12/8/08-Study Day

Unit Level Strategic Planning:Strong Action Plans

& IndicatorsDecember 8, 2008Pat Hulsebosch/

Melanye ColemanOffice of Academic Quality

http://quality.gallaudet.edu

12/8/08-Study Day

Characteristics of Strong Action PlansSpecific: explains what you will do and how

Why this action? Clear connection to priority?

Shows a “theory in action” or hypothesis about what

actions will lead to what SP objectives

Concise and elegant

You’re doing a good job? Describe the next

step.

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Examples: Strong Action Plans1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.

Introducing more informal methods for students to practice ASL and English literacy, including blogs, vlogs, targeted-skill papers, and discussion-leading tasks.

Most departmental and GSR courses include presentations emphasizing ASL development and/or include significant writing practice.

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What Makes a Strong Action Plan?

ACTIONSIf we [take this action]

Example If we Provide formal

and informal opportunities for students, to practice ASL literacy (e.g., vlogs, presentations, discussions).

We expect to [see SP Objective result]

Then we expect to Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.

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Examples: Strong Action Plans1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.

Discussions about the meaning of bilingual environment at Gallaudet in our Psychology and Deaf People class. [Ongoing]

Collaborate with other departments to organize a poster session on exemplary bilingual activities or instruction. [New]

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Examples: Strong Action Plans2.1 Enroll, retain, and graduate a diverse and talented student population.

Creation of a mentoring program for UG as well as Grad minority students in psychology

Midterm contracts for students with D’s and F’s

MSW faculty make presentations at other universities/colleges about our grad program

Work closely with students to search for scholarships to remain in school and lessen hours devoted to employment

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Examples: Strong Action Plans2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.

Strengthen alignment of course SLOs with major benchmarks. [Ongoing] (target completion date – Spring 2009)

Implement minimum writing requirements for major and minor level courses. [Ongoing] (target completion date – Spring 2009)

Develop performance targets for graduating seniors. [Ongoing] (target completion date – Spring 2009)

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Examples: Strong Action Plans2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC.

Majors must take the “Senior Capstone Seminars”, SOC 391 and 392, and as part of that sequence they do research in the Washington, DC area. [Ongoing]

Align the timing of our course offerings with regularly occurring local enrichment opportunities, such as offering courses on Bioethics during the same semesters that the American Society of Bioethics and Humanities meets in DC. [New]

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Examples: Strong Action Plans3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.Majors area (organization) Blackboard: we have

an organization site on Blackboard for majors and minors. We will be opening discussion boards to promote free exchange of information, ideas, etc. [New]

GSR faculty development in Dec., Jan., May, And Aug bring new and experienced GSR faculty together

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Characteristics of Strong Indicators

Specific and achievable

Aligned with the SP objective

Answers the question, “Did it work” and

NOT simply “Did we do it”

Measureable , qualitatively or

quantitatively

[name the measurement tool if used]

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What Makes a Strong Indicator?

INDICATORSThis is how we will[measure the impact] on the institutional priority

We can measure if it Raised levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.

Example #1If we Assess students

using rubrics that include evaluation of grammar, clarity, flow, etc. as well as other skills.

12/8/08-Study Day

Examples: Strong Indicators1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings.

Students are assessed by rubrics that include evaluation of grammar, clarity, flow, etc. as well as other skills.

Ongoing tracking of successive ASLPI scores. Checklist on efficacy and clarity of ASL presentations in class.

Deaf Studies department’s ASL Rubric [and] assignment-specific checklist [scores].

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Examples: Strong Indicators1.2 Build community consensus on the meaning and implementation of bilingual education at Gallaudet.

Specific questions/essay assignments [ratings] to assess student ideas about this concept.

??Participants’ evaluation of unit event??

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Examples: Strong Indicators2.1 Enroll, retain, and graduate a diverse and talented student population.

Email follow-up for ALL those who demonstrate any interest in majoring in chemistry. We will also track the number of individuals who do enter Gallaudet afterwards.

Number of ethnic minority students recruited into the program from Undergraduate. Number of ethnic minority students retained in program.

Create a “years to completion” record of FCS majors over the last 10 years and maintain this information on a yearly basis.

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Examples: Strong Indicators2.2 Provide an academically challenging general studies, major and graduate level curriculum with both academic and co-curricular support.Results from the National Field tests in

Biology to determine the effectiveness of the Biology curriculum.

Data comparison of the curriculum structure at other universities with Gallaudet.

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Examples: Strong Indicators2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC.

Create and maintain a record of the percentage of majors choosing off-campus internship sites.

Midterm and final field evaluations and field supervisor surveys.

??Student reaction papers??

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Examples: Strong Indicators3.3 Construct institutional systems designed to promote the free exchange of information, ideas, and perspectives.Track the number of submissions and

discussions [to our Blackboard organization site].

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Common Problems

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Institutional Priorities Our Related Actions Indicator

2.4 Link classroom and experiential learning by leveraging Gallaudet’s location in Washington, DC.

This does not apply to our department because we have always excelled in this area.

Use department specific rubric to measure students’ ability to relate field and class experiences.

Sponsor field trips to museums, cultural centers, embassies, libraries, and other destinations and require student to write a reaction report.

Misplaced Action / No Indicator

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Strong Action / Weak IndicatorInstitutional

Priorities Our Related Actions Indicator

1.1 Raise levels of fluency and literacy in ASL and English that will permit direct communication in academic settings

Make information, applications, and forms available in ASL and English video clips.

Will have printed and ASL version of our materials available.

Will have printed and ASL version of our materials available

Survey students about whether the availability of materials in ASL and English helped them improve their communication.

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Online Resources

http://quality.gallaudet.edu/Office_of_Academic_Quality/Institutional_Action_Plans/Unit_Level_Action_Planning.html

Examples of Strong Action Plans & IndicatorsDepartment/Unit Level Strategic Planning: 2008-2009

Strong_Action_Indicators_SP1.pdfStrong_Action_Indicators_SP2.pdf Strong_Action_Indicators_SP3.pdf

Unit Level Strategic Planning:Strong Action Plans & IndicatorsUnitLevelActionPlans_Indicators.12.5.08.ppsx

This information will be published on the OAQ website on December 8, 2008