Factors Promoting Pathways to Success Limiting Pathways to Success Factors Knowledge database of EMCC assessment practices (CATS) Various events and venues sharing these results Reduction in co-chair release time would limit the umbrella of what SAAC can deliver Possibly Influenced Future marketing of SAAC Perceptions of being too busy to participate in assessments Perceptions that participation benefit doesn’t merit loss of class time Lack of understanding of the tools Limited Control and Influence to Adapt: Surveys Newsletters Meetings presentations potential strategies that SAAC may implement to improve access release time levels for SAAC Co-chairs motivational strategies for faculty involvement in CATS and gen ed abilities assessments. Effective Teaching and Learning: are SAAC’s functions, offerings, and activities (list them)? Committee meetings General Education assessment coordination Classroom poster maintenance Reading, rating and commenting on CATS Assisting with the writing of CATS Training adjunct and new staff on EMCC assessment, including CATS Share learnings in EMCC Leadership Council meetings, Faculty Senate, Department meetings, etc. Continued
Factors Promoting Organizational Integrity Limiting Organizational Integrity Factors Frequent budget monitoring ensures accountability SAAC Co-Chairs participation in the BDST process each year There are hidden resource (opportunity) costs associated with the support of SAAC’s work beyond the role of the SAAC Co-Chairs Possibly Influenced Expand the understanding of the role, benefit, and scope of the work performed by SAAC as well as those who support SAAC in general Support within the Faculty Senate and Administration for SAAC Challenges: Lack of understanding of the work being done and its role in accreditation as well as student success Limited release time hours for faculty, along with perceptions of disparate levels of release time across functions. Mixed levels of support within the Faculty Senate for SAAC Proposed reduction of Co-Chair release time would limit output/production of SAAC Limited Control and Influence to Adapt: BDST participation Leadership Council participation Documentation of the time use of SAAC Co-Chairs in documents such as this program review Identify potential strategies that SAAC may implement to improve organizational integrity -Annual Hour Accountability -Annual Reports (DSAAC and Budget Reports) -Program Review every 3 years Plans for the Future: What is the expected workflow volume for SAAC -Expected workflow volume is to increase, as more departments adopt the Assessment Cycle-Continuous Improvement model (through needed
over the next five years? SAAC Co-Chair training) -Sharing of SAAC practices will continue to challenge Co-Chairs time allotment What emerging factors, such as funding, technology, and demographic shifts may affect your department and how will these be addressed? -Potential reduction in Reassigned Time will significantly decrease operating potentials What are the professional growth challenges for staff in your area over the next three years? Yearly election of SAAC Co-Chair (for two-year cycle) may indicate substantial training to familiarize new Co-Chair with job responsibilities (if new personnel is elected) Independent of resource allocation, how would you change or enhance your department to maximize student success? [process orientation, efficiency, effectiveness] -Continue to investigate new ways to enhance faculty participation in gen ed abilities assessments -Continue to investigate new ways to enhance student participation in gen ed abilities awareness will addressing the resources needs increase the efficiency and effectiveness of the department? How many people (i.e., students, staff, and community members) would this impact in both the short and long term? -Proposed reduction of Co-Chair reassigned time could significantly limit efficiency and effectiveness of SAAC -Limitations would affect CATS maintenance, SAAC Website maintenance (see Appendix E), events facilitation, gen ed abilities cycle maintenance, off campus presentations, HLC obligations Three Year Plan: Year 1: Implement Communication (Fall) and Information Literacy (Spring) assessments Evaluate Quantitative Reasoning; Social, Civic, & Global Responsibility; and Composition-Writing assessments Improve Critical Inquiry and Technological Literacy assessments including suggestions for improvement Year 2: