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  • Planning Type: Academic Planningx
  • Tags: Assessment / AnalyticsxStudent RetentionxStudent Learning OutcomesxMission / Vision / Identityx

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Report

Published
November 9, 2021

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Designing and Developing Mature, Mission-Aligned Online Academic Programs at Jesuit Institutions

By: Royce Robertson, PhD

This is a SCUP Fellow Research Project Final Report for the 2019–2020 program. Online education should not be perceived as a distraction of the mission—rather, an enhancement of it.
Abstract: Online academic programs can bring your institution's mission to life . . . but it won't happen by accident. You need processes that intentionally integrate your mission into course design and development. This research examines these processes at Jesuit institutions, using a maturity model to evaluate how the mission is considered and acted upon during instructional design. The insights and advice shared can help any institution, from community colleges to research universities. Learn how you can start bringing your mission to life in your online courses.

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Planning for Higher Education Journal

Published
October 13, 2021

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Mission-Aligned Online Academic Programs at US Jesuit Institutions

Identify and Implement Practices That Mature the Development of Courses

By: Royce L. Robertson, EdD

A custom survey measured the process maturity involved in planning, implementing, and evaluating online offerings that reflected the principles of Ignatian Pedagogy.

From Volume 49 Number 4 | July–September 2021

Abstract: The purpose of the research was to observe process maturity associated with the design and development of mission-aligned online academic programs at Jesuit institutions in the United States. Twenty of the twenty-seven American Jesuit institutions were represented, including respondents who were most responsible for implementing the process used to design and develop online courses and programs. A custom survey was created to measure the process maturity involved in planning, implementing, and evaluating the design and development. The research design focused on narrative analysis of each institutional mission, which identified themes and keywords that were included in the custom survey.

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Blog Post

Published
October 6, 2021

Today’s Landscape for Non-Degree Credentials

By: Stephen G. Pelletier

We recently spoke with Michelle Van Noy about research she has completed in the area of non-degree credentials, including development of a framework for measuring credential quality. Dr. Van Noy is the Director of the Education and Employment Research Center at the School of Management and Labor Relations at Rutgers, the State University of New Jersey.

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Conference Recordings

Published
July 13, 2021

2021 Annual Conference | July 2021

SCUP Fellow Presentation | Designing and Developing Mature, Mission-aligned Online Academic Courses

By: Pamme Boutselis, Southern New Hampshire University | Antoinette Farmer-Thompson, Arizona State University | Kathe Lehman-Meyer, St Mary's University | Royce Robertson, Le Moyne College

In this session, we’ll: 1) explain how process maturity and instructional design interact, 2) review basic elements of institutional missions, and 3) consider ways that mission statements get translated into instructional strategies.
Abstract: Your institutional mission is an important element of what makes your institution distinctive. The rapid expansion of online course and program development may compromise that distinctiveness if there are not mature, intentional, mission-aligned practices put in place to ensure that the mission comes to life in the online classroom. We’ll: 1) explain how process maturity and instructional design interact, 2) review basic elements of institutional missions, and 3) consider ways that mission statements get translated into instructional strategies. There are implications for institutional planning when you attempt to design and develop mission-aligned online courses and programs.

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Webinar Recordings

Published
April 27, 2021

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The Art and Science of Supporting Adult Learners

Actionable Steps & Strategies

By: Scott Campbell (Co-Moderator), Council for Adult and Experiential Learning (CAEL) | Terry Brown (Co-Moderator), American Association of State Colleges & Universities | Barry Nickerson, Council for Adult and Experiential Learning (CAEL) | Darrin Theriault, Kennesaw State University | Erika de la Riva, City Colleges of Chicago

More than ever, nontraditional students and adult learners are making up more and more of the student body at colleges and universities across the country. Learn how to effectively stand out from other institutions who are making mistakes in 10 key areas with the adult learner population.
Abstract: This was a free webinar hosted by CAEL, AASCU, and SCUP.

Students over the age of 25 are the fastest-growing segment in higher education. From 2000 to 2012, the enrollment of students over the age of 25 increased by 35%, and between 2012 and 2019, the share of students over age 25 increased by another 23%.

Even though more adult learners and nontraditional students are enrolling in higher education, many institutional practices do not consider the unique needs of this population. The best adult learner strategies not only increase student satisfaction, they improve enrollment rates and adult degree attainment.

More than ever, nontraditional students and adult learners are making up more and more of the student body at colleges and universities across the country. Institutions can create equitable pathways that can help overcome disparities in adult learning, and better prepare themselves for adult students who have been disconnected from higher education.

Learn how to effectively stand out from other institutions who are making mistakes in 10 key areas with the adult learner population.

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Planning for Higher Education Journal

Published
March 26, 2021

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Keep on Keepin’ on

Customized Retention Practices Helped Low Income and Single Mom Students to Persist

By: Andrew J. Smith, EdD, and Jennifer Vamvakas, EdD

A support program for low-income and/or single-mother students to improve their persistence and retention was revisited 15 years after it had been launched at Charter Oak State College. Did follow-up with the graduates show that the effort had aided the former participants in obtaining their college degree? Had the collaboration between the institution’s Academic Services, Enrollment Management, and Financial Aid departments—and the support they offered—help the students to persevere? Based on survey results, was the program still of value, and what improvements needed to be made?

From Volume 49 Number 2 | January–March 2021

Abstract: This article is based on follow-up survey research from a doctoral case study that highlighted effective retention practices for low-income and/or single mothers who were students within the Women in Transition (WIT) program at Charter Oak State College. The concept of retention in this instance is an enrollment management practice aimed at maintaining a student population while aiding the institution in sustaining organizational success. Emphasis is placed on the retention concepts of social and academic integration that enabled the specific population to persist and succeed.

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Conference Recordings

Published
March 19, 2021

2021 North Atlantic Regional Conference | March 2021

After the Fall

Including Faculty in Retention Efforts Without Burnout

By: Marcia Schmidt Blaine, Plymouth State University

Come learn how you can plan and coordinate campus-wide retention efforts and promote faculty participation at your institution.
Abstract: Retention matters for practical (keeping the doors open), ethical (successfully educating students), and cultural reasons (improving campus climate, which in turn improves retention and persistence.) In this session, we'll focus on the effective and budget-conscious retention efforts for a northeastern regional public institution. While administrative staff played an essential role, educating and coordinating faculty made a key difference in the success of these efforts. Come learn how you can plan and coordinate campus-wide retention efforts and promote faculty participation at your institution.

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Example Plans

Published
March 5, 2021

Strategic Plan

Private Master’s College or University (Alabama, United States)

The university’s strategic plan details five broad goals with supporting strategies and measures for success. Focus centers on student success and leveraging technology for the 21st-century learning experience.

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Planning for Higher Education Journal

Published
February 26, 2021

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American University of Beirut’s Meta-Assessment Framework

Rubrics Improve Evaluation Processes, Set Clear Expectations, and Help in Decision-Making

By: Hiba Itani, M.Ed, MEM, Dania Salem, M.Ed, MEM, and Ali El-Hajj, PhD

In a higher education setting, it is important to evaluate assessment processes, establish clear expectations, and efficiently make decisions. Doing so will support program and unit outcomes and periodic program and unit reviews, aligning with the institution’s strategic plan and optimizing budget allocation.

From Volume 49 Number 2 | January–March 2021

Abstract: This article presents a framework for developing a meta-assessment process for evaluating assessment practices in higher education institutions. Meta-assessment is important for improving assessment processes, setting clear expectations, and efficient decision-making. The comprehensive literature on this topic that is included in this article suggests that developing meta-assessment rubrics is an effective method for evaluating assessment. The meta-assessment results can be used in combination with qualitative resources to encourage program self-improvement. At the American University of Beirut, different meta-assessment checklists were developed based on best practices for evaluating program learning outcomes assessment, unit outcomes assessment, periodic program review, and periodic unit review.

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Planning for Higher Education Journal

Published
December 11, 2020

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Streamlining the Process of Student Success and Persistence

Curriculum Complexity Analyses Can Deploy Timely Academic Support Services

By: Mark Ward, MA

A combination of course prerequisite simplification and focused efforts by academic advising and tutoring services, when and where needed most, can substantially improve student achievement and degree attainment.

From Volume 49 Number 1 | October–December 2020

Abstract: Curriculum complexity impacts several aspects of student success, including time to degree, persistence, and the accumulation of student debt. This article describes the process of measuring and analyzing course prerequisites and sequencing. It outlines strategies to engage campus leadership and faculty in effectively improving curriculum and ensuring that support services are focused on the greatest area of need.

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