LEAD Initiative
February 2, 2017Harriett SteinbachIllinois State University
We all understand the value of assessment, but in the craziness of the school year, it becomes one more thing on the program planning checklist. For me, it is at the bottom of the list. Like any good programmer, I know what needs to be done first – book the room, finalize speaker contracts, etc. – and then move to the ongoing marketing and recruitment. Of course, assessment is at the bottom of the list; it happens after the program. And then things arise….crisis mode for recruitment as attendance looks low or the community partner no longer has staff to support the project even though we’ve been planning it for 2 months. Suddenly I’m telling the graduate assistant, “Don’t forget to put together the evaluation” the day before the event.
Planning, specifically coordinated and collaborative planning, can break this cycle of hurried assessment, making things much easier and allowing staff to be more intentional with their work, the assessment tool, and gain quality data. Illinois State University’s Division of Student Affairs developed an assessment cycle that emphasizes planning. After engaging in the progress, I wholeheartedly agree.
Last spring my unit embarked on a massive program review. We looked at all 25 programs and services we offer across the content areas of leadership development, community service, and off-campus living. We discussed ideas for improvements, long-term goals, and outcomes. This process allowed us to reevaluate and rewrite program and learning outcomes. One of the main topics of discussion centered on the appropriateness of the outcome given the scope of the program. We had to be honest and realistic about the learning that could occur in two-hour service projects and a week-long Alternative Spring Break trip.
Staff and graduate assistants responsible for respective programs did the initial program review and wrote new ideas and general outcomes. Then all staff members broke out into three small groups to also review. No staff member was assigned a program they were responsible for. Those teams provided reaction to the ideas as well as suggestions for changes, feedback, etc. The three professional staff members then compiled all of the feedback and rewrote learning and program outcomes ensuring consistency and continuity for similar programs.
The next step was to select assessment instruments. A survey was selected most often for our programs but it was helpful to go program-by-program to consider other methods that would be more effective (e.g., observation, tracking, document analysis, exit interview, focus group, etc.). After determining assessment instruments, we moved to the task of writing questions/tools based on the learning outcomes during the summer. We did consult past surveys but looked very critically for what we actually needed and what we could reasonably teach students. For instance, on past Alternative Breaks surveys, we asked lots of satisfaction and logistical questions about housing and food. We get that feedback from the student trip leaders so we removed all those questions.
I’m not going to lie. This part was time intensive. Full-time staff members met for a total of five hours reading learning outcomes for a program and developing the corresponding question. In the middle of one of the work sessions, we stopped to play a card game just to give our brains a break. When we had questions for each survey planned for the next school year, we had everything entered into Baseline (campus survey tool). By the end of July, we were ready for the school year. No more hurriedly written surveys! With one semester done, we are starting to analyze all the data. All the planning has paid off; we are getting better data and making more informed decisions about our programs. I can’t wait to apply that information in our next program planning session.
As an expert in program assessment and planning, I can confidently emphasize the critical role that strategic and coordinated planning plays in ensuring the effectiveness of assessment initiatives. The article you provided outlines the LEAD Initiative at Illinois State University, particularly focusing on the Division of Student Affairs and its approach to program assessment. The initiative demonstrates a commitment to thoughtful planning and collaboration, which are essential components of successful assessment practices.
The key concepts highlighted in the article include:
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Value of Assessment:
- The article acknowledges the importance of assessment in the realm of educational programs. It recognizes that, despite understanding its value, assessment often becomes a neglected item on the checklist due to the hectic nature of the academic year.
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Program Planning Checklist:
- The author mentions the typical priorities in program planning, such as booking rooms and finalizing speaker contracts. Assessment tends to be relegated to the bottom of the list, often addressed after the program has taken place.
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Challenges of Hurried Assessment:
- The article discusses the challenges of conducting assessments in crisis mode, such as low attendance or unexpected issues with community partners. This situation emphasizes the need for a more proactive and intentional approach to assessment.
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Coordinated and Collaborative Planning:
- The LEAD Initiative proposes that coordinated and collaborative planning can alleviate the cycle of hurried assessment. The article suggests that proper planning allows for a more intentional use of assessment tools and the collection of high-quality data.
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Program Review Process:
- The Division of Student Affairs at Illinois State University engaged in a comprehensive program review. The review covered 25 programs and services, addressing areas such as leadership development, community service, and off-campus living.
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Outcome Evaluation:
- During the program review, staff and graduate assistants reevaluated and rewrote program and learning outcomes. The article emphasizes the importance of honesty and realism in assessing the appropriateness of outcomes based on the scope of each program.
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Group Collaboration:
- The article describes a collaborative approach to rewriting outcomes, involving staff members who were not directly responsible for specific programs. This group collaboration ensured a diverse range of perspectives and consistent outcomes for similar programs.
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Assessment Instrument Selection:
- The Division of Student Affairs carefully selected assessment instruments, with surveys being the most frequently chosen method. The article highlights the consideration of alternative methods (e.g., observation, tracking, document analysis, exit interview, focus group) based on program needs.
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Question/Tool Development:
- A significant portion of time was invested in developing assessment questions and tools based on the learning outcomes. This process involved critical analysis of past surveys to determine the essential information needed for improvement.
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Use of Campus Survey Tool (Baseline):
- The article mentions the use of a campus survey tool, Baseline, for data collection. All data collection tools and questions were entered into Baseline, providing a centralized platform for managing assessment data.
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Data Analysis and Informed Decision-Making:
- With the completion of the program assessment cycle, the article indicates that the Division of Student Affairs is now in the process of analyzing data. The emphasis is on making informed decisions about programs based on the collected data.
In conclusion, the LEAD Initiative at Illinois State University exemplifies a comprehensive and strategic approach to program assessment, emphasizing the importance of planning, collaboration, and thoughtful evaluation of outcomes to enhance the overall effectiveness of educational initiatives.
