Oregon Health & Science University
Addendum to Year Seven Self-Study Report
Prepared for the Northwest Commission on Colleges and Universities
October 1, 2015
Table of Contents
Statement of Preparation ............................................................................................................ 2
Preface Update ........................................................................................................................... 3
Standard One: Mission, Core Themes and Expectations ........................................................... 7
Standard Two: Resources and Capacity .................................................................................... 7
Standard 2.A.
Standard 2.B.
Standard 2.C.
Standard 2.D.
Standard 2.F.
Standard 2.G.
Governance Update ................................................................................ 7
Human Resources Update ...................................................................... 8
Education Resources Update .................................................................. 9
Student Support Resources .................................................................... 9
Financial Resources Update ................................................................... 9
Physical and Technological Infrastructure ............................................... 9
Standard Three: Planning and Implementation ........................................................................ 10
Standard Four: Effectiveness and Improvement....................................................................... 10
Standard Five: Mission Fulfillment, Adaptation, and Sustainability ........................................... 11
Appendix A – Board of Directors Resolution – Faculty Senate ................................................ 12
Appendix B – FY15 Financial Update........................................................................................ 13
Appendix C – Institutional Academic Effectiveness Plan ........................................................... 19
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STATEMENT OF PREPARATION
The purpose of this Addendum is to provide a narrative and supporting evidence, where
applicable, of additional work that has been initiated or completed since the submission of the
Year Seven Self-Study Report in June 2015. The addendum is relatively brief focusing only on
major areas of development since the submission of the self-study report.
Jeanette Mladenovic, M.D., M.B.A., M.A.C.P.
Executive Vice President and Provost
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PREFACE UPDATE
Leadership Changes
Brendan Rauw, M.B.A., has joined OHSU as Vice President, Technology Transfer and
Business Development, a division of OHSU’s research mission that supports technology
commercialization, industry collaboration, and entrepreneurship. Rauw comes to OHSU from
UCLA, where he served as associate vice chancellor and executive director of
entrepreneurship. In this role at UCLA, he was responsible for leading a variety of programs
designed to advance innovation, entrepreneurship, and the transfer of intellectual property into
real-world applications. He also guided the establishment of a separate, nonprofit 501(c)(3)
corporation – Westwood Technology Transfer – to oversee technology transfer and industrysponsored research, and served as the founding CEO. Rauw holds an undergraduate degree
in biology from Harvard College, an MBA from Harvard Business School and is a native of
Calgary, Canada.
Greg Moawad, J.D., M.B.A, has been named Vice President for Campus Safety, a new role in
which he will oversee the Department of Public Safety, Affirmative Action and Equal
Opportunity, and Title IX compliance. This change will integrate OHSU's existing law
enforcement, crime prevention, and threat assessment functions with efforts to encourage
workforce diversity, site accessibility and eliminate discrimination. Moawad joined OHSU in the
spring of 2011 as director and chief of public safety. Prior to joining OHSU, he was deputy
district attorney for Multnomah County.
OHSU Institutes, Centers and Initiative Updates
Knight Cancer Institute
OHSU announced on June 25, 2015 it met Nike co-founder Phil Knight and his wife Penny’s $1
billion challenge by raising $500 million in less than two years to earn the Knights’ matching gift
and set a fundraising record. The $1 billion will support the first large-scale program dedicated
to early detection of lethal cancers — one of the biggest unmet needs in cancer care today.
Meeting the Knights’ $500 million fundraising challenge marks the largest documented
challenge pledge to succeed, according to researchers with the Indiana University Lilly Family
School of Philanthropy.
With $1 billion in new funding, the OHSU Knight Cancer Institute will begin fast-track recruitment
of about 25 of the world’s top researchers. These recruits will, in turn, hire an additional 225 to
275 scientists and physicians, forming a team focused on the detection of cancer, including the
early biological changes in the body that signal a lethal cancer is beginning to develop. Catching
the disease in these very early stages will unleash the full potential of precision cancer
medicine. It will make it possible to detect cancer when it first starts and treat it when it’s most
curable, with the fewest side effects and at the lowest cost.
These scientists will be given substantial financial support, so they can focus on discovery
instead of spending time securing grants. With this expansion, OHSU will also move forward
with construction of two buildings ― a state-of-the-art cancer research facility designed from the
ground up to support a new model of combining scientific disciplines to speed progress and new
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cancer care clinics for expanded clinical trials that will translate the scientific discoveries made
by the team into next-generation detection tests, tools and treatments.
The largest gift received since the campaign launched in 2013 was from the state of Oregon,
which invested $200 million for the needed research and clinical facilities. The largest gift from
an individual ―$100 million — came from Columbia Sportswear Chairman Gert Boyle. In all,
more than 10,000 donors participated and, of these, more than half were first-time donors to
OHSU. Donations were received from every state in the nation and five countries.
The Knight Cancer Institute at OHSU is a pioneer in the field of personalized cancer medicine.
The institute's director, Brian Druker, M.D., helped prove it was possible to shut down cells that
enable cancer to grow without harming healthy cells. This breakthrough has made once-fatal
forms of the disease manageable and ushered in a new generation of targeted cancer
therapies. The OHSU Knight Cancer Institute is the only National Cancer Institute-designated
Cancer Center between Sacramento and Seattle – an honor earned only by the nation's top
cancer centers. It offers the latest treatments and technologies as well as hundreds of research
studies and clinical trials.
The Tuality/OHSU Cancer Center Partnership
A partnership between Tuality Healthcare and the Knight Cancer Institute at OHSU provides a
wealth of cancer treatment expertise to the Hillsboro community, which has a very diverse and
underserved minority population. Patients and their physicians have on-site access to OHSU’s
radiation medicine specialists and to research and clinical trials. At the same time, patients are
supported by the resources and staff of Tuality Healthcare and can receive treatment in their
own community.
The Tuality/OHSU Cancer Center gives patients and families convenient access to state-of-theart radiation oncology treatment that’s close to home. This radiation oncology facility rounds out
the surgery and chemotherapy services also available at Tuality Healthcare, and adds
prevention, screening and diagnostic services.
Tuality Healthcare and OHSU – Letter of Intent to Affiliate
The boards of Tuality Healthcare and OHSU have signed a letter of intent to pursue a potential
affiliation integrating Tuality’s clinical operations with OHSU’s health care enterprise. If a final
agreement is reached, it is expected that Tuality’s clinical operations will be managed by OHSU,
under the strategic direction of the recently announced management company called OHSU
Partners.
Tuality Healthcare is a non-profit, community-based organization with hospitals in Hillsboro and
Forest Grove, and numerous physician and outpatient clinics. It has a medical staff of 300
doctors and other health care professionals.
OHSU and Tuality have entered a period of due diligence and expect to reach a final agreement
by the end of the year.
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OHSU Faculty First Initiative
The Faculty First Initiative is aimed at creating an environment for faculty where they can do their best
work and raise OHSU’s national and international reputation as a premier place for faculty to flourish.
This OHSU initiative is not only about finances. It is also a journey, one that overtly recognizes that the
quality and vibrancy of OHSU faculty is the most important asset of OHSU. Without the creativity,
expertise, and pursuit of excellence exhibited by faculty, OHSU would not exist as an institution. The
Faculty First Initiative represents the university’s active engagement to create and advance policies and
procedures that support university aspirations to make OHSU a place for faculty to be as successful as
they can be.
Over the last two years, progress in this initiative has been made in the following ways:
1) Improving monetary support for faculty
a. Significant new funding was distributed to overtly and transparently support the unfunded
portion of science, and the educators in the Graduate Medical Education programs
b. Artificial disincentives were removed to the submission of training and early career awards by
centralizing the payment of OCA charges associated with K and T awards
c. Significantly decreased the OCA paid by departments/units by reducing the charges associated
with space by approximately 54%
d. Stabilizing faculty salaries, with standards to ensure equity and predictability across the
institution
e. Invested over $1 million to support and expand the research cores in the University Shared
Resource programs
f. Expanded the resources available to bridge faculty through gaps in research funding
2) Advancing engagement with faculty to better understand their needs and to utilize their expertise in
university initiatives
a. Re-invigorating faculty governance through the Faculty Senate
b. Formed the Research Strategic Advisory Council to provide faculty input on major issues and
strategic initiatives related to the research enterprise
c. Broadened the membership of President’s Council to include key faculty leaders from across
OHSU
d. Improving communication and community through Faculty News, OHSU Board engagement with
the Faculty Senate, university-wide convocation, and regular opportunities for faculty to engage
with OHSU leadership
3) Faculty career support
a. Established and filled the new vice provost for academic career development position
b. Created the University Ombudsman Office
c. Re-defining academic commitments:
1. Ceased the practice of annual contract renewals for most faculty
2. Next: faculty compact and career tracks
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Note: The Faculty First Initiative focuses on faculty holding unmodified ranks in the professorial or scientist
series.
