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VISION_2015_Middle_States_Preparation
Course: BA 3, Fall 2009School: Widener
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March VISION2015:ASpecialReportonMiddleStatesPreparation 31,2006 Vision2015iscomprisedofapproximately100members(2/3ofwhomarefaculty)whoform fivetaskforcesthatarecoordinatinginitiativessurroundingstrategicplanning,accreditation (institutionalaccreditation,primarily,butdisciplinaryaswell),andtheupcomingcapital 1 campaign . Whileprioryearshaveseengreatconcentrationonthestrategicplanningprocessatthe...
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March VISION2015:ASpecialReportonMiddleStatesPreparation 31,2006
Vision2015iscomprisedofapproximately100members(2/3ofwhomarefaculty)whoform fivetaskforcesthatarecoordinatinginitiativessurroundingstrategicplanning,accreditation (institutionalaccreditation,primarily,butdisciplinaryaswell),andtheupcomingcapital 1 campaign . Whileprioryearshaveseengreatconcentrationonthestrategicplanningprocessatthe institutionallevel,thatworkisnowbeing completed attheschool/collegeorunitspecificlevel. Manygreatideasandinitiativesareemergingfromthestrategicplanningconversations,andthe completedplanswillbereviewedbytheVision2015steeringcommitteethissummer. With the upcomingMiddle Statesvisit(Fall2006andSpring2007),theworkofVision2015taskforces havenowbeguntofocusonensuringthatourplansalignwiththeMiddleStatesstandardsfor accreditation.
Background:TheMiddleStatesPilotStudy BecauseofthestrengthofWidenersworkonitsstrategicplan,MiddleStatesrecognizedthat Widenerwouldbeanappropriateinstitutiontoparticipateinapilotstudythatallowsthe institution greaterlatitudetoengageinamoremeaningfulconversationaboutitsdirectionsand howitprovidesevidenceofitsqualityandsustainability.Asaresult,Widenerproposedafuture orientedselfstudythatwoulddemonstrateitsprocessesrelianceonthestrategicplanasameans formovingforward,ratherthanfollowingthe traditionalselfstudythatrequirestotalimmersion inpastbasedevidenceofsuchprocesses. MiddleStateshasfullyendorsed Widenersplanforitsselfstudy.Theselfstudy,asapproved, saysthatMiddleStateswillassumecomplianceontenofthe14standardsinthe Characteristics ofExcellence(Standards1,4,5,6,8,9,10,11,12and13).Thatassumptionwillbetestedinthe Fallof2006,whenageneralistandthechairofthereviewteamwillcometocampustoexamine thedocumentationweprovideasevidenceofthatcompliance.Thecollectionofthis documentationistheworkoftheMiddleStates10taskforce,oneofthefivetaskforces. Inthespringof2007,theMiddleStatessitevisitoccurs,withcolleaguesfromotherMiddle Statesaccreditedinstitutionscomingtoreviewourworkontheremainingfourstandards: Standard2:Planning,ResourceAllocation,andInstitutionalRenewal Standard3:InstitutionalResources Standard7:InstitutionalAssessment Standard14:AssessmentofStudentLearning
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ForalistofVision2015members,seethemembershiplistunderCampusFiles,Vision2015,Steering Committee&TaskForceCommittees.
1
ProgressontheFiveTaskForces Eachofthetaskforceshascrafteditsownapproachforaddressingthesestandardsandisworking diligentlytocollectevidenceoftheUniversitysforwardmomentum.Thefollowingsection describesthatprogress.
TheMiddleStates10(cochairs,LarryFehrandPatriciaLawler) TheMiddleStates10TaskForcehasfocuseditsprimaryeffortsonidentifyingandcollecting documentsthatdemonstrateWidenerscompliancewiththestandards.ProfessorRobertBonk, theSecretaryoftheTaskForce,hasplayedamajorroleinthiswork,establishingadocument roomlocatedinOldMainandupdatingourdocumentcollectionthroughouttheacademicyear. Thesecondfocalpointhasinvolvedeffortsto demonstratecompliancewithMiddleStates Standardsthroughapointandclickdocumentroadmap.Thedocuments(includingpage numbersthatsupportourcomplianceclaims)arebeinglistedandannotated.Finally,theTask Forceisworkingonmoresubstantialreportsthatwillserveasappendicestotheoverall accreditationdocument.AlleffortsareexpectedtobecompletedpriortotheSpring,2006 Commencement.
