The mission of the Office of Information Management and Institutional Research (IMIR) is to provide and coordinate information support for the planning, administration, and evaluation of academic and administrative programs in ways that will continually improve IUPUI. Enables all academic and administrative units to develop missions, visions and objectives aligned with those on campus.
Enable all academic and administrative units to develop mission, vision, and goals statements aligned with those of the campus
Continue to cooperate with the above offices and advocate for the development of online FAR. Some use of performance indicators is evident in the reports of the Doubling Task Forces (see Appendix E), the Fiscal Futures Team (Appendix F), and the 2006 ICHE Goal 6 Report (Appendix G).
Derive, prioritize, recommend, and assist in implementing improvements based on evaluative findings
2005 Indianapolis, Indiana
Assessment Institute
Optional Pre-Institute Workshops
The Best Practices Fair will showcase assessment instruments, methods and approaches from test developers and practitioners in higher education. Some topics include: assessment in mainstream and general education, surveys, electronic assessment tools and assessment plans. 3D developing rubrics to create a common language, set standards, and enable a campus-wide culture of assessment.
Concurrent Workshops
To be eligible for the special conference rates, please identify yourself as registered with the Assessment Institute.
Hotel Information
Institute Registration
Please rate the overall process of the program review. (Please circle one)
Doubling Research in Health and Life Sciences
21st century resources may be able to be used for this purpose, but new money will be sought even during the Legislature's short term. Several deans noted that the state's lack of indirect cost recovery (ICR) funding is a major handicap in conducting research for the state. The state originally instituted this policy because state funds supported much of the infrastructure of public universities, but this is no longer the case.
And to make matters worse, the fact that we do not receive ICR funding from the state could have a negative impact on the ICR rates that we negotiate with the federal government and with industry. Those funders might say, “Why should we support the work you do for the state?” The method for distributing the recent federal ICR rate increases was questioned, and in response, Antolovic reported that the 1½% increase will come to IUPUI and IUB in proportion to the federal funding awarded to each campus .
White is pleased that several programs in the School of Liberal Arts (SLA) (e.g., Medical Anthropology and GIS in Geography) support SOM. Bantz reported that new scholarship gifts will provide the campus with a greater number of capable students who can be involved in undergraduate research. Bantz asked Froehlich and Banta to discuss the possibility of developing a research plan for the campus that runs parallel to SOM's strategic plan.
Doubling Teaching and Learning Goals in Health and Life Sciences
- What aspects of the charge to your council have provided the foci for your work and what specific goals have you been pursuing?
- How have you approached each of these goals, i.e., what activities have you pursued related to each goal?
- What evidence have you collected and considered for each of your goals and what variables are you tracking to assess progress?
- What have you learned in connection with each goal and what actions are being taken to address your findings?
- With what other groups or individuals has your council engaged to pursue its goals and objectives?
The Council on Civic Engagement (CCE), which consists of representatives from each school and many centers, serves as a campus-level vehicle for overseeing the campus's civic engagement mission. Revise the inventory of citizen involvement; provide input to the group responsible for developing the campus-wide electronic Faculty Activity Report (FAR). An academic designation of "Public Scholar" has been approved for faculty distinction in community engagement.
The civic engagement performance indicators have been updated on the IUPUI Institutional ePortfolio (www.iport.iupui.edu). The second annual "Showcase for Civic Engagement" was held in April 2006 to highlight faculty and student engagement. The first "Plater Medallion For Civic Engagement" was awarded to ten graduating seniors for their exemplary dedication.
Performance Indicators for civic engagement also provide institutional-level evidence of campus performance. The campus can achieve the Chancellor's Doubling Initiative's Civic Engagement indicator (i.e., service learning) through a centralized campus unit and targeted programs to support and enhance faculty and departmental leadership. We have suggested to the development group that a uniform FAR be pursued for the campus and that it include a mechanism to mark or label civic engagement activities sorted by faculty.
Council on Retention and Graduation
The Board commissioned reports on the impact of student finance (not just financial aid, but looking at the impact of finance in general for our incoming students where low-income and first-generation students are overrepresented relative to many peer institutions) . The initiatives with seniors and with Ivy Tech are part of this effort, but the Council also recommended greater attention to the assessment of prior learning as a campus strategy. The variables primarily include the one-year retention rate and six-year graduation rate, but the Board extended the variables to the success of students after the first year and to the mediating variables (i.e., participation in learning communities as a function of admission status) that are ultimately associated with the increase of the retention and graduation rates.
