Home Learning Outcomes Assessment Engaging Online Faculty & Administrators in the Assessment Process
Engaging Online Faculty & Administrators in the Assessment Process

Engaging Online Faculty & Administrators in the Assessment Process

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Online Faculty
Online educators providing a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.

By Dr. Jennifer Stephens Helm, Vice President and Dean of Institutional Research and Assessment, American Public University System

 

Foreword by Wally Boston:

The Quality Matters organization developed a very famous rubric for evaluating the quality of online courses, and online educators throughout higher education utilize this rubric. Earlier this year, the organization published, Assuring Quality in Online Education: Practices and Processes at the Teaching, Resource, and Program Levels which, according to the foreword, “…provides a comprehensive overview of quality assurance, a snapshot of current practices and proven recommendations for raising standards of quality in online education.”

I’m proud to congratulate Dr. Jennifer Stephens Helm on being one of several APUS contributing authors to the volume, having co-authored a chapter on “Engaging online faculty and administrators in the assessment process” with APUS Executive Vice President and Provost Karan Powell and APUS Director of Assessment Julie Atwood. Dr. Stephens Helm addresses the topic in the following guest commentary.

—Wally Boston

 

Engaging faculty and administrators in ongoing assessment processes at a distance learning institution can pose unique challenges given that most faculty members work remotely. Many strategies are employed to engage them in an ongoing assessment process, which ideally leads to a more cohesive academic community. While the following examples represent some of the specific strategies used to promote a culture of assessment and continuous improvement at American Public University System (APUS), similar strategies can also be more generally implemented at other schools operating in an online environment.

 

Leverage Program Review as a Tool for Continuous Improvement

APUS conducts a system-wide interdepartmental program review of its academic programs, which brings together key stakeholders and members of the institution. The primary aim of a program review at APUS is to assess student learning and to address the questions: What does this program aim for students to learn? Are students achieving these aims through the program?

To address these questions, the objectives of a program review are to:

  1. Assess and validate program content through benchmarking the program against similar programs at other universities, obtaining the feedback of outside evaluators, and through discussion with program advisory councils.
  2. Evaluate student learning through review of graded end-of-course and program assignments, student evaluations, and learning outcomes assessments and data.
  3. Build common ground across the University through engaging the community in the program review process by obtaining perspectives on all dimensions of the program including admissions, student services, faculty, enrollment management, marketing, institutional research, learning outcomes assessment, registrar, library and educational resources, faculty development, cross-department academic leadership, and others.
  4. Provide strategic direction for continuous improvement of the program content, faculty, and learning experience through the completion of a strategic, three-year program development, enhancement, and implementation plan.

 

Promote Accountability through the Analysis of Student Learning Outcomes Data

 

The integration of student learning outcomes data into the program review process is a key part of the review, enabling internal and external reviewers to effectively evaluate program dimensions during each phase. Direct and indirect evidence of student achievement, coupled with information about other dimensions of program and institutional effectiveness,is integrated into the review process. This information includes, but is not limited to student learning data, standardized testing results, student satisfaction ratings, book costs, program growth, enrollment history, average class sizes, course completion rates, withdrawal rates, faculty credentials, and faculty performance metrics.

 

Inform Internal and External Stakeholders on the Achievement of Student Learning Outcomes

 

APUS’s Learning Outcomes Assessment website is used to inform external stakeholders on the achievement of outcomes. For example, this website provides national testing results, allowing the public to compare institution and national norm scores. In addition, the website provides information on assessment resources, learning outcomes, and updates on ongoing assessment initiatives.

 

Establish a Reciprocal Relationship among Stakeholders and the Institution on the Sharing of Data

 

As a fully online institution, we have the ability to collect and review an extensive amount of student data, which we recognize as integral to the continuous improvement of quality online programs. Our challenge is to create a balance between the need for accountability in teaching and learning, and stakeholder comfort with data collection.

 

We disseminate data and share information to stakeholders on several standard benchmarking instruments, including:

 

Incorporate Assessment Data into Daily Decision-Making Processes

APUS regularly provides evidence to the public on the success of achieving outcomes, the soundness of the operation, and overall effectiveness of the institution. Similarly, the institution listens, involves, and responds to public feedback. We also use feedback from constituents for day-to-day activities and long-range endeavors. In addition to shaping the curriculum, student feedback and assessment data have led to a number of policies, procedures, systems, services, and features to accommodate the interests and needs of our constituents. This best practice promotes the continuous improvement of teaching and learning, and helps us to ensure academic and instructional quality at all levels of the institution.

About the Author

Dr. Jennifer Stephens Helm is Vice President and Dean of Institutional Research and Assessment at American Public University System. She has an extensive background in learning outcomes assessment where she has consulted with schools, school districts, state departments of education, and school reform organizations. She has taught at both K-12 and higher education levels. She has presented, and was published at, both national and international conferences in the areas of school reform, distance learning, faculty development, institutional research, and assessment. She holds a Ph.D. in Educational Psychology with an emphasis on learning, development, and instruction from Texas A&M University and a Bachelor of Arts degree in Psychology from the University of North Texas.

 

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Wally Boston Dr. Wallace E. Boston was appointed President and Chief Executive Officer of American Public University System (APUS) and its parent company, American Public Education, Inc. (APEI) in July 2004. He joined APUS as its Executive Vice President and Chief Financial Officer in 2002. In July 2016, he retired as APUS president and continued as CEO of APEI. In September 2017, he was reappointed APUS president after the resignation of Dr. Karan Powell. In September 2019, Angela Selden was named CEO of APEI, succeeding Dr. Boston who will remain APUS president until his planned retirement in June 2020. Dr. Boston guided APUS through its successful initial accreditation with the Higher Learning Commission of the North Central Association in 2006 and ten-year reaccreditation in 2011. In November 2007, he led APEI to an initial public offering on the NASDAQ Exchange. During his tenure, APUS grew to over 100,000 students, 200 degree and certificate programs, and approximately 90,000 alumni. In addition to his service as a board member of APUS and APEI, Dr. Boston is a member of the Board of Advisors of the National Institute for Learning Outcomes Assessment (NILOA), a member of the Board of Overseers of the University of Pennsylvania’s Graduate School of Education, a board member of the Presidents’ Forum, and a board member of Hondros College of Nursing and Fidelis, Inc. He has authored and co-authored papers on the topic of online post-secondary student retention, and is a frequent speaker on the impact of technology on higher education. Dr. Boston is a past Treasurer of the Board of Trustees of the McDonogh School, a private K-12 school in Baltimore. In his career prior to APEI and APUS, Dr. Boston served as either CFO, COO, or CEO of Meridian Healthcare, Manor Healthcare, Neighborcare Pharmacies, and Sun Healthcare Group. Dr. Boston is a Certified Public Accountant, Certified Management Accountant, and Chartered Global Management Accountant. He earned an A.B. degree in History from Duke University, an MBA in Marketing and Accounting from Tulane University’s Freeman School of Business Administration, and a Doctorate in Higher Education Management from the University of Pennsylvania’s Graduate School of Education. In 2008, the Board of Trustees of APUS awarded him a Doctorate in Business Administration, honoris causa, and, in April 2017, also bestowed him with the title President Emeritus. Dr. Boston lives in Owings Mills, MD with his wife Sharon and their two daughters.

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