Standard2:Planning,ResourceAllocation,andInstitutionalRenewal(cochairs,JaneBrennan andStephenWilhite) TheTaskForceonPlanning,ResourceAllocationandInstitutionalRenewaldevelopedacase studyapproachforassessingtheimplementationoftheWidenerUniversityStrategicPlan in relationtoMiddleStatesStandard2.ThecasestudyfocusesonfouroftheStrategicPlanGoals: AchieveanunparalleledacademicenvironmentOptimizetheuniversitysenrollmentRaisethe profileofWidenerExpandanddiversifytheuniversitysfinancialresources.TheTaskForce developedandsubmittedquestionsrelatedtothesegoalstothethreevicepresidentsandthe academicdeans.Summariesoftheresponsesofthisinitialgroupweredistributedtoselected facultyparticipants(i.e.,membersofFacultyCouncilExecutiveCommitteeandFacultyCouncil BudgetandPlanningAssessmentCommittee)andotheruniversityadministratorsinpreparation forfocusgroupdiscussionstobeheldinlateMarchandearlyApril. Thefocusgroupresponses willbeincorporatedintothesummariesofresponsesreceivedfromthevicepresidentsandthe deans,andthesesummarieswillbeusedtodemonstratetheextenttowhichtheuniversityis addressingfundamentalexpectationsassociatedwithStandard2. Standard3:InstitutionalResources(cochairs,LindaDurantand Iqbal Mansur) Thisstandardcriticallyevaluateswhetherthehuman,financial,technical,physicalfacilities,and otherresourcesnecessarytoachieveWidenersmissionandgoalsareavailableandaccessible.In thecontextofourmission,ouranalysismustalsoconcludewhethertheeffectiveandefficient usesoftheresourcesareanalyzedaspartofongoingoutcomesassessment.Inaddition,an examinationoftheresourceallocationprocess,sinceitisindicativeofinstitutionalpriorities,will beperformed. Thetaskforcereviewedthegoalsandobjectivesoutlinedinthestrategicplanwithspecial attention to thefollowinggoals: Diversity,UnparalleledAcademicEnvironment,Expandedand DiversifiedFinancialResources,EmployerofFirstChoice,RaisedProfileofWidenerUniversity, andOptimizedEnrollment.
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Fivesubcommitteesareaddressing theseissues:HumanResources,Financial,Physical Facilities,InformationTechnology,andLibrary.Eachsubcommitteewasfurtherdividedalong theiroperationalareas.TheirreportsformedthebasisoftheMiddleStatesSelfStudyDesign thatwasacceptedbyMiddleStatesinitsentirety.Meetingfrequentlytocompletethefinalreport, theTaskForcehasaccomplishedthefollowingobjectives: 1. Eachsubcommitteeextensivelyreviewedthegoals,objectives,andactionstepsof WidenersstrategicplanandrelatedthemwithspecificMiddleStatesquestions.Indoingso, MiddleStatesFundamentalElementsand OptionalAnalysisquestionsoutlinedin Standard3havebeenaddressed 2. Eachsubcommitteeidentifiedaplanofactivitiesanddata/informationneededto completethetaskoutlinedinitsrespectivereportsand 3. Eachsubcommitteewill completeafivepagefinalreportbylateApril.