Affiliation with Salem Health
OHSU and Salem Health have signed a letter of intent and are now working toward a final
agreement that would combine the best of academic health care with the best of a community
hospital system, providing a complete range of services that no single health system could
provide on its own. A Transition Planning Task Force will guide six work streams exploring what
the integration might look like and the steps needed to move forward. Specific faculty members
will be engaged as participants in the appropriate clinical work streams. Composition of the task
force:
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Governance: Peter Rapp, CEO; Norm Gruber, CEO
Management: Cindy Grueber, Senior Vice President and Chief Operating Officer
(OHSU); Cheryl Nester Wolfe, Chief Operating Officer (SH)
Finance: Diana Gernhart, Chief Financial Officer (OHSU); James Parr, Chief Financial
Officer (SH)
Information Technology: Cort Garrison, M.D., Chief Information Officer (SH); Bridget
Barnes, Vice President and Chief Information Officer (OHSU); John Dunn, Division
Director, Health Care Apps (OHSU)
Clinical: Mark Richardson, M.D., Dean, School of Medicine (OHSU); Mike Hill, Vice
President, Strategic Services (OHSU); Cort Garrison, M.D., Chief Information Officer and
Interim Chief Medical Officer (SH); Lori James-Nielsen, Vice President, Strategy and
Business Integration (SH)
Communication: Kimberly Ovitt, Vice President, Marketing and Communications
(OHSU); Jan Miller, System Director, Marketing and Communications (SH)
Other clinical work streams are also being established: Clinical integration, medical staff, service
lines, oncology, cardiovascular, neuromuscular, women and children, general medicine, general
surgery, hospital-based labs, and hospital-based pharmacy.
Collaborative Cancer Cloud
The Collaborative Cancer Cloud is a joint initiative between OHSU and Intel to combine nextgeneration computing platforms with OHSU’s capabilities in biomedical research. The goal is to
make it faster and less costly to use an individual patient’s genetic data to find and treat the root
causes of disease. The Collaborative Cancer Cloud will provide an open-source analytics
platform to securely share patient genomic data for potentially lifesaving discoveries and helps
advance the goal of “all-in-one-day” care.
School of Public Health
A change request submitted by the provosts from OHSU and Portland State University (PSU)
was sent to NWCCU in July 2015. OHSU and PSU have now received all the appropriate
internal approvals as well as consent from the national accrediting body, Council on Education
for Public Health, to initiate the accreditation process for a School of Public Health.
OHSU Global Southeast Asia
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In early July, President Joe Robertson and Provost Jeanette Mladenovic hosted some
distinguished visitors from Thailand: the president of Mahidol University, the president of
Bangkok Dusit Medical Services (BDMS) and 49 physicians leading the 42 hospitals throughout
the BDMS network in Southeast Asia. The group came to further discuss with OHSU leaders
and faculty the possibilities for expanding our collaborations in Southeast Asia and to receive
updates on our current areas of collaboration in education, research, nursing, nutrition,
occupational health, and pediatrics. More than 30 OHSU faculty participated in the meeting,
which included presentations and break-out sessions on potential new areas of collaboration in
rehabilitation, informatics, simulation, ophthalmology, nursing exchanges, tele-radiology,
preventive cardiology, and surgery.
Standard One: Mission, Core Themes and Expectations
No additions or updates to Standard One.
Standard Two: Resources and Capacity
Eligibility Requirement #6 and Standard 2.A. 22
The OHSU Code of Conduct has been revised and updated. The updated Code will be
effective October 5, 2015. All changes were made in collaboration with OHSU content
experts/owners. The following substantive changes were made in this revision:
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Memorialized the OHSU Core Values (per President Robertson)
Updated the definition of OHSU Member for clarity
Transitioned the Student Financial Aid - Employee Code of Conduct to a university
policy under the OHSU Policy Manual
Added sections on Social Media and Constructive Conflict Resolution
As much as possible, phrased overarching principles in terms of specific individual
responsibilities to provide practical guidance
Defined “bullying” independent of protected classes
Over 60 peer reviewers from all missions and levels of the organization were recruited to review
and edit the Code. Following the peer review process, the Code was circulated to various
organizational partners for review including: Human Resources, Legal, AAEO, Public Safety,
ITG, and Facilities. Further edits were made based on those reviews.
The updated Code will be entirely online on both the O2 intranet and the OHSU public websites
on September 21 and October 5, 2015 respectively.
Standard 2.A Governance
Faculty Senate Relationship with Board of Directors
To facilitate faculty input and reciprocal communication, the OHSU Board of Directors, for the
first time has formalized a relationship with the Faculty Senate. This will include: 1) Twiceannual meetings with the board chair, the vice chair, the OHSU president, and additional board
members and faculty representatives designated by the OHSU Faculty Senate; 2) An
opportunity for the OHSU Faculty Senate to provide written comment on the proposed budget to
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the board chair and considered by the board in advance of the board’s approval; and 3) An
annual report from the OHSU Faculty Senate to the board of directors. See Appendix A for the
OHSU Board of Directors resolution to formalize this relationship.
Standard 2.A Governance
Policy Additions and Updates
Standard 2.A.11 pg. 50 and 51 of Year Seven Report
Policy 02-50-001 Academic Policy Development and Approval Procedures, was revised in
September 2015. The policy was re-numbered to 01-01-010 and is included under the
Administration Chapter of the OHSU Policy Manual, instead of the Student Affairs Chapter. The
purpose of this change was to eliminate conflicts of authority since the policy grants the
Committee on Academic Policy (CAP) and the provost the authority to establish academic
policies. No changes were made to existing content, however a section was added to the policy
to give CAP staff authority to make editorial revisions.
Standard 2.A.14 pg. 53 of Year Seven Report
Policy 2-03-1012, Transfer of Course Credit, was revised in July 2015. A provision was added
to state that no more than one-third of the credit hours towards OHSU degree requirements
could be transferred from another accredited institution without prior approval of the dean and
the provost.
Standard 2.A.22 pg. 60 of Year Seven Report
Policy 2-02-0115, Record of Student Complaint Policy, was revised in August 2015. A provision
was added to make it clear that each school or college would publicize all means by which
students may file a complaint, including to the OHSU Office of Affirmative Action and Equal
Opportunity, the OHSU Integrity Office, etc.
Standard 2.A.23 pg. 66 of Year Seven Report
Policy 10-01-002, Conflicts of Interest and Commitment, was approved and signed by President
Robertson in September 2015. At the suggestion of the Dean’s Council, the Conflict of Interest
program convened a university-wide task force in 2014 to discuss national recommendations
around several conflict of interest policy issues. One outcome of the review included the
recommendation to combine the existing OHSU Conflict of Interest policies into one overarching
policy. Therefore, policy 10-01-002 was approved in September 2015 and the following policies
were repealed: 10-01-001, Outside Activities, Outside Compensation and Conflict Principles;
10-01-015, Outside Activity/Outside Compensation; 10-01-020, Conflicts of Interest; 10-01-021,
Institutional Conflicts of Interest & Executive and Board Member Conflict of Interest
Disclosures; 10-01-025, Individual Acceptance of Gifts, Food, Beverages, Travel, and
Entertainment; 10-01-030, Requirements for Solicitation and Acceptance of Gifts to OHSU; and
10-01-035, Conflicts of Interest in Research. While the procedural detail and the specific policy
implementation requirements have been removed from the rescinded polices, these
requirements will instead reside in the Conflict of Interest policy manual posted on the OHSU
Integrity Department policy website. With the new policy 10-01-002 and the Conflict of Interest
policy manual, there are no gaps in policy.