The Council has developed a CTE proposal. https://www.slashtmp.iu.edu/public/download.php?FILE=keeckert/65772TueeR8) to expand work with upper division students and will continue to seek resources to expand these analyses. The Council has helped develop a successful CTE project for undergraduate education in the health and life sciences, and providing campus resources to help students switch courses and find other alternatives in a more intentional way will retain and graduate students at IUPUI. What other groups or individuals has the Council engaged with in pursuit of our objectives?
OPD, in collaboration with Gateway Group is now discussing and thinking. critically on student retention patterns and focusing primarily on factors that can be influenced by individuals, programs, and other institutional efforts. The Gateway Group is IUPUI's premier group for bringing everyone together, in conjunction with the Council on Retention and Graduation and all schools, to improve student learning and persistence with incoming students. https://www.slashtmp.iu.edu/public/download.php?FILE=keeckert/92057jKFtmd) and other campus units continue to implement the recommendations of. The Council is the context for considering new programmes, particularly those developed across units, such as the new Bridge Mathematics Program and the Mini-Bridge Program launched in 2006.
TOP TEN FOR RETENTION AT IUPUI
For the first time, IUPUI will conduct longitudinal analyzes of student retention that analyze student preparation, participation in initiatives to support retention, and student funding over time. Additionally, the SOL partnered with the Office of Multicultural Professional Development to host the first Multicultural Teaching and Learning Institute in March. Develop models on campus and with community partners where work can be an asset rather than a deficit in, not just through, students' educational experiences.
ACTION: The Office of Student Financial Aid (OSFAS) and the Bursar's Office continue to work together to improve services for IUPUI students. For example, OSFAS contacted students in the first-time full-time cohort who are unable to register due to the Bursar's hold and offered to work with the students to explore options to remove the hold. Educational hours have been provided for the staff of the academic unit so that they have better. understanding of federal and state regulations that shape OSFAS and Bursar policies.
Improvements in student self-service are expected with the implementation of SIS upgrade in February 2008. Review of business practices underlying student services is being done in anticipation of the move to the Campus Center. OSFAS staff is the customer service. representatives for personal transactions for both the OSFAS and the Office of the Exchange.).
Asking the right questions
Continue the development of the General Studies degree and support for adult learners as recommended in the 2004-05 Program Review;. This vision remains a vital part of the campus mission and is reaffirmed in this Vision for Diversity at IUPUI. Develop programs and activities that increase the sense of diversity in the arts and the aesthetic dimensions of the campus.
The range of difficult issues to address, as described below, requires leadership of the campus administration at the highest levels. 4 Vice-Chancellors Trudy Banta and Robert Martin attended almost all meetings of the Fiscal Future Team. The Advisory Committee on Resource Allocation may also serve a number of other useful purposes, depending on the wishes of the Chancellor or his designee.
Based on that review, the subcommittee identified six overall concerns that were outlined in a January 30, 2006 memorandum to the Chair of the Fiscal Futures Team.6 The subcommittee proposed. With the approval of the Fiscal Futures Team, the subcommittee was scheduled to meet with the IUPUI faculty. Review the mission statement, strategic plan, the Chancellor's State of the Campus Address and related documents and propose a set of strategic priorities for IUPUI (completion date: January 30, 2006).
Assessing Student Learning Outcomes
The teachers in the pilot project developed assignments that explicitly integrated the PULs into discipline-specific work so that students could load them into the ePort learning matrix, which is based on the PULs. In the spring of 2005, the ePort learning matrix, based on the PULs, was tested in five first-year classes and a modified version of the matrix was tested in English Capstone. A striking result from the spring pilot is that 100% of students in the English Capstone say that ePort should start in the first year.
Learning expectations are shown in the ePort learning matrix and sample assignments provide well-structured opportunities for students to demonstrate their learning about PUL in the ePort. General Studies: The General Studies curriculum is based on the principles of undergraduate learning. Faculty Development: The Center for Teaching and Learning provides several types of support for faculty who want to learn how to use ePort to document progress and achievements at PUL.
Andrea Engler We continue to use flowcharts as we make more changes to the "flow". AIP helped the team think about the process of serving students in the reservation process as a flow chart. I hope we will use it as we continue to transform the assessment process in the School of Education.
Committee on Teacher Education
Indiana University-Purdue University Indianapolis