Standard7:InstitutionalAssessment(cochairs,SavasOzatalay&PaulaSilver) Thetaskforceischargedwithdocumentinghowinstitutionalunitsmeasuresuccessin performingtheirdailyoperationsandinreachingtheirlongtermoperationalgoals,chargedinthe strategicplan.Ithascreatedaframeworkinformedbythestrategicplanalongwithkey responsibilitiesforeachunit.Strategicplanninggoalsandobjectiveswerematchedwitheachof thekeyperformanceindicatorsandoutcomesresultinginacompositegrid.Next,thetaskforce completedaplanforimplementinginstitutionalassessmentandpreparingunitlevelassessment plans.Theplanissupplementedbyamodelthatpresentsafullcycleofassessmentactivitiesand thereportingstreamattheunitandinstitutionallevels.(Seeattachment1.) Currently,thetask forceisaligningkeyresponsibilitiesrelatedtodailyoperationsinunitswiththekeyperformance indicatorsandoutcomes.Oncethecurrentalignmentprocessiscompleted,thetaskforcewill compileresultstofacilitateagapanalysistoensurethatallkeyperformanceindicatorsand outcomesareaddressed.
Standard14:AssessmentofStudentLearning(cochairs,FredAklandCindySaltzman) TheTaskforceonAssessmentofStudentLearning(TASL)isontracktoachievetheobjectives articulatedintheBlueprintforaStudentLearningAssessmentPlan(seeattachment2). The firstobjective,whichcallsforengagingthecampuscommunityinadialogueonthebenefitsand challengesofassessmentofstudentlearning,wasinitiatedinFall2005withthedistributionofa surveydesignedtomeasuretheassessmentcultureoncampus.Thesurveyresponseswerethen usedtodevelopaseriesofcampuswideassessmentseminars.Theongoingdialoguecontinues toprovidevaluableinsightsintocampusattitudesregardingassessment.TASLisnowmaking planstoconductafollowupsurveytocomparetheresultswiththebaselineestablishedinthe Fall.Anexhaustiveand inclusiveprocesswasinitiatedtoidentifyasetofinstitutionallearning objectivesthatwillbethefocusoftheupcomingMiddleStatesaccreditationreview.These institutionallearningobjectiveshavebeenapprovedbytheAcademicAffairsCommittee and formallyadoptedbyFacultyCouncilatitsmeetingonFebruary27,2006: 1. Studentswilldemonstratetheknowledge,skillsandscholarshipthatareappropriateto theirmajorfieldofstudy. 2. Studentswillbeabletothinkcriticallyandcommunicateeffectively.
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3. Studentswilldemonstrateattributesassociatedwithprofessionalandcivicleadership. 4.Studentswilldemonstratecharacteristicsofresponsiblecitizenship. TASLwillfocusitseffortsduringthespring2006onreviewingtheassessmentplanssubmitted byschools,collegesandunits.TASLalsodecidedtohighlighttheassessmentplansofthe SchoolsofEngineeringandHospitalityManagement,andtheWritingCenterinitsreporttothe MiddleStatesCommittee. NextSteps:MiddleStates, theStrategicPlan,andCampaignPlanning Whiletheworkofthetaskforcescontinuesoverthesummer,theVision2015steeringcommittee willmeetinathreedayretreattoalignthecollege/schoolandunitspecificstrategicplanswith theinstitutionsstrategicplan.Inparticular,wewillbereadingeachplantodetermine congruencewiththeinstitutionsplan(i.e.,thatweareaddressingtheinitiativesofthe institutionalplan,whileallowinglatitudeforeachunitsplantodeviseitsownadditional initiativesaswell).Indoingso,andinaccordancewithourcommitmenttokeepingthestrategic planevergreen,wewillalsodeterminewhetheranymodificationsneedtobemadetotheplan, especiallyintermsoftimelines,resourcesneeded,and accountability. Meanwhile,participantsintheprecampaignplanningprocesshavemetwithrepresentativesof academicandadministrativeunitsthroughouttheuniversitytoassessthefundingopportunities availableforthenextcomprehensivecampaign. Eachunithasidentifiedthoseneeds,whichare inalignmentwiththeuniversity'sstrategicplan,aswellastheirindividualunit'sstrategicplan. Thefundingopportunitieswillbepresented,inrankorderofimportance,tothePresidentand Executive TeaminJuly.ThenextstepwillinvolveareviewofthisfundinglistbytheBoardof TrusteesAdvancementCommittee.Arecommendedlistofprioritieswillbepresentedforreview andapprovalbytheTrusteesinOctober2006.