Standard 2.B. Human Resources
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Faculty Relations
As a part of the OHSU Faculty First Initiative, the Faculty Senate’s Faculty Affairs committee
has been working with Provost Jeanette Mladenovic, to address key issues pertaining to faculty
well-being at OHSU. As a result of these combined efforts, they are continuing to explore how
best to support faculty in the missions of the university.
Standard 2.C. Education Resources
Policy Additions and Updates
Standard 2.C.3 pg. 89 of Year Seven Report
Policy 0-01-0614, Degrees and Certificate Standards Policy, was revised in July 2015. The
reference to credits obtained in residence at OHSU was removed as that is covered under
policy 2-03-012, Transfer of Course Credit.
Standard 2.D. Student Support Resources
Standard 2.D.1. pg. 105 of the Year Seven Report – New initiative - During summer 2015,
Provost Mladenovic appointed a task force to establish a vision for Academic Technology and
Learning Support. Composed of senior leaders with expertise in education research and
academic technology at OHSU, the task force plans to submit a report to the provost in October.
It is expected that the vision proposed by the task force will be expansive, positioning OHSU as
a leader in educational research in the health sciences. Areas of emphasis are 1) Curriculum
Development and Alignment, 2) Teaching Development and Learning Support, and 3)
Educational Research, Evaluation, and Assessment. Members of the task force include:
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Chris Shaffer, University Librarian and Associate Professor (Chair)
Tom Boudrot, Director, Teaching and Learning Center
Judith Bowen, Professor of Medicine, School of Medicine
Patricia Carney, Professor of Family Medicine and of Public Health and Preventive
Medicine
Bill Knight, Senior Associate Dean for Academic Affairs, School of Dentistry
George Mejicano, Senior Associate Dean for Education, School of Medicine
David Robinson, Executive Vice Provost
Alexandra Shuford, Interim Director, Teaching and Learning Center
Marie Steelman, Director, University Applications, Information Technology Group
Peggy Wros, Senior Associate Dean for Student Affairs & Diversity, School of Nursing
Standard 2.F. Financial Resources
The OHSU Finance and Audit Committee presented a preliminary fiscal year 2015 financial
report to the Board of Directors on September 16, 2015. Selected slides from the presentation
are contained in Appendix B.
Standard 2.G Physical and Technological Infrastructure
Expansion on South Waterfront
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Initial renderings are now available for two of the three buildings taking shape on the South
Waterfront. The renderings are for the two buildings that will be constructed adjacent to the
Center for Health & Healing: a high-acuity ambulatory care facility and clinical space for the
Knight Cancer Institute — currently being called CHH South — and a building that will provide
parking and patient and family housing. A mock-up open house is scheduled so the OHSU
community may see potential layouts.
Old Library Remodel
The Auditorium (Old Library), which was originally constructed in 1938, is undergoing a major
facelift which started in May 2015. This gathering space–the largest on the Marquam Hill
campus–will be upgraded with ADA-accessible restrooms, air conditioning, and modernized
conference space. This work will be done in phases over the next few years. The planning of
improvements has been under way for several months and will include the following upgrades:
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Heating and cooling system
New finishes and lighting in the Grand Hall entrance
Auditorium/large conference room upgrades
Elevator addition for ADA accessibility
Restroom remodel for ADA accessibility
Conference center redesign to accommodate more meetings, community events and
receptions
Office area renovation
Landscape changes and exterior cleaning
Radiochemistry Research Building
OHSU is currently in the process of construction for a new facility adjacent to the Marquam Hill
Research Courtyard in the area between the Medical Research Building and Mackenzie Hall.
The new building will house the Center for Radiochemistry Research, an initiative that will
provide OHSU scientists with a new suite of powerful imaging tools and expertise.
The center will include new labs, a cyclotron for isotope generation, advanced imaging
technology for preclinical and clinical research (including PET/MRI) and a facility to
accommodate these. The center will give OHSU the new capacity to develop radioactive
isotopes to address specific research questions using real-time imaging.
Standard Three: Planning and Implementation
No additions or updates to Standard Three.
Standard Four: Effectiveness and Improvement
Standard 4.A.1, 4.A.2- Additional narrative and documentation to support institutional
effectiveness
With student outcomes assessment planning, development and implementation well underway,
the Assessment Council began preliminary work in spring 2015 to expand the assessment work
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to consider overall institutional effectiveness. This initiative was also driven in response to the
review of Standard 4.A during the self-study process.
Although a number of institutional effectiveness measures are in place and examples were
provided in OHSU’s response in the Year Seven Report to Standard 4.A and 4.B, a more
systematic process of identifying institutional effectiveness measures as well as tracking and
utilizing results was an area that needed additional focus.
An OHSU Institutional Academic Effectiveness Plan was drafted and the primary components of
the plan address student learning and academic program effectiveness; student support
services effectiveness; and mission fulfillment through the core themes and key performance
measures. Goals and strategies have been developed to ensure ongoing development and
implementation of assessment activities to further monitor progress on core themes and overall
mission fulfillment.
The draft OHSU Institutional Academic Effectiveness Plan is included in Appendix C.
Standard 4.A.3 – Pg. 164 of the Year Seven Report. Correction: The OHSU Assessment
Council was established in October 2006, not 2011 as stated in the report.
Standard Five: Mission Fulfillment, Adaptation, and Sustainability
No additions or updates to Standard Five.
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APPENDIX A
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APPENDIX B
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Head, R. B. 2011., The evolution of institutional effectiveness in the community college. New Directions for
Community Colleges, 153, 5-11.)
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APPENDIX C
Oregon Health & Science University
Institutional Academic Effectiveness Plan
2015-2020
9-29-2015.v4 Draft
Contents
EXECUTIVE SUMMARY ............................................................................................................................... 2
INTRODUCTION AND PURPOSE ................................................................................................................. 3
BACKGROUND: OHSU MISSION AND STRATEGIC GOALS ......................................................................... 5
OHSU Mission Statement ........................................................................................................................... 5
OHSU Strategic Goals ................................................................................................................................. 5
Strategic Planning Process.......................................................................................................................... 6
INSTITUTIONAL ACADEMIC EFFECTIVENESS ............................................................................................. 7
Guiding Principles of Assessment at OHSU ................................................................................................ 8
OHSU Infrastructure ................................................................................................................................... 8
Assessment Council ......................................................................................................................... 9
Academic and Student Affairs Council ........................................................................................... 10
Provost’s Operations Council ........................................................................................................ 10
Teaching and Learning Center ....................................................................................................... 10
Other Supporting Groups............................................................................................................... 10
STUDENT LEARNING AND ACADEMIC PROGRAM EFFECTIVENESS ........................................................ 11
Program Assessment Plans....................................................................................................................... 11
Academic Program Review ....................................................................................................................... 11
OHSU Graduation Core Competencies ..................................................................................................... 11
STUDENT SUPPORT SERVICES EFFECTIVENESS ....................................................................................... 12
MISSION FULFILLMENT - OVERALL INSTITUTIONAL ACADEMIC EFFECTIVENESS .................................. 13
Oregon Legislative Key Performance Measurements .............................................................................. 13
OHSU INSTITUTIONAL ACADEMIC EFFECTIVENESS PLAN GOALS........................................................... 15
ANNUAL PROCESS CALENDAR ................................................................................................................. 19
APPENDICES ............................................................................................................................................. 21
Appendix A: Mission Area, Strategic Goals, Core Themes and Supporting Assessments ........................ 21
Appendix B: Core Theme Indicators, Metric and Data Source ................................................................. 22
Appendix C: OHSU Key Performance Measures ....................................................................................... 25
1
EXECUTIVE SUMMARY
Institutional effectiveness in higher education refers to the “process and structure used by a college or
university to determine the quality of its students, academic programs, administration functions and
support services” i The OHSU Institutional Academic Effectiveness Plan provides a framework to
systematically capture results of assessment across key mission areas and to document the utilization
of these results to enhance and improve overall effectiveness of the university.
This plan is a working document to ensure that OHSU’s institutional effectiveness is tied to the
university mission and strategic planning efforts while creating a more systematic approach for using
results for continuous improvement throughout the university. Providing a systematic, continuous
assessment process is critical for OHSU to uphold its mission fulfillment efforts and its long-standing
history of a nationally recognized academic health center. Further, it is the expectation of its regional
accreditor—The Northwest Commission on Colleges and Universities (NWCCU)—that ongoing,
systematic planning and assessment of institutional effectiveness is in place.
