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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
February 9, 2021

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Leveraging Institutional Planning to Benefit Latinx Students

Racially Disaggregated and Actionable Data Improve Community College Transfer Success

By: Eric R. Felix, PhD

How can institutional planners make a difference for underrepresented minority students? Senior administrators at East Los Angeles College addressed inequities in Latinx student transfer rates with data-backed culturally-relevant strategies.

From Volume 49 Number 2 | January–March 2021

Abstract: California Community Colleges, since 2014, have explicitly targeted retention, transfer, and completion outcomes through a mandated planning process supported by newly-allocated fiscal resources. The policy focuses on equity-driven institutional planning that identifies and addresses disparities for specific groups (e.g., Latinx students, foster youths, veterans). This article shares insight from five years of case study research, exploring how senior administrators address Latinx student transfer inequity through new culturally-relevant strategies. Within California, Latinx students comprise the largest share of transfer-aspirants, but they have significantly lower rates of academic success. Key lessons are shared to leverage planning efforts to improve outcomes for underrepresented minority students.

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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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Planning for Higher Education Journal

Published
November 9, 2020

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Trends in Accreditation

How Will Accreditors Once Again Become Relevant for Higher Education?

By: Lynn Priddy, PhD, with Stephen G. Pelletier

Dr. Lynn Priddy answers questions posed by education writer Stephen G. Pelletier related to changes in accreditation and their effect on institutions and students.

From Volume 49 Number 1 | October–December 2020

Abstract: Having been on both the inside of regional accreditation and outside looking back on it, Lynn Priddy knows that accreditation has long tried to revolutionize itself, while at the same time increasingly becoming subject to federal regulatory burdens and expectations from the Department of Education. That has backed it into becoming a bureaucracy at the very time it needed to break out to focus on innovation, learning, and student success.

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Planning for Higher Education Journal

Published
October 8, 2020

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‘Colorblind-Spots’ in Campus Design

Planners and Architects Can Offer Solutions That Center on Social Justice

By: Amara H. Pérez, PhD

Educational leaders are noting that conventional campus design planning efforts have neglected to include the voices of historically underserved communities. Socio-spatial inquiry can help institutions offer an equity approach to inclusivity and authentic engagement.

From Volume 49 Number 1 | October–December 2020

Abstract: To gain a broader understanding of how educational equity is linked to campus design, architects and planners must critically examine community engagement practices. Using critical race theory (CRT) as a framework has exposed racial exclusion and colorblind practices in traditional planning processes. While outreach strategies have received greater scrutiny, less examined are the questions that direct those activities. If the prevailing understanding of a design problem is informed by colorblind inquiry, then design solutions hold little promise to improve social impact on communities most affected by educational inequity. Socio-spatial inquiry offers an equity approach to inclusive outreach and authentic engagement.

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Blog Post

Published
October 2, 2020

Planning for: Changes in Accreditation

By: Stephen G. Pelletier

Accreditation is rapidly changing, creating new challenges and opportunities for colleges and universities. We interviewed Lynn Priddy, executive advisor and provost emeritus at National American University, to discuss these challenges and opportunities and how institutions can prepare.

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Webinar Recordings

Published
August 27, 2020

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Academic Program Portfolio Planning

Preparing to Thrive

By: Steve Probst, Senior Partner, Gray Associates, Inc. (Moderator) | William Massy, Professor Emeritus and Former CFO, Stanford University; Former President, The Jackson Hole Higher Education Group, Inc. | Antoinette Farmer-Thompson, Deputy Vice President, Educational Outreach & Student Services, ASU University; Design Institute Expert in Residence; Former Dean and Senior Vice President, Institutional Effectiveness | Nicholas Santilli, Senior Director for Learning Strategy, Society for College and University Planning (SCUP); Professor Emeritus of Psychology, John Carroll University

In a competitive landscape, it is more important than ever to ensure the programs you offer align with demand in the market. We will discuss the data you need, and where to find it to evaluate market demand for academic programs, including critical data on student demand that is often overlooked.

This is part one of a three-part program series, “Integrated Planning to Build a Thriving Academic Program Portfolio.”

Abstract: This is part one of a three-part program series, “Integrated Planning to Build a Thriving Academic Program Portfolio.” These discussions will help you build a strategic and sustainable program portfolio that is mission-centered, data-informed, student-centered, and focused on growth opportunities.

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ebook

Published
August 6, 2020

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Collection: Linking Resource Allocation to Planning and Assessment

Integrated planning is important, but it's not enough—plans must be linked to budgeting and assessment in order to create real change and progress. This collection of SCUP resources will help you learn how to link these three essential processes.
Abstract: If you want to ensure planning makes a real difference for your college or university, one of the best things to do is link it to resource allocation and assessment processes. It's also one of the hardest things to do.

This collection of SCUP resources will help advance the connections between planning, budgeting, and assessment at your institution. It includes:
  • An adaptable framework one university used to link assessment, strategic planning, and budgeting
  • Four models for linking budgeting and planning, each based on the budget model your institution employs
  • A step-by-step outline for developing a linked planning and budgeting process
  • Advice for linking planning to a decentralized budgeting model

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ebook

Published
August 4, 2020

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Collection: Employing Accreditation to Strengthen Planning and Drive Improvement

By: Lynn Priddy (Editor)

Accreditation holds far more potential for an organization's strategic and academic planning than most colleges and universities realize. This collection of SCUP resources includes an introduction to accreditation along with examples of how institutions intentionally employ accreditation at multiple levels to strengthen planning and drive improvement.
Abstract: Too often, colleges and universities treat accreditation as a series of compliance exercises: Do we have the right data? Have we submitted the correct documents? Are we ready for a site visit? But accreditation policies and procedures can do more for your institution . . . if they are aligned with integrated planning efforts.

This collection of SCUP resources can help you take the first steps towards leveraging the accreditation process as a driver of quality and strategy. It includes:
  • A brief primer on accreditation for those new to the process
  • Insights on connecting the dots between assessment, analytics, and accreditation at your institution
  • Reflections on quality assurance efforts in developing countries and what they mean for higher education worldwide
  • An example of how one institution used accreditation to supercharge efforts towards improving retention and graduation
  • A discussion of how makerspaces can satisfy certain accreditation standards

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Conference Recordings

Published
July 23, 2020

2020 Annual Conference | July 2020

Critical Concepts and Trends in Assessment, Accreditation, and Program Review

By: Erica Eckert, Assistant Dean, Assessment and Accreditation, Kent State University at Kent | Nicholas Santilli, Senior Director of Learning Strategy, Society for College and University Planning

This session will help you define assessment-related terms (i.e. goals, outcomes, objectives, standards, etc.) and will provide an overview of assessment and accreditation trends that could impact your institution.
Abstract: Assessment professionals speak their own (important) language, and it can be hard to keep up with critical terminology and trends. This session will help you define assessment-related terms (i.e. goals, outcomes, objectives, standards, etc.) and will provide an overview of assessment and accreditation trends that could impact your institution. We will also provide an overview of how this landscape is in flux due to COVID-19, and how this may impact higher education.

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$50