Conclusion Asafinalmatterofthisupdate,inMarch2006,ourMiddleStatesrepresentativeBobSchneider reconfirmedthatWidenerisonsoundfootinghere.Oursiteteamwillbecarefullyselectedto ensureappropriateexpertiseinthefourareasweareemphasizing,andtheteammemberswillbe thoroughlybriefedonourworktoblendthestrategicplanwithaccreditationand,ultimately,the campaign. WeareallheartenedbytheconfidenceMiddleStateshasplacedinustotakethispathandthe resultingopportunitytomakethereaccreditationprocessmoremeaningfulforus.
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InstitutionLevel
Boardof Trustees StrategicPlan Mission,Vision,& Goals
President
Vision2015Group UnitMissionand Objectives SeniorLeadership Team
ExecutiveTeam: KPIAnalysis
Figure1Assessment Planning
DailyOperations: KeyResponsibilities
AssessmentMethods VicePresidents: KPISummary IACommittee AssessmentResults InputtoVicePresidents
AssessmentDecisions
UnitLevel
Attachment1.InstitutionalAssessmentCycle
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Attachment2. BlueprintforaStudentLearningAssessmentPlan
ThemissionofWidenerUniversitysTaskforceonAssessmentofStudent Learning(TASL)istopromotethedevelopmentofaculturethatemphasizesassessment ofstudentlearningthroughouttheUniversity.WithintheframeworkoftheUniversitys mission,visionandstrategicgoals,theTASL recognizesthatstudentlearningtakesplace acrossavarietyofcontexts.Accordingly,theTaskforceseekstopromoteanassessment process thatisutilizedtoenrichstudentlearningin:(i)individualprogramsandcourses (ii)generaleducation(iii)cocurricularandstudentlifeprogramsand(iv)cohort programssuchastheHonorsProgramandAcademicSupportServices. Incarryingoutitsmission,theTASLisguidedbythefollowingprinciples: (1)Assessmentencompassesasequenceofactivitiesthatconstitute acontinuous improvementcycle.Theseactivitiesincludethearticulationofstudentlearning
1 2 objectives andoutcomes ,thecollectionofdata,andtheuseofdatatoenhance
studentlearningthroughprogramrenewalanddevelopment. (2)Thereisamyriadofassessmenttoolsandmeasuresavailable.Theuseofany
3 givenperformancetoolormeasure willbedeterminedbytheparticularlearning
environmentandthespecificlearningobjectiveoroutcomebeingassessed. (3)Assessmentofstudentlearningisprimarilyafacultydrivenprocess.Itisthe facultysresponsibilitytoarticulatestudentlearningobjectivesandoutcomes decideontheappropriateassessmenttools/methodsidentifyinstitutional resourcesnecessarytosupporttheassessmentprocessandensurethatthe informationcollectedisusedforenhancementofstudentlearning.Thecampus communityconstituenciesarepartnerswiththefacultyintheassessmentprocess. _____________________
1
Studentlearningobjectivesarebroad,general statementsofwhatstudentsshouldbeabletodo,toknow, andtovalueduringthefirstfewyearsaftergraduation.Seethe AssessmentTerminology section.
2
Studentlearningoutcomesarespecificstatementsderivedfromthestudentlearningobjectives. Seethe Assessment Terminologysection.
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3
Performancemeasuresareusedtoevaluatewhetherornotstudentlearningoutcomeshavebeenachieved. Seethe AssessmentTerminology section
(4)Theprocessofassessingstudentlearningisatalltimesacollaborative endeavor.Informationgatheredduringtheprocesswillbeusedtoenhancethe learningenvironment. ThecontextforWidenersassessmenteffortsoriginatesfromtheunderlying values,bothexplicitandimplicit,ofWidenersmission,vision,andstrategicgoals.The outlineforthiscontextisacoherentsetofinstitutionalstudentlearningobjectivesthat areagreeduponbythefacultyacrossalldisciplines.Cognizantofthisbackdroptoits activities,theTASL putsforththefollowingplan: Objective(1)Engagethecampuscommunityinadialogueonthebenefitsand challengesofassessmentofstudentlearning.TheTASLwillbeanadvocateforthe assessmentprocessinordertofacilitateandpromotethisdialoguethroughoutthecampus community. ActionStepI:Developacommunicationplanthatincludesthe identification/developmentofcommunicationchannelsbetweentheTASL andthecampuscommunity.