To help focus current and future assessment planning efforts throughout OHSU, this document
includes a brief description of the current infrastructure supporting institutional effectiveness and
describes each major component that makes up the plan—student learning and academic program
assessment; student support services assessment; and overall institutional academic effectiveness are
outlined. A set of goals has been organized to give each major component (e.g., student learning and
academic program effectiveness) guidance and direction over a five-year period.
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INTRODUCTION AND PURPOSE
As the state of Oregon’s only public health and research university, OHSU recognizes and embraces its
ethical responsibilities for accountability to all stakeholders. It is the expectation that all areas of
OHSU engage in systematic self-assessment and use the results and analysis of these initiatives as one
avenue for accelerating change and improvement.
Since its inception, OHSU has had a long tradition of using assessment results, evaluations and other
forms of feedback to inform decision-making in the areas of planning, budgeting, academic
programming and student support. With over 26 academic fields of study requiring specialized
accreditation and 15 different specialized accrediting entities, assessment is an integral component
critical to assuring compliance with multiple required standards.
As a guiding document, the OHSU Institutional Academic Effectiveness Plan seeks to provide a
consistent, integrated process for assessment across the university. This five-year plan will be used to
direct efforts to ensure that current initiatives that address student learning and academic program
assessment continue while further developing and systematizing a broader means of assessment of
institutional effectiveness. This plan highlights the current institutional assessment efforts that are
underway and also establishes a set of goals (outlined on page 15) to ensure the ongoing
enhancement of this process.
To help provide clarity, this plan is arranged in four separate sections: 1) institutional academic
effectiveness; 2) student learning and academic program effectiveness; 3) student support services
effectiveness; 4) and mission fulfillment which includes a review and analysis of key indicators that
gauge effectiveness. This distinction was created to help operationalize the plan and to outline specific
goals that support the ongoing improvement of these processes. However, it should be understood
that student learning and academic program effectiveness, student support services effectiveness and
mission fulfillment are actually aspects of institutional effectiveness. The institutional academic
effectiveness model presented in this plan helps to link assessment results back to the university’s
strategic planning and resource allocation process to enhance the entire strategic planning process.
Using assessment, evaluations and analysis of the results, the document is intended to enhance
academic program and service effectiveness by helping the university to “close the loop.”
The Academic and Student Affairs Council in collaboration with other key councils and committees, will
oversee the implementation and annual review of the institutional academic effectiveness plan.
Recommendations will be prepared by the Academic and Student Affairs Council and presented to the
appropriate council or committee for review and approval.
Systematic assessment of student learning and academic programs as well as student support services
across the university is required by NWCCU. Under Standard Four – Effectiveness and Improvement,
there are six elements of the standard required for compliance.
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They are:
4.A.1
4.A.2
4.A.3
4.A.4
4.A.5
4.A.6
The institution engages in ongoing systematic collection and analysis of meaningful, assessable,
and verifiable data—quantitative and/or qualitative, as appropriate to its indicators of
achievement—as the basis for evaluating the accomplishment of its core theme objectives.
The institution engages in an effective system of evaluation of its programs and services,
wherever offered and however delivered, to evaluate achievement of clearly identified program
goals or intended outcomes. Faculty have a primary role in the evaluation of educational
programs and services.
The institution documents, through an effective, regular, and comprehensive system of
assessment of student achievement, that students who complete its educational courses,
programs, and degrees, wherever offered and however delivered, achieve identified course,
program, and degree learning outcomes. Faculty with teaching responsibilities are responsible
for evaluating student achievement of clearly identified learning outcomes.
The institution evaluates holistically the alignment, correlation, and integration of programs and
services with respect to accomplishment of core theme objectives.
The institution evaluates holistically the alignment, correlation, and integration of planning,
resources, capacity, practices, and assessment with respect to achievement of the goals or
intended outcomes of its programs or services, wherever offered and however delivered.
The institution regularly reviews its assessment processes to ensure they appraise authentic
achievements and yield meaningful results that lead to improvement.
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BACKGROUND: OHSU MISSION AND STRATEGIC GOALS
The OHSU strategic plan - Vision 2020 - and the institutional academic effectiveness plan are both
based on the university mission and vision. Although there is a close relationship between the two
with common goals, institutional academic effectiveness planning is fundamentally different from
strategic planning. Strategic planning is focused on positioning and repositioning the university to
effectively perform in the current and future environment while institutional academic effectiveness
planning is focused on ensuring adequate assessments exist and are used to measure effectiveness of
university programs and services. The results of these assessments are used for program improvement
while informing strategic planning and budgeting processes.
OHSU Mission Statement
As part of its multifaceted public mission, OHSU strives for excellence in education, research and
scholarship, clinical practice and community service. Through its dynamic interdisciplinary
environment, OHSU stimulates the spirit of inquiry, initiative, and cooperation among students, faculty
and staff.
Setting the example for integrity, compassion and leadership, OHSU strives to:
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Educate tomorrow’s health professionals, scientists, engineers and managers in top-tier
programs that prepare them for a lifetime of learning, leadership and contribution.
Explore new basic, clinical and applied research frontiers in health and biomedical sciences,
environmental and biomedical engineering and information sciences, and translate these
discoveries, wherever possible, into applications in the health and commercial sectors.
Deliver excellence in health care, emphasizing the creation and implementation of new
knowledge and innovative technologies.
Advocate for programs that improve health for all Oregonians, and extend OHSU’s education,
research and healthcare missions through community service, partnerships and outreach.
OHSU Strategic Goals






Be a great organization, diverse in people and ideas.
Develop and retain a faculty that will collaborate to drive excellence and innovation across
OHSU.
Join others in developing policy and care delivery solutions that improve access to high-quality
health care for all, especially Oregonians.
Help meet Oregon’s health and science workforce needs through innovative education
strategies.
Align OHSU enterprises to support robust and sustainable innovation and research.
Generate and deploy OHSU resources to sustain an environment where faculty and staff
committed to top performance can excel.
5
Strategic Planning Process
The most recent version of the OHSU Vision 2020 was accomplished through work groups of
President’s Council members (including executive leadership members, deans, directors of the
research institutes the chair of the Research Council, president of Faculty Senate, president of the AllHill Student council and leadership of the OHSU Health System ). As appropriate, input from other
members of the OHSU community was sought.
The draft of the revised Vision 2020 was widely distributed for input and comments throughout the
units and mission areas represented on President’s Council. OHSU Vision 2020 v. 2013 was ratified by
the OHSU Board of Directors in January 2014. This group meets bi-monthly and provides a forum in
which the president and executive leadership can share and gather high-level input into strategic
priorities. Presentations regarding the status of the strategic goals are shared at these meetings in
order to monitor progress on goal attainment.
Each of the schools has developed and implemented its own strategic planning process that flows from
the university-wide strategic plan. The assistant vice provost for strategic planning and program
development meets regularly with leaders of unit-level planning and helps align unit-level strategies
and tactics within the six goals of Vision 2020. This ensures that plans are synchronized, allows
opportunities for collaboration among units and enables duplication of efforts to be identified. This
helps to ensure that institutional resources are wisely allocated and leveraged among stakeholders.
6
INSTITUTIONAL ACADEMIC EFFECTIVENESS
Institutional academic effectiveness at OHSU includes student learning and academic program
assessment, student support services assessment and a review and analysis of key indicators that
gauge mission fulfillment. The results of assessment processes in these areas inform the strategic plan
and are used to enhance and improve student learning, academic programs and student support
services. The following section identifies and coordinates existing institutional performance measures
that measure mission fulfillment; help promote a systematic process of planning and review; and aid in
identifying areas of potential growth and enhancement. The institutional academic effectiveness plan
will be directed by the university’s strategic plan.
Figure 1 illustrates the institutional academic effectiveness model for OHSU. This model was adopted
to show the critical link between strategic planning and the institutional effectiveness process. The
elements represented in the model flow from the OHSU mission. The five-year strategic plan has a
number of inputs as well as outputs that drive other processes.
Fig.1
Adapted from Dalton State University Institutional Effectiveness Plan and Handbook.
