Key Performance Indicators

Key Performance Indicators for Academic Distinction

KPI Definition Measures
SCSU students will be knowledgeable and capable. The General Education Programs will provide a strong foundation for all undergraduate students.

Measures Completed by Faculty and Students:

  • Assessments Completed for General Education Program Review
  • Assessments Completed for Diversity courses
  • North Central Accreditation Obtained and Continued
  Students will meet standards set by accreditation bodies in disciplines where these are applicable.

Measures Completed by Faculty and Students:

  • Reports and self-studies completed for accreditation review (includes professional standards for students which may require some/all of the following: demonstration of discipline based skills (ie, communication, working in groups, technology utilization, etc; knowledge required in discipline; and/or dispositions, values and/or beliefs accepted by the discipline).
  • Documentation of the accreditations received
  Students will meet standards set by discipline/program that do not have formal accreditation standards.

Measures Completed by Faculty and Students

  • Programs will complete a report that will provide documentation concerning student performance in the areas that are considered critical from their professional prospective (i.e. capstone experiences, applied learning opportunities, writing requirements, communication, technology, values/beliefs, knowledge, etc).
  Students will provide self-evaluation and program evaluation concerning the effectiveness of their college experience in meeting both their personal and/or professional needs.

Measures Completed by Faculty, Students, and Administrative units

  • Departmental Reports:
  • focus groups
  • programmatic surveys
  • exit interviews.
  • Enrollment management exit surveys/focus groups concerning retention, and reasons for non-retention
  Students with outstanding achievement, who receive awards, participate in scholarly/creative activities, and/or demonstrate leadership in professional organizations will be recognized.

Measures Completed by Departments/ Academic Units

  • Colleges document scholarships, awards, creative works
  • Participation in student research colloquium
  • Departmental documentation of independent scholarly activities students as well as those that are done collaboratively with other students and/or faculty.
  • Departments will report student involvement in professional organizations and will identify student leaders.
  • Report of Honors Program
  All students will be provided with the opportunity for support in meeting various academic requirements.

Measures Completed by Departments/Academic Units

  • Outcomes reported by Writing Center
  • Outcomes reported by Math Center
  • Outcomes reported by Advising Center
  • Outcomes reported by the Teaching Learning Technology Roundtable (TLTR)
  • Outcomes reportedby the General Studies Office
  Students will be successful in completing professional examinations and/or obtaining jobs that are appropriate for their own background, interest and goals.

Measures Completed by Departments/Academic Units

  • Placement office reports
  • Departmental follow-up studies
  • Alumni office surveys?
  • Advisory council reports
  • Reports of students successfully completing exams required for professional jobs,(CPA, engineering, teacher exams, etc.)
  Students will be successful in entering the graduate school of their choice.

Measures

  • Documentation of examination scores required for admission to
  • Graduate programs.
  • Documentation of Student completion of advanced degrees by Alumni Office
  Graduates students will successfully complete the programs of their choice.

Measures Completed by Departments/Graduate Office

  • Faculty and departments assess students' work
  • Graduate Office checks students' programs to ensure that they meet standards set by departments and University Graduate Committee
  Students seeking admission to SCSU graduate programs will have attained a 3.0 grade point in the last 60 semester credits of their undergraduate programs.

Measures Completed by Departments/Graduate Office

  • Departments and the Graduate Office review of undergraduate transcripts
  Graduate students will maintain a minimum of a 3.0 cumulative grade.

Measures Completed by Departments/Graduate Office

  • Graduate advisors and the Graduate Office will review grade reports.
  Fifty percent of the graduates of SCSU graduate programs will pass, on their first attempt, professional certification exams where appropriate.

Measures Completed by Departments/Graduate Office

  • Tracking by graduate advisors and the Graduate Office
  All graduate programs will show evidence of a system to track admitted students and a successful completion rate of at least 60 percent.

Measures Completed by Departments/Programs

  • Department/Program assessment
  Departments are urged to encourage students to take at least one related course outside the department.

Measures Graduate Office

  • Plans of study checked by the Graduate Office
  Every graduate student will participate in a culminating experience. The experience may take the form of a thesis, project, creative work, portfolio, or written comprehensive exam. Students or faculty should not be limited by the traditional formats of a graduate thesis or project. Measures Completed by Faculty/Departments/Programs/Graduate Office
  • Faculty, Departments and the Graduate Office will monitor compliance.
Faculty will achieve distinction in teaching, scholarship, and community service.    

Maintain a quality educational environment.

A quality educational environment includes time, space, opportunities, and resources for open, vigorous intellectual inquiry. It should enhance study, collaboration, and socialization which creates community. Print and non-print library resources should support and facilitate scholarship.