ActionStepII:Facilitatetheprovisionofprofessionaldevelopment workshopson allaspectsoftheassessmentprocess.
v Toaidinthedevelopmentofacommunicationplan,andthe identificationofthetypesofworkshopsthatshouldbeoffered,the TASLintendstoadministeraquestionnaireatthebeginningofthe Fall2005semesterdesignedtoobtaintheviewsoffacultyand staffregardingtheassessmentofstudentlearning.
v TheTASLintendstofollowupwithasecondquestionnaireinthe Spring2006semestertoassesstheeffectivenessofthe
7
communicationplanandworkshopsinpromotingaculturethat emphasizesassessmentofstudentlearningamongfacultyand staff.
Objective(2)Begin areviewprocessthatexaminesthealignmentbetweenthe Universitysstrategicplanandtherequirementsforsuccessfulassessmentofstudent learning,andidentifiesanypotentialgaps. ActionStepI:Assistinthedevelopmentandadoptionoflearning objectivesforallWidenerUniversitystudentsthatarelinkedtothe Universitysmission,vision,andstrategicgoals.Theadoptionprocesswill includefacultyinputandapprovaloftheproposeduniversitylevelstudent learningobjectives,andwillincludeconsiderationoftheroleofgeneral educationinachievingtheselearningobjectives.
ActionStepII:Conductaninstitutionalinventoryofexistingassessmentactivities in order to document: (i) the student learning objectives and outcomes already established (ii) the assessment methods currently being utilized and (iii) how assessmentdataarepresentlyusedforcourse/programrenewalanddevelopment. ActionStepIII:Helpfacultyidentifytheinstitutionalresourcesneededtosupport theireffortstostrengthenthecourse/programassessmentswithintheirpurview.In this role, the TASL will serve to identify any campuswide resource needs and articulatethoseneedstotheProvost.
Objective(3)Identify studentlearningobjectivesandoutcomesthatwillbethefocusof theupcomingMiddleStatesaccreditationreview.Potentialareasforassessmentof studentlearningobjectivesandoutcomesmayinclude: (i) writtencommunicationskills (ii) servicelearningand/orcivicengagementactivities (iii)competenciesinspecificareas
8
(iv)undergraduateresearchactivities. Objective(4)Recommendatimetableforassessmentofinstitutionalstudentlearning thatresultsinfullreviewonaregularbasis. ActionStepI:Promotetheongoingassessmentofinstitutionalstudent learningandthedisseminationofassessmentdatatothe Universitysschoolsandprograms.
AssessmentTerminology AssessmentProcess:Isafourstepcontinuousimprovementcycleusedforthe enhancementofthestudentlearningenvironment,aswellasprogramrenewaland development.
AssessmentProcessasaFourStepContinuousCycle 1. EstablishLearning ObjectivesandOutcomes
4.Usethe Results Opportunities 3.CollectandAnalyze Data
Adaptedfrom: StudentLearningAssessment,OptionsandResources, MiddleStatesCommissiononHigherEducation
2.Provide Learning
StudentLearningObjectives:Arebroad,generalstatementsofwhatstudentsshouldbe abletodo,toknow,andtovalueupongraduationandbeyond.Thetermgoalscanbe usedinterchangeablywithobjectives.Example:Studentswillbeeffective communicators. StudentLearningOutcomes:Aremoredetailedandspecificstatementsderivedfromthe objectives. Achievementofthestudentlearningoutcomesshouldindicatethatthe 9
studentisequippedtoachievethestudentlearningobjectives.Example:Studentswill writeeffectivetechnicalreports. PerformanceMeasures:Arethetoolsandtechniquesusedtoevaluatewhetherornot studentlearningoutcomeshavebeenachieved.Examples:creationofclear,concise, technicalmemorandathatexhibit...