7
Guiding Principles of Assessment at OHSU










The implementation of assessment activities will be a collaborative effort among the faculty,
administration, staff and students and is facilitated by the Provost’s Office.
Assessment will be consistent with the mission and strategic goals of OHSU.
The purpose of assessment at OHSU is to examine the institution’s effectiveness in teaching
and learning as well as to examine the effectiveness of Student and Academic Affairs.
Assessment activities will lead to improvements in teaching and student learning, and overall
academic effectiveness.
Assessment activities at OHSU will be systematically coordinated as an ongoing process. These
activities comprise a continuous part of the University’s ongoing effort to self-improve through
analyzing and evaluating its programs and services through a variety of methods and
measurements.
Assessment results will be used for institutional planning and resource allocation at the
program, school and university levels. Results of assessments will be communicated in a
transparent manner to appropriate stakeholder groups.
Academic programs will utilize multiple measures (qualitative and quantitative) to provide
valid information for improving OHSU’s programs and effectiveness.
Selection and design of assessment instruments will take into consideration the essential
qualities of good measurement (i.e., validity and reliability) that crosses multiple domains,
including achievement, cognitive, social and affective domains, as appropriate.
The Provost’s Office will coordinate all major student and academic assessment activities to
minimize duplication in data collection efforts.
All aspects of the assessment plan, including the guiding principles, will be periodically
reviewed and revised by an appropriate council or committee appointed by the provost.
Assessment data shall be treated with the same level of confidentiality and privacy as dictated
by federal law and as is consistent with OHSU policy and practice.
OHSU Infrastructure
In addition to the President’s Council which oversees the development, implementation and execution
of the strategic plan, OHSU charges its student learning assessment, program effectiveness, and
institutional academic effectiveness accountability activities to an identified set of key councils and
offices with leadership from the Provost’s Office. Budgetary funds for assessment and accountability
are provided through the Provost’s Office.
8
Assessment Council
The OHSU Assessment Council is a standing committee advising the provost on matters concerning
institution-wide assessment of educational programs, student learning outcomes, and the resources
needed to support such assessments. The Assessment Council ensures that academic assessment and
accountability are institutional priorities and supports OHSU’s mission to educate health care
professionals, scientists, and leaders in top-tier positions.
The Assessment Council has been the leader in initiating and overseeing student learning assessment
initiatives. Representatives from the schools as well as other supporting staff engaged to develop a
process that helped direct the development of student learning assessment plans for all of the
programs. As this process has evolved, the Assessment Council wanted to assure that assessment
planning and ongoing implementation continued. To help direct these ongoing efforts, the following
guiding principles were adopted:
The responsibilities of the OHSU Assessment Council are to:

Implement standards for assessment of education programs and student learning outcomes;

Develop mechanisms by which academic units and programs engage in assessment of student
learning outcomes contributing to the continuous improvement of their program offerings and
students outcomes;

Ensure clarity, specificity, functionality and alignment of the programmatic evaluation and
student assessment practices with OHSU’s mission and strategic goals;

Monitor the established educational assessment process and performance outcomes data from a
university-wide perspective forwarding analysis to the Deans’ Council, Provost’s Operations
Council and provost for consideration and integration into the overall university strategic
planning process.

Contribute to the self-study process required to maintain the university’s regional accreditation
by the Northwest Commission on Colleges and Universities (NWCCU).

As needed the Assessment Council will recommend improvements in instruction, staffing,
curriculum, and student and academic services to the OHSU provost and vice president of
academic affairs.
The Assessment Council comprised of six faculty representatives from the School of Dentistry, School
of Nursing and School of Medicine; and OHSU Faculty Senate representative and three staff members
from the OHSU Teaching and Learning Center. In addition, the associate deans representing the
College of Pharmacy, School of Dentistry, School of Nursing, School of Medicine (Undergraduate
Medical Education) and School of Medicine (Graduate Studies) also serve as members. The
Assessment Council meets at least once a quarter.
9
Academic and Student Affairs Council
The Assessment Council reports directly to the OHSU Academic and Student Affairs Council (ASAC).
This Council is comprised of representatives from both academic and student affairs. One of the
strengths of ASAC is that its widespread membership helps reduce operational silos. This collaboration
and open communication among members helps ensure that mission related initiatives that impact
students and academic and student support services are better aligned.
Provost’s Operations Council
The Provost’s Operations Council is responsible for overseeing the implementation of initiatives
outlined in the OHSU Institutional Academic Effectiveness plan that focus on assessment of academic
and student support effectiveness.
The Provost’s Operations Council is comprised of management staff members within the Provost’s
Office. This Council meets twice a month to consider issues that impact the Provost’s Office and serves
as an established structure for communication and coordination on various initiatives.
Teaching and Learning Center
The OHSU Teaching and Learning Center (TLC) works closely with education leadership, faculty and
committees to design and implement plans for assessment and evaluation of student learning and
academic programs. Further, the staff provides direct support to the OHSU Assessment Council.
Other Supporting Groups
Student learning and academic effectiveness activities at the university are also guided and influenced
by the ongoing work and feedback of other groups including:
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Accreditation Core Team and Steering Committee
All-Hill Student Council
College and department-level specialized accreditation committees
College and school level curriculum committees
Dean’s Council
Faculty Senate
OHSU Curriculum Committee
Appendix A provides a table that shows the relationship between the mission area, applicable strategic
goal, core theme, and core theme indicators. In addition, other evaluation tools and assessment
processes are included to show how they support each mission area.
To further expand on the information contained in this section, the table in Appendix B identifies each
of the core theme indicators, the metric used to determine mission fulfillment and the data source
used.
10
STUDENT LEARNING AND ACADEMIC PROGRAM EFFECTIVENESS
Program Assessment Plans
Every academic program at OHSU is expected to implement their program assessment plan. All plans
have seven common components: 1) Program details, 2) Program Purpose Statement, 3) Student
Learning Outcomes (SLO) Statements, 4) Student Learning Outcomes Assessments, 5) Standards,
Criteria and Rubrics, 6) Student Learning Outcomes and Assessment Findings and 7) Program
Effectiveness: Summary and Next Steps. All academic program assessment plans are inputted into
Xitracs for easy monitoring and reporting. The Assessment Council monitors the implementation and
reporting for all academic program plans.
After the plans were developed, a rubric was used by the OHSU Assessment Council to consistently
monitor the development of all assessment plans. Further, each fall the OHSU Assessment Council
provides a State of the Programs Report to the provost which outlines the progress to date for
assessment plan implementation and goals for the upcoming year. All academic programs reflect on
student assessment and program effectiveness data as part of an annual reflection and reporting
process. Results of this review and reflection are captured in Part 7 of the Assessment Plan.
Academic Program Review
All of OHSU's degree and certificate programs are subject to periodic reviews of academic quality and
effectiveness. The reviews are based on Policy 0-01-0612, Academic Program Review. Every five years
academic degree and certificate programs submit a program self-study that is reviewed by their school
and subsequently submitted to the Academic Program Review Committee. Comprised of faculty from
across OHSU, this committee determines whether or not the program meets OHSU's standards of
academic quality and effectiveness. To initiate the program review process, the Provost's Office in
consultation with school level stakeholders created a series of documents to educate program level
faculty and staff about the purpose for the reviews and provide time-saving resources for those
actively engaged in the process. These documents can be accessed on the Academic Program Review
website.
In addition, the committee is currently in discussion with the Provost’s Office and school-level
stakeholders to improve the use of strategies for supporting student success, program effectiveness
and to identify areas that may need improvement through use of this process.
OHSU Graduation Core Competencies
In July 2013, the OHSU Interprofessional Education Advisory and Steering Committee adopted the
following set of core competencies that all graduates of OHSU degree programs will be able to
demonstrate upon completion. All graduates of OHSU degree programs demonstrate the ten
graduation core competencies in such areas as professional knowledge and skills, lifelong learning,
communication, professionalism and ethics, each program is expected to map the graduation core
competencies to their student learning outcomes. This mapping is contained in each program’s
student outcomes assessment plan. Course and program assessments that are utilized by the schools
11
and their respective programs will serve as the data sources to ensure that all graduates will be able to
demonstrate the OHSU graduation core competencies.
The graduation core competencies are as follows:
All graduates of OHSU degree programs will be able to. . .
