations, workflow graphics, and clearly stated delivery expectations are in place. 4.3 Effective management practice exists that includes access to and use of relevant data, clear channels of authority, and viable communications, accountability, and evaluation systems. 4.4 Channels are in place for regular review of administrative policies and procedures.

20. Standards Examples Career Services (NACE) Nat’l Assn of Colleges and Employers 69. The place of the career services function in the overall organization of the institution must support the mission of career services. 70. Since the organization structure of career services must be designed to support its mission, reporting relationships, internally to the department and externally to the institution, should relate to desired student outcomes. 71. The career services function must be organized to develop positive relationships with students; academic, administrative, and student affairs colleagues; employers; and alumni. 72. The careers services office should be structured appropriately to ensure that its programs and services function effectively. 73. The outcomes of the career services program should be reflected in its mission statement. 74. The institution should integrate student career development services with student employer services.

21. Action plan Talk with Blackboard Users Talk with NACCU Approach other card system users as their user conferences occur. Use the NACCU Communication Committee members. Engage with CAS? Others?

22. To sum it all up…. Who’s with us?

23. Discussion Standards before benchmarking? Is anyone else interested in using standards? Is anyone else interested in developing standards? Who should do it? –CAS? NACCU? Us?

24. References & Further Reading Professional Standards for College and University Career Services (National Association of Colleges and Employers) The Book of Professional Standards for Higher Education, Self-assessment guides (Council for Advancement of Standards for Higher Education) Jennifer Dowling Dougherty, William Clebsch, Greg Anderson, Management by Fact: Benchmarking University IT Services (Educause Quarterly, Number 1 2004). Frank Connolly, It’s Not The Change, It’s the Difference: Evaluating Technology on Campus (Educause Quarterly Number 4 2005). G. Kendell Rice, Datatel, Inc., Donna C. Taylor, Datatel, Inc., Continuous Improvement Strategies in Higher Education: A Progress Report (Educause Volume 2003, Issue 20)

25. Thank You! Jörrun Liston Director Griz Card Center The University of Montana Missoula, Montana Stacey Henecke Supervisor Campus Card and C.Store Kirkwood Community College Cedar Rapids, Iowa