Assessment, Accreditation,
and Retention.
“Thriving at the Liberal Arts College: Best Practices in Operations and Research”
Dr. Claire Robinson, University of South Carolina
Retention
What works in Student Success
Who “owns” Retention?
This is a story about four people named
Everybody, Somebody, Anybody and
Nobody. There was an important job to be done
and Everybody was sure that Somebody would
do it. Anybody could have done it, but Nobody
did it. Somebody got angry about that, because
it was Everybody’s job. Everybody thought
Anybody could do it, but Nobody realized that
Everybody wouldn’t do it. It ended up that
Everybody blamed Somebody when Nobody did
what Anybody could have
.
Peer Learning
“Peers are the single most potent
source of influence” affecting virtually
every aspect of development.
Peer interactions that foster learning:
• Discussing course content with other students
• Working on group projects for class
• Tutoring other students
“The quality of academic
advising is the single most
powerful predictor of
satisfaction with the
campus environment for
students at four-year
schools” (Kuh, et. al.,
2006, p.60)
“Of the 45 percent of students who start college
and fail to complete their degree, less than one
quarter are dismissed for poor academic
performance. Most leave for other reasons” (p.2)
Psychological challenges, social adjustment
“Whatever the reasons many students do not
achieve their postsecondary educational goals
or benefit at optimal levels from the college
experience, the waste of human talent and
potential is unconscionable” (p.3).
QEP Process
Accreditation
Lead QEP Evaluator Process
Focus of the Plan. (1) Has the institution provided a clear and concise description of the critical
issue(s) to be addressed? (2) Has the institution described the relationship between the focus of
the plan and student learning? (3) Has the institution provided relevant and appropriate goals and
objectives to improve student learning? (4) Has the institution provided a comprehensive and
clear analysis of the crucial importance of the Plan for improving the learning environment? (5)
Has the institution identified the benefits to be derived from the QEP?
Institutional Capability for the Initiation and Continuation of the Plan. (1) Has the institution
provided a time line for implementing and completing the QEP? (2) Has the institution assigned
qualified individuals to administer and oversee its implementation? (3) Has the institution provided
evidence of sufficient financial and physical resources to implement, sustain, and complete the
QEP? (4) Has the institution allocated sufficient academic resources and systems to implement
and sustain the outcomes of the Plan? (5) Has the institution established appropriate administrative
processes for maintaining the progress of its quality improvements?
Assessment of the Plan. (1) Has the institution developed means for assessing the success of its
QEP? (2) Has the institution identified relevant internal and external measures to evaluate the Plan?
(3) Has the institution identified an internal system for evaluating the QEP and monitoring its
progress? (4) Has the institution described how the results of the evaluation of the QEP will be used
to improve student learning?
Broad Based Involvement of the Community. (1) Has the institution described the methods used
for the development of the QEP? (2) Has the institution demonstrated that all aspects of its
community—faculty, staff, students, board members, and administrators—were involved in the
development of the QEP?
Focus of the QEP
Focus of the Plan. The
institution identifies a
significant issue that
 (1) focuses on learning
outcomes and/or the
environment supporting
student learning and
 (2) accomplishes the
mission of the institution.
Assessment
www.novamind.com/planning/strategic-planning.php
Planning & Performance Blueprint
Mission
Vision
Goal Statement (Primary function &
outcome)
Initiative
Key Performance Indicators
Analysis of Goal Achievement
13
University of South Carolina – Planning, Assessment & Innovation
SSC Goals 2012-2013
SSC Goals:
 Provide course specific academic support to advance learning and
student academic progress.
 Provide outreach and educational initiatives on student success to
advance student learning and responsibility.
 Provide one-on one coaching and advising support to undergraduate
students to optimize student retention, persistence, and engagement on
campus.
 Establish effective academic recovery programs and early intervention
initiatives to identify, support, and retain at-risk student populations.
 Coordinate effective programmatic initiatives designed to promote
academic success through best practices and partnerships with
academic units.
“KPI” Defined
 Key Performance Indicators (KPI): Specific data that will indicate
magnitude and relative success of initiative.
 Transactional (usage data)
 Behavioral
 Learning
SSC - KPIs
Blueprint Repository
 Blueprint Repository : https://dev.sa.sc.edu/bp/login
The Six Phases of
Appreciative Advising
Don’t
Settle
Deliver
Design
Disarm
Discover
Dream
Bloom, J. L., Hutson, B. L., & He, Y. (2008). The appreciative advising revolution. Champaign, IL: Stipes Publishing.
Don’t
Settle
Disarm
Discover
Design
Dream
Appreciative Assessment
 DISARM: Identifying Purposes and Stakeholders
 “The Disarm process engages all stakeholders early in the assessment process to
discuss potential collaboration and cooperation, clarify any misconceptions, and
reach a common understanding and language” (p. 226).
 DISCOVER: Exploring History, Resources, and Inputs
 What is the history of the current model/practice?
 What are the financial, organizational, or community resources used?
 DREAM: Prioritizing Activities, Outputs, Outcomes, and Impact
 Aligning short and long-term practices with institutional visions and missions.
 What does success look like?
He, Y. & Hutson, B. (2016). Appreciative Assessment in Academic Advising. The Review of Higher Education, V.39. Johns Hopkins
University Press.
Appreciative Assessment
 DESIGN: Specifying Questions, Design, and Methods
 What are the assessment foci and what are the specific questions?
 What design can be used to best address the specific questions?
 What quantitative and qualitative data need to be collected?
 What instruments need to be used for data collection?
 DELIVER: Conducting data collection and analysis
 Established timeframe, clear roles and responsibilities
 Reporting structure
 DON’T SETTLE: Making Data-Based Decisions
 Closing the loop.
 Connect findings to institutional visions, missions, and strategic priorities.
 Identify major recommendations and priorities.
Q&A