The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvements based on analysis of the results in each of the following areas:
220.127.116.11 academic and student support services.
Each individual academic and student support services unit develops its own goals, objectives, measures, and outcomes that align with the USF Sarasota-Manatee Strategic Plan and the USF System Strategic Plan. The USF Sarasota-Manatee Implementation Plan designates units responsible for implementation of the strategies and the anticipated outcomes at the five-year mark. When the new Regional Chancellor arrived in November 2014, the first order of business was to develop a new Strategic Plan, as the 2012-16 plan would soon expire. The new Strategic Plan developed under a process that was comprehensive, inclusive, and transparent. The result is a plan with a mission and vision that will position USF Sarasota-Manatee to become a much more valued member of the USF System.
Each academic and student support services unit follows a similar design template (APR Template 2015-16) when preparing the annual plan and subsequent review of results report each year. While each unit is different, all unit assessment plans share the following common elements:
- Unit identification with name of key responsible party, unit mission, identification of the University’s goals and the unit’s goals.
- Outcome, alignment of outcome with unit goals, means of assessing outcomes, assessment data, plan resulting from analysis, and Chancellor’s/Vice Chancellor’s response.
At the beginning of the fiscal year, the unit members decide what assessment methods to use to track expected outcomes. After reviewing the assessment data, collected through a variety of methods, the unit members meet to decide on plans for the following year based on the outcomes of the previous year and the Strategic Plan. Goals, objectives, and measures selected are based on current USF Sarasota-Manatee initiatives, its mission, the commitment to continual improvement at USF Sarasota-Manatee, and the interest in its students’ success.
If not a direct report to the Regional Chancellor, unit heads submit their completed reports to the unit’s regional vice chancellor. The regional vice chancellor reviews, responds, and then passes the reports on to the Regional Chancellor for review and comment. The unit goals, objectives, measures, and outcomes, which align to the Strategic Plan, enable Senior Leadership (direct reports to the Chancellor) to make administrative decisions and budget allocations shaped by analysis of relevant data and outcomes.
All educational support services participate in the annual cycle of unit assessment planning, data collection, analysis of results, and use of results, as documented in the table below. Please note that reorganization of some units throughout the years have changed the reporting of assessment data. Also note that from 2012-15, the units aligned outcomes to the 2012-16 Strategic Plan: Access = Success. Starting in 2015-16, units aligned outcomes to the 2015-2020 Strategic Plan: Focus on Quality 2020.
Academic and Student Support Services Unit Assessment
Annual Assessment Cycle Timeline
|August 1–May 31||Administrative Unit Work Toward Achieving Goals: Administrative units work to achieve their goals that align with USF Sarasota-Manatee’s Strategic Plan, the USF System Strategic Plan, and the Florida Board of Governor’s State University System Strategic Plan; collect assessment data; analyze the data; determine the level at which they achieved their goals; determine new goals for the following year; make their plans for the following year; request additional resources as needed; and submit their reports to a regional vice chancellor or the Regional Chancellor, depending on their reporting lines.|
|June 1||Administrative Unit Heads’ Assessment Reports: Each administrative unit submits its assessment results to IR along with its plan for the following year and with requests for additional resources (e.g., budget, staff) based on assessment results. IR discusses the reports with the unit heads, if necessary, and sends the report on to the regional vice chancellor or the Regional Chancellor.|
|June 15||Regional Vice Chancellor’s Reports: For administrative units reporting to a regional vice chancellor, that administrator reviews and comments on the results/plans for units reporting to him/her and passes the results/plans on to the Regional Chancellor.|
|June 30||Regional Chancellor’s Report: The Regional Chancellor reviews and comments on each administrative unit’s results/plans and allocates resources accordingly.|
|August 1||Administrative Unit Heads’ Assessment Plans: Each administrative unit, after reviewing the vice chancellor and chancellor responses, submits its assessment plan for the new fiscal year to IR for posting.|
Use of Assessment Results
Each unit plan above documents assessment results for each of its outcomes and indicates how the unit used these results to support changes or new programs.
Example 1: The College of Arts & Sciences (CAS) recognized the need to hire more tenure-track faculty to better achieve the outcome that the CAS faculty increase in quality and quantity. While instructors may be hired to teach General Education, CAS is prioritizing tenure-track appointments in degree-granting disciplines. In 2013-14 tenure-track faculty in CAS represented 39% of the total appointments. Due to their efforts, CAS realized a 5% increase in tenure-track faculty in AY14-15 with a decrease in the percentage of visiting instructors from 30% in 2013-14 to 19.4% in 2014-15. (APR 13-14 CAS Report).
Example 2: In 2012-13 Student Services realized the need to expand its services to better serve an increasing number of international students. When the College of Hospitality created a new program to bring nine Taiwanese students to USF Sarasota-Manatee, the program provided sufficient funds to hire an international student advisor with experience in F and J visas. In 2013-14 USF Sarasota-Manatee had 20 international students and processes were implemented to aid in check-in and services to this population of students. In 2014-15 (APR 14-15 Global Engagement Office), USF Sarasota-Manatee established a Global Engagement Office (GEO) staffed with a Director to ensure compliance with federal immigration regulations, increase the number of international students resulting from international agreements, and increase participation of students studying abroad. USF Sarasota-Manatee achieved a 10% increase hosting nine (9) additional international students in 2014-15.
Example 3: In 2012-13, Academic & Student Affairs’ outcome assessing “Faculty supported for teaching and research efforts” was to increase grants by 10%. Grant support declined in the academic year to almost none in spite of having a grants person in Academic Affairs. The 2013-14 plan was adjusted to reconfigure the grants position to one of finding and applying for grants instead of compliance. As a result, in 2013-14 grant applications submitted totaled $548,020, approximately a 13% increase over 2011-12. The 2014-15 (APR 14-15 Academic & Student Affairs) plan to develop faculty-driven development processes resulted in creating and staffing the position of Faculty Coordinator of Professional Development. This position supervises e-Learning, and established a professional development committee that sets priorities and approves funding from the newly established Chancellor’s professional support initiative.
Alignment with the Board of Governors emphasis, i.e., a focus on enrollment management, student success, and student engagement, resulted in Academic & Student Affairs’ plan for reorganization in 2014-15. The Admissions and Financial Aid area was restructured to report directly to the Regional Vice Chancellor for Academic & Student Affairs. USF Sarasota-Manatee is now in a better position to focus on the areas of its undergraduate students in addition to its development of the Information Commons. Reorganization of Academic & Student Affairs enables a focus on enrollment management, which should improve the six-year graduation rate, academic progress rate, and the number of bachelor’s and graduate degrees awarded in areas of strategic emphasis.
SUPPORTING DOCUMENTATION AND EVIDENCE