Impact and Assessment: An Integrated Approach to Faculty

DevelopmentWill Miller

Institutional Research Flagler College

Brian SmentkowskiFaculty and Academic Development

Appalachian State University

Overview• By focusing less on "what we can do" and

more on "what we can do together", we can reintroduce a vital sense of community that is necessary for individuals and institutions to succeed.

• By leveraging our resources, knowledge, and experience towards common goals, we can build structures that properly identify, support, and enhance faculty and institutional effectiveness.

Overview

How Faculty Development and Institutional Research Can Align

Institutional and Individual Goals, Objectives, Assessments, and Success

Institutional Research

Institutional Objectives

Faculty Developme

nt

Taken for Granted• Data points collected by IR

sometimes do not get back to faculty– DWF rates– Graduation rates– Retention rates– Career placement rates– Outcomes

• Sometimes this is the fault of IR; sometimes, the faculty

The Goal• We argue that IR data and FD/IR

collaborations can provide a necessary sense of direction and also help plan, assess, and document the accomplishment of core institutional objectives.

• This debunks the myth that IR data is all about the end game and instead provides a platform for successful evidence-based programming.

Integration and Alignment• Bifurcated implementation leads both sectors –

administration and faculty– astray.• Integration and alignment of the institutional mission

and the role of the faculty in furtherance of it is essential, but this requires four things: – 1. Knowledge and information–IR data, contextualized in

collaboration with FD– 2. shared value/buy-in –using the data to make a case but

linking that case to faculty interests and opportunities.– 3. support for innovation and implementation across campus

(faculty development, student development, instructionally, and in research)

– 4. assessments, both formative and summative (improvement and accountability paradigms)

The Process• In order to determine if these goals are

met at the class, program, and institutional level, valid assessments must be developed.

• This can spiral fast, so it is important to keep it simple.–When there is alignment of goals and

outcomes, the improvement and accountability paradigms can be integrated.

Assessment• Faculty Development and Institutional

Research can help the individual and the institution benefit from the same data.

• Blending the Improvement and Accountability Paradigms, the same assessment data should be able to… – help the faculty teach – help the students learn – help the institution document steps towards

success

Assessment ParadigmsBased upon Peter T. Ewell’s Assessment, Accountability, and Improvement:

Revisiting the Tension

Strategic Dimension: Purpose and Strategy

Improvement Paradigm Accountability Paradigm

Intent Formative/faculty benefit Summative/institutional reporting

Stance Internal. Evidence is gathered to assess learning

External. Well-vetted, produces appropriate data

Predominant Ethos Engagement Compliance

Evidence Gathering Multiple/different methods for different kinds of evidence and courses

Standardized

Type of Evidence Qualitative or quantitative. Narratives are ok, often useful for buy-in

Quantitative. Need to be translated

Reference Points Are outcomes met? Can/do they change over time?

Comparative (across programs) and fixed (are key markers met?)

Communication of results Internally, developmental, consultative

Transparent, institutional reporting

Use of Results Individual/program improvement

Are institutional and organization goals being met?

The Big Picture• Sharing and integrating knowledge is vital. • IR is–ought to be—indispensable here. • Institutionally, this requires some unsiloing. • It requires key personnel to effectively USE and not just

have good IR data. • IR data can and should be used to inform and create

opportunities for faculty to succeed. • It’s not just assessment–that’s vital, but really just one

half of the equation–it’s also a starting point. • IR data and FD/IR collaborations can provide a necessary

sense of direction and also help plan, assess, and document the accomplishment of core institutional objectives.

How?• Assuring data is sent to faculty in

timely, understandable manner• Utilizing faculty committees to carry

the weight with other faculty• Allowing faculty to contribute to

interpretation of less academic measures (SSI, NSSE)

Questions?