1. PROFESSIONAL KNOWLEDGE AND SKILLS: Demonstrate competence in the core knowledge, skills, and
practices as defined by degree programs and relevant professional licensing and credentialing boards.
2. REASONING AND JUDGMENT: Demonstrate the ability to identify and define problems, critically
compare options, make timely decisions or recommendations, identify uncertainties, and use findings to
improve outcomes in light of evolving evidence.
3. EVIDENCE-BASED PRACTICE AND RESEARCH: Demonstrate the ability to access, evaluate, and apply
relevant science knowledge to support evidence-based health care, disease prevention, health promotion,
and discovery.
4. LIFELONG LEARNING: Demonstrate the ability to recognize gaps in knowledge and experience through
informed self-assessment and reflective practices, and take actions to address those gaps.
5. COMMUNICATION: Demonstrate active listening and oral and written communication skills with diverse
individuals, communities, and colleagues to ensure effective, culturally appropriate exchange of
information.
6. PROFESSIONALISM AND ETHICS: Demonstrate integrity, honesty, knowledge of ethical principles and the
standards of professional conduct, and the ability to apply ethical principles in clinical care, research,
education, or community service.
7. INTERPROFESSIONAL TEAMWORK: Demonstrate knowledge of team-based professional skills, roles, and
responsibilities in order to ensure an environment for safe, efficient, effective, and equitable care and
innovative research.
8. SAFETY AND QUALITY IMPROVEMENT: Demonstrate the ability to identify situations that compromise
safety, and participate in risk reduction and continuous quality improvement.
9. SYSTEMS: Demonstrate an appropriate understanding of evolving health care systems, health and
science policy, and resource allocation in order to optimize human health and scientific discovery.
Additionally, clinical degree programs graduates will be able to. . .
10. PATIENT/CLIENT-CENTERED CARE: Demonstrate the ability to collaborate with diverse individuals,
families, and communities to provide quality care that is respectful of and responsive to their preferences,
needs, attitudes, beliefs, and values.
STUDENT SUPPORT SERVICES EFFECTIVENESS
There are several assessments that are used to gauge student support services throughout the
university. Examples of current assessments include:
12
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Joseph B. Trainer Health & Wellness Center Annual student Survey that measures satisfaction
with the student health insurance plan, primary care and behavioral health services including
access, support and provider effectiveness.
The Teaching and Learning Center’s Student Satisfaction Survey that gauges the Student
Learning Support Specialist’s effectiveness in helping students achieve their educational and
personal goals.
Student Diversity Climate Survey which is administered every four years.
Office of Student Financial Aid Survey to measure student satisfaction with services and to
determine specific student needs for debt management counseling and financial planning
services. This survey was conducted to obtain baseline results and subsequent surveys will be
conducted to further assess students’ satisfaction in these areas.
Specialized accreditation self-study surveys conducted by academic programs to assess
student satisfaction with the support services within the schools as well as the support services
provided centrally through departments under the Provost’s Office.
As part of the recent self-study process for the NWCCU Year Seven accreditation report, it was
discovered that there were several assessments taking place to monitor student support services but a
centralized and systematic process of collecting data results and tracking how those results are used to
improve services has not yet been implemented.
MISSION FULFILLMENT - OVERALL INSTITUTIONAL ACADEMIC EFFECTIVENESS
Institutional effectiveness is a process in which college or university officials demonstrate how well
they succeed in accomplishing the institution’s mission and meeting its strategic goals. This section
describes in detail how overall institutional academic effectiveness is currently being measured and
how mission fulfillment is being monitored.
In addition to the assessments listed throughout this Institutional Academic Effectiveness plan, OHSU
uses two additional categories of data to measure and monitor institutional academic effectiveness
and mission fulfillment. The categories of data include the Core Theme Indicators (CTIs) established by
the university and the Key Performance Indicators (KPMs) as defined by the State of Oregon
legislature. The core themes are designed to represent and support the OHSU mission areas. A set of
indicators have been developed for each core theme in an effort to monitor the institution’s fulfillment
of its mission. The KPM’s support and measure performance on specific indicators as requested by the
Oregon legislature.
Oregon Legislative Key Performance Measurements
OHSU closely tracks performance in order to monitor improvement and examine trends that may
affect health and science education in the state. These results are communicated to the Oregon
legislature and the public through a variety of publications.
Performance measurement is critical for providing reliable information on the performance of
Oregon's only academic health center. It allows comparisons of the various OHSU programs with their
past performance and, in some cases, comparisons with the performance of institutions in their peer
groups. Monitoring performance enables OHSU to benchmark performance against targets and
informs policy discussion and development.
13
The Oregon legislature developed a set of Key Performance Measures to monitor performance and
effectiveness in a number of university operations. OHSU sets the targets for each of these
performance measures and is required to report each biennium on the performance in relation to the
target.
Appendix B identifies each of the Core Theme Indicators, the metric used to determine mission
fulfillment and the data source used. The Key Performance Measures for the Oregon Legislature and
the data results from 2006-07 through 2014-15 are shown in Appendix C.
14
OHSU INSTITUTIONAL ACADEMIC EFFECTIVENESS PLAN GOALS
This section outlines goals for the next five years that will be implemented to address each of the
major components of institutional academic effectiveness—student learning and academic programs,
student support services and mission fulfillment. The goals have been organized under each major
component of institutional academic effectiveness identified and discussed in this plan.
Goal
1.
2.
3.
2015-2020 STUDENT LEARNING AND ACADEMIC PROGRAM ASSESSMENT GOALS
Strategies
Target
Area of
Date
Responsibility
Complete Assessment Council
State of the Programs (Cycle
3) Report.
Ensure a holistic annual
Assessment Plan by revising
Part 7 to concentrate on
academic program
effectiveness.
a.
b.
Ensure 100% of all academic
programs have student
learning assessment plans in
place.
a.
4.
Commence Cycle 4 of the
assessment plan process.
a.
5.
Ensure OHSU Graduation
Core Competencies are
mapped to student learning
outcomes.
a.
Continue to analyze course
evaluations that fall below a
five rating and identify cause.
a.
6.
b.
b.
b.
7.
Continue to monitor student
feedback of the
interprofessional education
program and identify
additional areas of
improvement.
Complete the revision of Part 7 of the
Assessment Plan which focuses on
program effectiveness.
Develop examples and strategies to ensure
that faculty understands the purpose of
and how to complete Part 7 of the
Assessment Plan.
Identify programs without or that have
insufficient assessment plans completed
and entered into Xitracs.
Chair of Assessment Council communicates
to program director and/or dean regarding
program(s) without completed student
learning assessment plans in place.
Assessment Council to begin review of
student learning and program
effectiveness assessment plans (Parts 1
through 7).
Identify programs that have not mapped
OHSU Graduation Core Competencies to
student learning outcomes.
Assessment Council and TLC provide
support to program faculty to complete
mapping projects.
Implement strategies to improve teaching
and/or course effectiveness as needed to
improve course ratings.
Monitor effectiveness and impact of
implemented strategies on courses.
Oct. 2015
Assessment
Council
Nov. 2015
Assessment
Council
Nov. 2015
Assessment
Council
Nov. 2015
Jan. 2016
Assessment
Council
Jan. 2016
Assessment
Council
TLC Director
and staff
Jan. 2016
Jan. 2016
(ongoing)
Jan. 2016
(ongoing)
Deans
Associate
Deans Program
Directors
Provost’s Office
IPI Steering
Committee
15
Goal
2015-2020 STUDENT LEARNING AND ACADEMIC PROGRAM ASSESSMENT GOALS
Strategies
Target
Area of
Date
Responsibility
8.
Support schools in their
efforts to increase
communications to students
regarding the importance of
completing course and
interprofessional education
program evaluations.
9. Support academic programs
to ensure that student
learning outcomes are
included in all course syllabi.
10. Conduct annual review of
student learning outcomes
and academic program
assessment components of
the Institutional Academic
Effectiveness Plan.
11. Determine assessment
mechanism(s) to evaluate
students’ performance on the
OHSU Graduation Core
Competencies across
academic programs.
a.
a.
b.
a.
b.
c.
12. Communicate to all schools
and programs the process and
expectations for reviewing
program level assessment
results and subsequent
actions.
