Institutional Effectiveness & Assessment

The recently formed Office of Institutional Effectiveness & Quality Improvement (IEQI) at Radford reported directly to me, as did a similar office I created at FHSU.  I was particularly excited by the creation of this office given my passion for data informed decision making, strategic planning, and metric informed goal setting.  I have worked with the Assistant Vice President to develop a strategic plan for IEQI, and have incorporated numerous metrics into the Academic Affairs strategic plan, which this office is responsible for monitoring and reporting.

At Mercy College, as Vice Provost, I managed the Academic Affairs component of the annual institutional effectiveness process .  This required gathering and prioritizing, in partnership with the Provost, annual tactical plans and budget requests from each school and AA operational area. I defended these proposals at the cabinet level, helping to determine priority level within the context of proposals from all VP areas.  I also chaired a taskforce to select and implement an accountability management system for Mercy. 

I have been a member of a number of task forces reviewing effectiveness of various aspects of institutional management at Stony Brook.  For example, I was a member of the student success task force and on the steering committee for the first year matters review, a study of the entire experience of students in their first year.

Educational Assessment

Within institutional effectiveness the most important aspect of the work is the assessment of student learning.  Listed at the bottom of this page are five documents that I developed with my Office of Assessment, to guide the learning assessment efforts of our academic departments.  At the time of my departure FHSU was working to select an Accountability Management System to operationalize this approach in a single central system.  These documents embody my experience with managing student learning assessment learned through the following experiences: