lrp process goals

Process Goals, Objectives, And Indicators

GOAL 6 - CURRICULUM: The university will offer a strong, student-centered
curriculum which disseminates knowledge, develops the basic skills for
life-long learning, supports student affective growth and development,
and implements the Q-7 indicators of curriculum quality.

OBJECTIVES

6.1 - To develop higher order thinking as evidenced by creative and critical thinking abilities, systematic decision-making ability, and problem-solving ability.

6.2 - To instill a global perspective based on an understanding of and appreciation for the interrelationships among world nations, peoples, and cultures.

6.3 - To create a multicultural perspective through an understanding of and appreciation for diverse American and world cultures.

6.5 - To develop readiness for work and career, including an understanding of professional ethics.

6.7 - To refine the basic skills of oral and written communications, reading, and listening.

6.8 - To develop information literacy based on the intelligent use of information processing systems, computer technology, information analysis and synthesis skills, library-based retrieval technology, and other tools of inquiry.

6.9 - To motivate an interest in and appreciation for self-sustained, life-long learning.

6.1.1 Percentage of students participating in an integrative capstone experience.

6.2.1 Number/percentage of students participating in on-campus and off-campus activities with an international theme, purpose, or emphasis.

6.3.1 Number/percentage of students participating in on-campus and off-campus activities with a multicultural theme, purpose, or emphasis.

6.3.2 Number/percentage of courses designed with primary emphasis on multicultural content and learning activities.

6.3.3 Percentage of students enrolled in courses designed as primarily multicultural courses.

6.2.4-6.3.4 Number/percentage of faculty reporting recent travel and/or study abroad.

6.2.5-6.3.5 Number of students participating in student exchange and study abroad courses/programs.

6.2.6-6.3.6 Number/percentage of enrolled students representing different world cultures.

6.2.7-6.3.7 Numbers/percentages of faculty, staff, and administrators representing different world cultures.

6.4.1 Percentage of programs requiring a prerequisite math competency to enroll in upper-division courses.

6.4.2 Percentage of students majoring or minoring in programs which specify math competency as prerequisite to enrolling in upper- division courses.

6.4.3 Number/percentage of academic programs requiring a special quantitative course as part of the major/minor/option.

6.4.4 Number/percentage of graduating seniors who have taken a special quantitative course as a major/minor/option requirement.

6.5.1 Number/percentage of programs requiring an internship, practica, or other field-based learning experience.

6.5.2 Percentage of graduating seniors who have completed an internship, practica, or other field-based learning experience.
6.5.3 Number/percentage of programs designed on the basis of actual employment standards as documented by employer surveys and workplace-based research.

6.5.4 Percentage of programs specifying content in professional ethics as a part of program or course requirements.

6.5.5 Number/percentage of programs receiving inputs from an advisory committee composed of employers and other practicing professionals.

6.5.6 Percentage of faculty who recently have participated in field-based work experience specifically related to their teaching expertise. (internships, consulting, authoring, exhibits, etc.)

6.5.7 Number/percentage of programs which have conducted a recent follow-up study of graduates.

6.6.1 Number/percentage of programs that have adopted specific methods for encouraging some form of on-campus or off-campus volunteer activity.

6.6.2 Number/percentage of students participating in on- or off-campus volunteer activity.

6.7.1 Number/percentage of courses that require a paper, project, or other major assignment in written form.

6.7.2 Percentage of students who report submitting papers and other major assignments in written form (approximate number).

6.7.3 Number/percentage of courses that require oral presentation(s) to a group.

6.7.4 Percentage of students who report making oral presentations during their college preparation (approximate number).

6.8.4 Number/percentage of students reporting frequent use of computers for academic purposes.

6.8.5 Number/percentage of students using discipline-related equipment and technology to accomplish coursework.

6.8.6 Number/percentage of students involved in faculty research involving specific tools of inquiry and information analysis/synthesis skills.

6.8.7 Number/percentage of programs requiring demonstrated student competency in using information technology for processing, storing and retrieving information/knowledge.

6.9.1 Number/percentage of faculty who offer course content, learning activities, and/or advising on the value and benefits of self-initiated, self-sustained learning.

6.10.2 Number/percentage of faculty who provide specific course content on ethics&emdash;concepts, behaviors, and standards.

6.1-6.11 Potential portfolio content (as selected by faculty and/or students) documenting that learning opportunities are provided for these goals/objectives.

6.1-6.11 Percentage of courses (syllabi) that specify subject matter and learning activities in the content area of each goal.

GOAL 7 - GENERAL EDUCATION: The university will provide a strong General Education Program grounded in the liberal arts tradition and supported by all disciplines representing the knowledge, skills, and attitudes essential to
a generally/liberally educated person.

OBJECTIVES
(IN PROCESS)

INDICATORS
(IN PROCESS)

GOAL 8 - INSTRUCTION: The university will offer a strong instructional system of curriculum delivery that encourages implementing the “Seven Principles of Good Practice” and supports optimal teaching/learning strategies.

OBJECTIVES

8.1 - To provide maximum student-faculty contact and interaction in formal and informal settings, within and across disciplines.

8.2 - To create collaborative learning experiences that facilitate interaction among students; emphasize cooperative team efforts; and encourage the exchange of ideas, values, and cultural perspectives.

8.3 - To require time on task as an essential component for achieving learning outcomes goals and for sustaining excellence in teaching.

8.4 - To stimulate active learning which links coursework with learning-by-doing,extends the teaching/learning context beyond the classroom, and provides for the application of knowledge.

8.5 - To furnish prompt feedback as a basis for student self-evaluation and timely guidance on what is needed for improvement.

8.7 - To respect and provide for individual differences in learning styles, teaching styles, talents, potentials, and aspirations.

INDICATORS

8.1.1 Average number of times per quarter faculty meet with students outside of class.

8.1.3 Percentage of students experiencing class enrollments of 15 or fewer students.

8.1.4 Number/percentage of students reporting satisfaction with faculty availability during posted office hours.

8.1.6 Number/percentage of departments wherein the student/faculty ratio exceeds the overall university student/faculty ratio.

8.2.1 Number/percentage of students reporting participation in cooperative learning activities, group projects, and other team approaches.

8.2.2 Number/percentage of students reporting the number of times per quarter they participated in student study groups.

8.3.2 Percentage of students reporting reading beyond required, assigned reading for classes.

8.3.4 Number/percentage of departments that have a written policy on class attendance.

8.4.2 Number/percentage of students participating in internship, practica, and other practice-oriented courses.

8.4.3 Number/percentage of programs requiring an internship, practica, or other field-based learning experience.

8.4.4 Number/percentage of students reporting that class periods generally require their active participation in learning activities.

8.5.1 Number/percentage of students reporting faculty’s providing oral and/or written comments on performance.

8.5.2 Number/percentage of students reporting their generally receiving instructor evaluations of work within one week.

8.6.2 Number/percentage of programs with specific GPA exit requirement (other than university graduation standards).

8.6.3 Number/percentage of students reporting satisfaction with the degree of academic challenge experienced in courses.

8.6.5 Number/percentage of programs with half or more of the required credits at the upper-division course level.

8.6.6 Number/percentage of programs that require students to demonstrate recognized professional standards of performance prior to graduation.

8.6.7 Number/percentage of students writing a major research paper prior to graduation.

8.6.8 Number/percentage of students who finished the freshman year without checking a book out of the library.

8.6.9 Number/percentage of departments that offer departmental honors programs for qualifying students.

8.6.10 Number/percentage of students who have read “Expectations at Winona State University.”

8.7.1 Average number of alternative instructional methods used per course. (e.g. small group discussion, simulation, role-play, demonstration, visual lecture, team projects, videotapes/films analysis, case study, laboratory work, etc.)

8.7.2 Number/percentage of students reporting participation in individualized instruction (self-paced learning, computer assisted instruction, inde- pendent study, self-designed learning experiences, etc.).

8.7.3 Number/percentage of students reporting that they were encouraged to ask questions in class when they did not understand something.

8.1-8.7 Number/percentage of students reporting satisfaction with the overall quality of instruction.

8.1-8.7 Number/percentage of non-returning students reporting disappointment with the quality of instruction as a major reason for not returning.

8.1-8.7 Number/percentage of faculty who report implementing each of the Seven Principles of Good Practice among the instructional approaches and methodologies used (As reported anonymously on a faculty self- inventory through a group survey.).

8.1-8.7 Number/percentage of total faculty participating anonymously in a self-inventory on the implementation of the Seven

Principles of Good Practice.

GOAL 9 - TEACHING/LEARNING CLIMATE: The university’s faculty, students, and staff will create an interactive teaching/learning climate conducive to optimum learning and positive interpersonal dynamics.

OBJECTIVES

9.1 - To create an atmosphere of mutual acceptance wherein students and faculty are encouraged to express their views, to exchange ideas openly, and to exercise the freedom to disagree respectfully.

9.2 - To provide a cultural setting in which people of all ethnic, social, and cultural backgrounds feel welcome, integrated, and respected.

INDICATORS

9.1.1 Number/percentage of students reporting they are generally encouraged to express their views in classes.

9.1.2 Average number of times per week a student expresses his/her views in class.

9.1.3 Number/percentage of students who have been ridiculed, embarrassed,or otherwise discouraged from presenting their views in classes.

9.2.1 Number/percentage of students who report experiencing a campus community support system.

9.2.2 Number/percentage of students reporting a climate of ethnic, cultural, and religious acceptance/understanding.

9.2.3 Number/percentage of students reporting satisfaction with the general attitude of faculty towards students.

9.2.4 Number/percentage of students reporting satisfaction with the general attitude staff demonstrate towards students.

GOAL 10 - STUDENT DEVELOPMENT: The university will provide a strong student growth and development program of academic services and co-curricular activities that will enhance students’ personal, social, and physical
growth, as well as their potentials for academic success.

OBJECTIVES

10.1 - To integrate each incoming student into the university culture through effective orientation programs (including college and department levels).

10.2 - To ensure individualized attention, caring, and guidance for every student by means of sound advising and retention programs (including college and department levels).

10.3 - To facilitate students’ personal growth by encouraging participation in co-curricular activities which provide opportunities for increased physical well-being, self-confidence, initiative, self-image, social interaction skills, and leadership skills.

10.4 - To make counseling expertise available to every student who requires individualized guidance with academic, vocational, social, and personal problems.

10.1.1 Number/percentage of departments that make provisions for new student orientation to the major department.

10.1.2 Number/percentage of students participating in departmental student orientation activities.

10.1.3 Number/percentage of students reporting satisfaction with the freshman orientation program and activities.

10.2.1 Number/percentage of students who report mentors/role models influencing their personal and professional development.

10.2.5 Number/percentage of students reporting satisfaction with the quality of advising they have received.

10.2.6 Number/percentage of non-returning students who report inadequate advising as a major reason for not returning to WSU.

10.3.1 Number/percentage of faculty who are involved with a student club or organization.

10.3.2 Number/percentage of students who attend campus-sponsored activities (athletic, theater, guest lectures, musicals).

10.3.3 Number/percentage of students who voluntarily participate in co-curricular activities.

10.3.5 Number/percentage of students who participate in co-curricular activities providing significant physical exercise.

10.3.6 Number/percentage of students expressing satisfaction with the number and variety of university co-curricular activities.

10.4.1 Number/percentage of students who have used university counseling services.

10.4.2 Number/percentage of students who report satisfaction with the counseling services they have received.

GOAL 11 - FACULTY DEVELOPMENT: The university will maintain a strong faculty and staff development program that sponsors teaching excellence, research, scholarly activity, creative achievement and other forms of professional
growth and involvement.

OBJECTIVES

11.1 -To support sabbatical leaves, educational leaves, and faculty improvement grants.

11.2 - To encourage teaching excellence by sponsoring professional development and in-service seminars, workshops, and presentations.

11.3 - To encourage active involvement in professional organizations at local, state, regional, national, and international levels.

11.4 - To support and encourage scholarly activities, creative achievement, research, continuing study, and other forms of faculty enrichment.

11.1 Ratio of applications to approvals for sabbatical leaves, for educational leaves, and for faculty improvement grants.

11.1.2 Total and percent change in funding for sabbatical leaves and faculty improvement grants.

11.1.3 Number/percentage of sabbatical and educational leaves for which faculty replacements are provided.

11.2.1 Numbers/percentages of faculty and staff participating in university- sponsored in-service seminars, workshops, and presentations.

11.2.2 Number of university-sponsored in-service seminars, workshops, and presentations for faculty and for staff.

11.2.3 Numbers/percentages of faculty and staff reporting satisfaction with the content and scheduling of in-service activities.

11.3.1 Total funding provided to faculty when presenting at state, regional,national, and international conventions/conferences.

11.3.2 Ratio of faculty applications to funding approvals for presenting at state, regional, national, and international conferences.

11.4.1 Number/percentage of faculty reporting satisfaction with the degree of support furnished for scholarly activities, creative achievements, research, and continuing study.

GOAL 12 - ADMINISTRATIVE PROCESS: The university administration will effectively support high quality educational processes with sufficient economic resources, practice a participative management style, maintain collegial relationships, and provide effective leadership for sustaining institutional excellence.

OBJECTIVES

12.1 - To secure an effective level of general university funding as required for quality educational programs and services for students.

12.2 - To practice a collaborative management approach which relies on administrators’ soliciting meaningful, timely dialogue for cooperative decision making.

12.3 - To maintain open, collegial communications with all constituencies by ensuring administrator accessibility.

12.4 - To provide effective leadership for new initiatives, team efforts within and across disciplines, and quality enhancement throughout the university.

12.5 - To ensure that the university’s mission and goals are publicized among all constituencies.

Decision Making
12.2.1 Number/percentage of faculty reporting participation in cooperative decision-making groups dealing with institutional level decisions.

12.2.2 Number/percentage of FA Senators reporting satisfaction with the administration’s acceptance of FA Senate’s recommendations.

12.2.3 Numbers/percentages of faculty and staff reporting satisfaction with the degree of their participation in the institutional decision-making process.

12.2.4 Number/percentage of students reporting satisfaction with the degree of student influence in the institutional decision-making process.

12.3.1 Numbers/percentages of faculty and staff reporting satisfaction with the accessibility of administrators.

12.3.2 Numbers/percentages of faculty and staff reporting satisfaction with the level/frequency of communications with administrators.

12.4.1 Number of cooperative initiatives across functional lines and disciplines that are implemented per AY.

12.4.3 Numbers/percentages of faculty and staff who report receiving acknowledgement and positive reinforcement for performance excellence.

12.4.4 Numbers/percentages of faculty and staff experiencing undiplomatic, insensitive administrative oral or written communications.

12.4.5 Number/percentage of departmental quality enhancement proposals which have been promoted and supported by administration.

12.4.6 Numbers/percentages of faculty and staff who perceive inconsistencies between what administration professes/says and what administration does.

12.4.7 Number/percent of faculty reporting perceived inconsistencies in the beliefs and actions among top management (President), middle management (VPs) and lower management (Deans).

12.4.8 Numbers/percentages of faculty and staff who believe that the administration is knowledgeable about the current issues and problems within the university.

12.4.9 Numbers/percentages of faculty and staff who believe the administration is knowledgeable about national/state issues affecting WSU.

12.5.1 Number of university publications for external and internal constituencies which publicize the WSU mission and goals.

12.5.2 Numbers/percentages of faculty and staff who report knowing the mission and goals of WSU.

GOAL 13 - CONTINUOUS PROCESS IMPROVEMENT: The university will effectively evaluate the information/results produced by the assessment process for the purpose of improving curricula, instruction, and student learning.

OBJECTIVES
13.1 - To use input, process, and outcome assessments as tools for evaluation.
13.2 - To ensure that outcome assessment is connected to process assessment for internal program and instructional improvement.
13.3 - To focus on enhanced learning outcomes as the primary result of academic assessment and evaluation.

INDICATORS

13.1.1 Numbers/percentages of departments and academic units that have written goals, objectives, and indicators specified for each program or service.

13.1.2 Numbers/percentages of departments and units that evaluate the input, process, and outcome assessments data against authoritative criteria or standards.

13.2.1 Number of specific improvement efforts or changes in inputs and/or processes that have resulted from outcome assessment and evaluation.

13.3.1 Numbers/percentages of departments and units that have reassessed learning outcomes to document the effectiveness of input and/or process changes.

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