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Name _Chem 385 WorksheetSome Basic Problems in Introductory Thermodynamics1. Determine the change in internal energy of a system that passes from a state of 2000 calories to a state of 3500 calories. 2. Calculate the work done by a gas expanding
Widener - CHEM - 385
Chem 385 June 26, 2003 Quiz 3 Be creative! In order to receive full credit you must show all of your work. Also be sure to use the correct number of significant figures and to indicate the units for your answer. For numerical problems place your fina
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- 190 CHAPTER IXCURRICULUM AND FACULTY 1892-1916,IIThe curricular development at the Pennsylvania Military Academy, which was constant from 1865, reached its greatest momentum in the period between 1884 and 1892; by 1892 the College had the
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Widener University School of Human Service Professions Center for Education Conceptual Framework: The aim of the professional education program in the Center for Education is to prepare teachers, educational specialists, and administrators to be know
Widener - BPI - 600
BPI 600: Business Process Management: Modeling to MonitoringSaturdays: 9/17, 10/1, 10/15, alt. 10/29 (final project due: 11/12) 9:00am 5:00pm Dr. Yvonne Antonucci In an effort to become leaner and improve responsiveness to the customer in a volatil
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Opening Faculty Meeting September 6, 2006 4:00 pm Alumni AuditoriumGood afternoon and welcome to the opening the 2006-07 academic year. I hope everyone had a productive and relaxing summer and that you somehow managed to remain cool during the incre
Widener - CHEM - 145
CHEM 145 Lecture Problems Emperical Formula1.Determination of Formula: a.What is the emperical formula of a salt. 100.0000 grams of salt is analyzed and found to contain: mass sald mass Na mass Cl 100.0000 .gm 39.3374 . gm 60.6626 .gm MW Na MW Cl 22
Widener - CHEM - 146
S.E. Van Bramerechem_a.mcd4/24/01Solutions for Electrochemistry Problem SetConstants: F 96484.56 .coul . mole1 1T M1 R 8.31441 . joule . mole . K( 273.15 mole liter25 ) . KEquations E std_cell E cathode E anode E cell E std_cell R .
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colligative.mcdS.E. Van Bramer1/16/2004Chemistry 146 Lecture Problems Colligative Properties1. Given the Henry's Law Const for CO2 : 4.48*10-5 mol L-1 torr-1 . at 25 C. How much CO2 (grams) dissolves in 2 L of water at 4 atm? Constants:5Hen
Widener - CHEM - 146
Chemistry 146 Lecture Problems Calculating the Equlibrium for a Weak AcidFor nitrous acid K a = 4.5*10-4 What is the pH and pOH of a 1.0 M nitrous acid solution? What is the pH and pOH of a 0.001 M nitrous acid solution? What is the pH and pOH of a
Widener - CHEM - 145
Chemistry 145 Lecture Problems Mole Calculations1. Calcluate the number of moles in 12.0 g of C, 24.0 g of C, 48.0 g of C, 1.0 g of C. mass = mole MW rearranges to: mole = mass MWfrom the periodic table: MW_carbon := 12.0107 gm mole mass_carbon
Widener - CHEM - 146
Acid Base Problem Set IIBy S.E. Van Bramer Widener University One University Place Chester, PA 19013 svanbram@science.widener.edu March 2, 1999 M mole liter1.Several years ago, two garbage workers in New York City were exposed to hydrofluoric acid
Widener - CHEM - 145
S.E. Van BramerWidener University11/4/97Solutions to Chapter 5, Limiting Reagent Problem SetS.E. Van Bramer, Widener University, October 21, 1996.1.The Kingston Steam Plant burns 14,000 tons of coal each day and generates 1010 kilowatts-hour
Widener - CHEM - 145
Solutions to Moles Problem Setby S.E. Van Bramer (9/19/96) 1.Styrene is an organic molecule that is used as a building block for many polymers (like polystyrene). The molecular formula for styrene is C8H 8. a.What is the molecular weight of styrene?
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Solutions to: Gas Law Problem SetS.E. Van Bramer, 12/7/96 I have a special, ideal balloon. This balloon does not exert any pressure on the gas inside it. I start by taking the balloon and inflating it to 4 L in Wilmington DE last night. The weather