13. Ensure the current Academic
Program Review process
results are used to improve or
enhance programs while
systematizing the use of
results to inform academic
budgeting and planning
processes.
d.
a.
b.
a.
Provost’s Office, Deans, Program/Dept.
Chairs collaborate to ensure faculty work
to include the student learning outcomes
for courses in all course syllabi.
Review the student learning and academic
program assessment goals and
components of the Institutional Academic
Effectiveness Plan.
Make recommendations to update and/or
revise goals needed for student learning
and academic assessment plans.
Identify potential assessment
methods/tools.
Plan, develop and implement pilot for
assessment method(s) to measure all or
selected OHSU graduation competencies
across academic programs.
Identify data collection and reporting
process on performance of competencies.
Identify a liaison to ASAC for reporting.
Assessment Council to establish a
communication plan to ensure
expectations of the use of assessment
results and communicate the plan clearly.
TLC to provide support (e.g. one on one
meetings, workshops) to help faculty
review assessment results and develop
meaningful actions to address results.
Provost’s Office to strategize with the
Assessment Council and the Academic
Program Review Council to develop a
system to track that programs are using
the results of students learning and
academic program assessments during the
budgeting and planning processes.
Jan. 2016
(ongoing)
Provost’s Office
Student affairs
staff in the
schools
June 2016
Provost’s Office
Academic &
Student Affairs
Council
Academic &
Student Affairs
Council
Provost’s Office
Sept. 2016
(annually)
Sept. 2016
(annually)
Sept. 2016
Oct. 2016
Dec. 2016
Oct. 2016
Assessment
Council
Academic &
Student Affairs
Council
TLC Director
and staff
Assessment
Council
TLC
May 2017
July 2017
Provost’s Office
Assessment
Council
Academic
Program
Review Council
Academic &
Student Affairs
Council
16
Goal
2015-2020 STUDENT LEARNING AND ACADEMIC PROGRAM ASSESSMENT GOALS
Strategies
Target
Area of
Date
Responsibility
14. Ensure transparency on OHSU
website and other
communications regarding
student assessment.
15. Showcase exemplary student
outcomes assessment plans
and highlight resultant
changes that impacted
student learning.
Goal
Ensure all program assessment plans are
current and up-to-date on the OHSU
website.
a.
Determine criteria for exemplary plans and
resultant actions.
Determine communication vehicle to
recognize and showcase exemplary
programs.
b.
Set-up –
Jan. 2018
Annual
update
June 2018
Annual
recognition
2015-2020 STUDENT SUPPORT SERVICES ASSESSMENT GOALS
Strategies
Target
Date
1.
Establish a workgroup, or a
subcommittee of a standing
committee, to examine
current assessments for
student support services and
programs. Develop process to
systematize the gathering,
reporting and usage of results
from assessments.
2. Develop assessments and
assessment mechanism(s) for
any student support services
that are lacking assessment
processes. Establish rigorous
metrics to gauge the quality
and effectiveness of those
support services for students.
3. Establish student support
services assessment calendar
and communicate to key
stakeholders.
4.
a.
Conduct annual review of
student support services
assessment components of
the Institutional Academic
Effectiveness Plan.
a.
Assessment
Council
Provost’s Office
Assessment
Council
Provost’s Office
Area of
Responsibility
Inventory all existing student support
services assessments and identify timing of
their administration.
b. Examine how assessment results are
currently being used.
Dec. 2015
Provost’s Office
a.
March
2016
Provost’s Office
a. Collaborate with schools to eliminate
unnecessary duplication of student support
surveys.
May 2016
Provost’s Office
Academic &
Student Affairs
Council
a. Review the student support services
assessment goals and components of the
Institutional Academic Effectiveness Plan.
b. Make recommendations to update and/or
revise goals needed for student support
services assessment plans.
Sept. 2016
(annually)
Academic &
Student Affairs
Council
Provost’s Office
From inventory established in 1a., identify
current metrics. Revise if needed.
Sept. 2016
(annually)
17
2015-2020 MISSION FULFILLMENT – OVERALL INSTITUTIONAL ACADEMIC EFFECTIVENESS GOALS
Goal
1.
2.
3.
With the implementation of
the new data collection
process for the OnTrack
program, utilize longitudinal
data results to review and
create strategies for ongoing
improvement of the program.
Establish a workgroup, or
subcommittee of a standing
committee, to continue
coordinating efforts to ensure
a more consistent, ongoing
process to regularly monitor
the core theme objectives,
indicators and data results.
Examine ways to streamline
data collection efforts and
more centrally locate data
resources measuring mission
fulfillment.
Strategies
Target
Date
Dec. 2015
Area of
Responsibility
Provost’s
Office
OnTrack
Program
Manager
a.
c.
Identify structure and members.
Develop charter to provide focus and
direction.
Communicate to campus information about
the group, their focus, etc.
Jan. 2016
Provost’s
Office
Develop inventory of all current data
sources, location and office responsible for
collecting.
Review inventory and identify duplicative
efforts.
Review and update inventory on an annual
basis.
March
2016
Provost’s
Office
Assessment
Council
d.
a.
b.
c.
4.
5.
Work with Student &
Academic Affairs
representative for university
planning to identify ways to
enhance the incorporation of
the core themes and results
into the strategic planning
process.
a.
Conduct annual review of
mission fulfillment - overall
institutional academic
effectiveness components of
the Institutional Academic
Effectiveness Plan.
a.
b.
b.
Collaborate with the asst. vice provost for
strategic planning to identify strategies to
continue to incorporate the core themes
into the university-wide strategic planning
process.
Collaborate with schools to ensure their
strategic plans flow from the mission, core
themes and support the university strategic
goals.
Review the mission fulfillment – overall
institutional academic effectiveness goals
and components of the Institutional
Academic Effectiveness Plan.
Make recommendations to update and/or
revise goals needed for mission fulfillment
– overall institutional academic
effectiveness plan.
April 2016
July 2016
(annually
thereafter)
May 2016
Sept. 2018
Sept. 2016
(annually)
Sept. 2016
(annually)
Provost’s
Office
Deans &
Associate
Deans of
Schools
Academic &
Student Affairs
Council
Provost’s
Office
18
ANNUAL PROCESS CALENDAR
2015-16
Strategic Planning Process
July 2015
Strategic Plan Review & Progress Update – President’s
Council reviews Research Agendas/Plans. Goals 2 & 5.
Assessment Process
July 2015
Annual Performance Progress Report (APPR) (Key
Performance Measures) sent to the State of
Oregon.
August 2015
August 2015
September 2015
September 2015
Strategic Plan Review & Progress Update- President’s
Assessment Council to initiate the revision of Part
Council reviews OHSU Finances – Goal 6 and impact on 7 of the Assessment Plan.
all other strategic goals and supporting strategies.
Strategic Plan Progress & Update -Report to OHSU
Physician Assistant – Program Review
Board of Directors
October 2015
October 2015
Programs commence submitting Program
Assessment Reports to the Assessment Council
State of the Program Report Submitted
Academic Program Review Committee completes
program review process. Final report sent to
provost.
November 2015
Strategic Plan Review & Progress Update– President’s
Council reviews Clinical Enterprise strategies-Goal 3.
November 2015
Institutional Academic Effectiveness Plan is
approved and published on the web.
Cancer Biology – Program Review
December 2015
December 2015
Biostatistics (School of Public Health) Program
Review
January 2016
Strategic Plan Review & Progress Update– President’s
Council reviews legislative agenda for upcoming year.
Goal 3
February 2016
January 2016
Dietetic and Human Nutrition – Program Review
February 2016
Behavioral Neuroscience – Program Review
March 2016
Strategic Plan Review & Progress Update– OHSU
Foundation Update
April 2016
March 2016
Begin data gathering to support core theme
indicators.
April 2016
Joseph B. Trainer (JBT) Health & Wellness Center
Student Survey
19
Strategic Planning Process
May 2016
Assessment Process
May 2016
Strategic Plan Review & Progress UpdateSchool/Institute Overview Report. President’s Council
monitors progress on Strategic Goals 2 & 4.
Graduate Exit Surveys – School of Nursing, School
of Dentistry, College of Pharmacy.
AAMC Graduation Questionnaire – School of
Medicine
Review of unit-level plans
June 2016
June 2016
Report of Performance on Core Theme Indicators
completed*
*Proposed new initiative
20
APPENDICES
Appendix A: Mission Area, Strategic Goals, Core Themes and Supporting Assessments
Mission Area
Educate tomorrow's health
professionals, scientists,
engineers and managers in toptier programs that prepare them
for a lifetime of learning,
leadership and contribution.
Strategic
Goal(s)
#1, 4
Core Theme
Assessments
Learning
Environment;
Interprofessional
Education
Core Theme Indicator
Assessments for 1.1.1, 1.1.2,
1.1.3, 1.2.1, 1.2.2, 1.2.3; 1.3.1,
1.3.2, 1.3.3, 1.3.4, 1.3.5; 2.1.1,
2.1.2, 2.1.3, 2.1.4.
 Academic Program Reviews
 Specialized accreditation
self-studies
 Graduate exit surveys in
schools
 Assessment Plans
Core Theme Indicator
Assessments for 3.1.1, 3.1.2,
3.1.3, 3.2.1, 3.2.2, 3.2.3; 2.1.1,
2.1.2, 2.1.3, 2.1.4.
Explore new, basic, clinical, and
applied research frontiers in
health and biomedical sciences,
environmental and biomedical
engineering and information
sciences, and translate these
discoveries, whenever possible,
into applications in the health and
commercial sectors.
Deliver excellence in health care,
emphasizing the creation and
implementation of new
knowledge and cutting-edge
technologies.
#2, 4, 5, 6
Clinical &
Translational
Research;
Learning
Environment
#2
Interprofessional
Education;
Health System &
Health Policy
Leadership
Core Theme Indicator
Assessments for 2.1.1, 2.1.2,
2.1.3, 2.1.4; 4.1.1, 4.2.1, 4.2.2.
Lead and advocate for programs
that improve health for all
Oregonians, and extend OHSU's
education, research and
healthcare missions through
community service, partnerships
and outreach.
#3
Health System &
Health Policy
Leadership
Core Them Indicator
Assessment for 4.1.1, 4.2.1,
4.2.2.
21
Appendix B: Core Theme Indicators, Metric and Data Source
Core Theme Indicator
1.1.1 Percentage of
underrepresented minority
students in OHSU programs, of
total OHSU students.
Metric
Underrepresented minorities
(URM) represent at least 10% of
total OHSU student population.
Data Source
OHSU Fact Book - Underrepresented
Minorities Among All Students Table
1.1.2 Following involvement,
OnTrack participants will report
increases in self-perceptions of
their academic identity or
motivational resilience needed
to progress to post-secondary
education.
1.1.3 Percentage of OHSU
nursing BS graduates trained
outside the Portland campus.
At least 50% of OnTrack
participants report increases in
self-perceptions of academic
identity or motivational
resilience needed to progress to
post-secondary education.
Student survey data from OnTrack
program.
1.3.1 Percentage of OHSU
graduates that meet or exceed
the national pass rate on
national credentialing exams on
the first attempt.
1.3.2. Percentage of programs
with student learning outcomes
and assessment plans.
At least 50% of bachelor’s
Registrar - Degrees Completion
degrees in nursing are
Report
completed outside of the
Portland campus.
At least 70% of students indicate Survey results from the Office of
they are satisfied with the
Diversity and Inclusion
climate for diversity and
inclusion.
At least 70% of faculty and staff
Survey results from the Office of
indicate they are satisfied with
Diversity and Inclusion
the climate for diversity and
inclusion.
Minorities represent at least
OHSU Fact Book – Faculty by Rank
15% of total OHSU faculty
and Race/Ethnicity Table
population.
At least 90% of OHSU graduates OHSU Fact Book - Key Performance
will meet or exceed the national Measures
pass rate on national
credentialing exams on their
first attempt.
100% of programs have
Xitracs database maintained by the
developed student learning
Assessment Council.
outcomes and assessment plans.
1.3.3. Percentage of students in
select clinical programs
completing degrees within 100%
of usual program time.
At least 80% of students in
select clinical programs
complete degrees within 100%
of usual program time.
OHSU Fact Book - Graduation Rates
1.3.4. Percentage of degreeseeking students that persist to
second year.
At least 80% of degree-seeking
students persist to second year.
Registrar
1.2.1 Percentage of students
that are satisfied with OHSU
climate for diversity and
inclusion.
1.2.2 Percentage of faculty and
staff members that are satisfied
with the OHSU’s climate for
diversity and inclusion.
1.2.3 Percentage of minority
faculty at OHSU.
22
Core Theme Indicator
Metric
Data Source
1.3.5. Percentage of courses
evaluated that have an average
student rating of ≥5 on a 6point scale.
2.1.1 Percentage of programs
that adopt four common
systems: academic calendar,
grading, course evaluation and
protected IPE time in
curriculum.
2.1.2 Student enrollment in
interprofessional or
multiprofessional curriculum will
exceed 1000.
At least 80% of courses have an
average student rating of >5 on
a 6-point scale.
Course evaluation data - Teaching &
Learning Center
100% of programs adopt four
common systems: academic
calendar, grading, course
evaluation and protected IPE
time in curriculum.
Registrar & IPE Advisory Committee
Registrar and IPE Advisory
Committee
2.1.3 Average faculty facilitator
rating for the IPE Foundation
Series is ≥ 5 on a six-point scale.
Student enrollment in
interprofessional or
multiprofessional curriculum will
exceed 1000 in a given academic
term.
Average faculty facilitator rating
of the IPE Foundation Series is ≥
5 on a six-point scale.
2.1.4 Average student rating of
the IPE Foundation Series is >5
on a six-point scale.
Average student rating of the
IPE Foundation Series is >5 on a
six-point scale.
IPE Advisory Committee-Evaluation
Summaries
3.1.1 Annual success rate for
Career Development Awards (K
Awards) applications to the
National Institutes of Health.
3.1.2 Number of faculty,
trainees, and students that
complete clinical and
translational research training
(degrees & certificates).
3.1.3 Percentage of OHSU Ph.D.
graduates reporting postgraduation employment or
postdoctoral study.
3.2.1 Total sponsored project
revenue in a given year.
Annual success rate of
applications to NIH for Career
Development Awards (K awards)
is >33%.
Number of degrees and
certificates awarded in clinical
and translational research
training is > 20 per year.
Executive Vice Provost
At least 60% of OHSU Ph.D.
graduates report postdoctoral
employment or study.
OHSU Fact Book - Annual Survey of
Earned Doctorates
Total sponsored project revenue
will be at least $350M per year.
OHSU Fact Book - Sponsored
Projects and Awards
3.2.2 Average annual sponsored
project revenue per faculty with
OHSU Principal Investigator
status.
3.2.3 Number of new inventions
disclosed in a given year.
Average sponsored project
revenue per faculty with OHSU
Principal Investigator status is >
$180,000 per year.
Number of new inventions
disclosed is > 115 per fiscal year.
OHSU Fact Book - KPM #13
IPE Advisory Committee-Evaluation
summaries
Registrar - MCR and HIP Certificates
awarded
OHSU Fact Book - Innovation &
Commercialization Productivity data
23
Core Theme Indicator
Metric
Data Source
4.1.1 Percentage of programs
that have at least one Student
Learning Outcome that
addresses evolving health
systems, population health,
health policy, resource
allocation or leadership.
4.2.1 Annual sponsored projects
revenue specifically focusing on
health systems, health science
research or evidence-based
policy.
At least 60% of programs have
at least one Student Learning
Outcome that addresses
evolving health systems,
population health, health policy,
resource allocation or
leadership.
Annual sponsored projects
revenue specifically focusing on
health systems, health science
research or evidence-based
policy will be at least $30 million
per year.
Average impression of OHSU's
performance on partnering with
others to improve the health
and well-being of the state’s
citizens or leading discussions on
health care issues or reform is ≥
7.0 points on a ten-point scale.
Academic & Student Affairs Council
4.2.2 Perception of Oregonians
regarding OHSU’s partnering
with others to improve the
health and well-being of the
state’s citizens or leading
discussions on health care issues
or health reform.
Vice President for Research
Operations & Student Affairs
Davis Migdell and Hibbits survey
24
Appendix C: OHSU Key Performance Measures
25
26
27
i
Head, R. B. 2011. The evolution of institutional effectiveness in the community college. New Directions for
Community Colleges, 153, 5-11.)
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