Faculty will be provided with the following:

  • Time
  • Space
  • Opportunities for collegiality
  • Resources for inquiry
  • Library resources
  • Discussions/debates, etc.
  • Space
  • Staff support
  • Availability of institutional research
  • Faculty input
  • Faculty recognition

Measures Completed by Departments/Academic Units and Administrative Units:

  • Number of hours spent on different duties
  • Classroom space adequate for teaching
  • Faculty Center for Teaching Excellence (FCTE) and other discussions
  • Library and non-library options
  • Holdings, electronic holdings, ILL requests
  • Number of FCTE Faculty Forums, Book Talks
  • Square footage appropriate for offices
  • Faculty/clerical ratios in departments
  • Access to student records, SCSU data
  • Decision-making committees (Library, UCC)
  • Teaching awards/certificates
Focus on excellence and distinctiveness of faculty.

Administration/IFO support

  • Support teaching effectiveness
  • Needs being met
  • Faculty qualifications
  • Faculty share teaching strategies
  • Faculty have peer mentoring
  • Enhanced teaching effectiveness
  • Faculty interdisciplinary work
  • Faculty duties
  • Support/reward for faculty scholarship
  • Faculty distinction
  • Support for grant applications
  • Faculty research
  • Faculty contributions to field
  • Support for faculty preparation and renewal
  • Faculty renewal options

Measures Completed by Faculty, Departments, Students, and Administrative Units:

  • Agreement of contract issues/Scholarship of Teaching
  • Recommend faculty for awards
  • FCTE survey of faculty needs/wants
  • Number of terminal degrees
  • Special assets or expertise
  • Previous related or non-related experience
  • Opportunities for team teaching and paired courses
  • FCTE and department/college mentoring
  • Unofficial/Official departmental/college mentoring
  • Student and peer evaluations; teaching portfolios
  • Opportunities for discussions/readings across disciplines — FCTE and others
  • Teaching loadof 9 credits/semester to permit research
  • Promotion, retention, and tenure decisions
  • Monetary rewards
  • Reassigned time
  • Comprehensive range of experiences
  • Number of regional, national, and international awards, including Fulbrights
  • Procedures for administration and faculty to nominate faculty for teaching excellence awards
  • Numbers, percentages, and types of external grant applications and success in obtaining grants
  • Numbers and types of applied research projects/ contracts
  • Number awards of applications (OSP and elsewhere)
  • Number and types of publications and presentations; attendance at national and international meetings/conferences
  • Number of sabbaticals, educational leaves, etc.
  • Number of sabbaticals for scholarly/creative work
  • Number of seven-year sabbaticals
  The appointment to the graduate faculty is reviewed every five years by a committee of faculty member associated with the program.

Measures Completed by Department/Program

  • Review by departmental graduate faculty
  Graduate faculty are committed to establishing and maintaining a mentoring relationship with graduate students.

Measures Completed by Department/Program

  • Documented by department/program
  No more than 25 percent of the graduate courses offered within a graduate program are taught by adjunct faculty.

Measures Completed by Department/Program

  • Percentages documented by department/program
Create and encourage a community of open and vigorous intellectual inquiry.

The community is characterized by

  • Forums for intellectual exchanges
  • Collegial discourse
  • Openness to multiple perspectives
  • Interdisciplinary options

Measures Completed by Department and Administrative Units:

  • Numbers and types of forums at multiple levels within the university, from departments to university-wide forums; FCTE, listservs, committees, others
  • Numbers and types of discussions concerning current and critical issues
  • Surveys of satisfaction with university environment
  • Numbers and types of cross-disciplinary options

Support and encourage applied research and scholarly or creative activities, particularly student-faculty and community focused projects.

We must support and encourage each of the four scholarships: Discovery, Integration, Application, and Teaching.

  • Foster excellence and open/vigorous intellectual inquiry
  • Faculty scholarship supported
  • Faculty-student collaborations

Measures Completed by Departments/Academic Units

  • Selected service recognized as scholarship of application
  • Numbers and types of cross-disciplinary teaching and scholarship
  • Numbers and types of faculty rewards
  • Numbers and types and descriptions

Integrate technology into academic and administrative tasks.

Technology can support administrative tasks as well as teaching/learning in effective ways. Technology must be effectively integrated. (See TLTR Plan)

  • Faculty have technology skills'
  • Faculty have support for technology

Measures Completed by Administrative Units

  • Training opportunities (FCTE, LR&TS)
  • Status of technology & training
  • Selection criteria for technology
SCSU will maintain high quality curricula/programs. Quality of programs/ curricula will be determined by objectives or standards set by programs/ departments, accrediting bodies, and/or national professional organizations.

Measures Completed by Departments/Academic/ Administrative Units

  • Number of accredited programs
  • Number of programs undergoing regular external review
  • Student/faculty ratio
  • Class size
  • Credentials of faculty
  • Number of graduates from each program per year
  • Number of students placed in jobs in fields of their choice
  • Number of students admitted to a graduate school of their choice
  • Graduation rate
  • Strengths or weaknesses as reported by accrediting agencies or external reviews
  • Assessment of learning objectives identified by each program
  • Potential employers’ perceptions of the quality of the programs
  • Consistent, ongoing and systematic program assessment
  • Evidence of program improvement based on assessment data
  • Exit interviews with graduates
  • Focus groups with students, faculty, alumni
  All graduate programs will show evidence of a system to track admitted students and a successful completion rate of at least 60 percent.

Measures Completed by Departments/Programs

  • Department/Program assessment
  Each program will have a clearly articulated statement of purpose.

Measures Completed by Departments/Programs

  • Departmental/Program descriptions and reports
  Each graduate program will develop a statement of features that distinguish it from similar degree programs.

Measures Completed by Departments/Programs

  • Departmental/Program descriptions and reports
  Each graduate course of study will include a core program.

Measures Completed by Departments/Programs/Faculty/Graduate Office

  • Departments/Programs establish core programs.
  • Faculty advisors check students' course of study to ensure core requirements are met.
  • Graduate Office checks students' programs to ensure that they include a core program
  All core graduate courses will be offered by the program over a two-year period.

Measures Completed by Departments/Programs/Graduate Office

  • Departments and the Graduate Office will monitor departmental/program offerings.
  At least 60 percent of the credits earned in each graduate degree program will be from graduate-only courses.

Measures Completed by Departments/Graduate Office

  • Graduate advisors and the Graduate Office will review plans of study for compliance.
  Graduate programs and curricula within programs shall be internally reviewed by the department at least once every five years.

Measures Completed by Department/Program

  • Department/Program self-studies and reports.
  All graduate programs will develop an assessment plan.

Measures Completed by Department/Program

  • Department/Program will establish learning outcomes and program goals and maintain ongoing assessment based on these.
SCSU will enhance unique curricula/programs. Uniqueness of programs/curricula will be determined by objectives or standards appropriate to student, regional, or statewide needs and by distinctiveness as compared to other institutions of higher education in the state.

Measures Completed by Departments/Academic/Administrative Units

  • Number of distinctive programs as compared to other state institutions of higher education
  • Student satisfaction surveys
  • Alumni surveys
  • Faculty surveys
  • Potential employers’ perceptions of the uniqueness of the programs
  • Exit interviews with graduates
  • Focus groups with students, faculty, alumni
  • Self reported evidence of uniqueness and distinction
Cultivate adequate resources for the attainment of academic distinction. It is difficult to achieve distinction or excellence when programs are under-funded.

Measures Completed by Administrative Units

  • Funding equal to comparable to programs in peer institutions
  Library facilities, collections of monographs and journals, and computer labs and systems all meet national standards for graduate programs.

Measures Completed by Departments/Programs, and LRTS

  • Library and non-library options
  • Holdings, electronic holdings, ILL requests
  All graduate programs evaluate and update their library and equipment needs at least every two years.

Measures Completed by Departments/Programs, and LRTS

  • Library and non-library options
  • Holdings, electronic holdings, ILL requests
  • Equipment

SCSU students, faculty and staff will be competent to function in a diverse, global environment.

To prepare students, faculty and staff to function in a diverse, global environment through curriculum internationalization, teaching and learning abroad, living and serving overseas, and international programming on campus.

SCSU students, faculty and staff will demonstrate the basic level of international competency as measured by Awareness, Acceptance, Appreciation, Advocacy and Aptitude of international and global knowledge, skills, affairs, and issues.

Measures Completed by Departments/Academic/ Administrative Units

  • Increase the international competency of students, faculty and staff according to the five levels: awareness, acceptance, appreciation, advocacy and aptitude
  • Open Survey and/or testing
  • Feedback from main employers of SCSU graduates
  • Curriculum internationalization
  • Faculty/staff international development
  • Student study abroad, internship/research abroad, work abroad opportunities
  • Visiting scholars at SCSU
  • International/global programs/forums/lectures, art exhibitions, etc. on campus

Key Performance Indicators for University External Relations

KPI Definition Measures
Used as a resource
  • Number of student service-learning activities
  • Number of faculty community service projects
  • Number of community groups using university facilities
  • Quantity and quality of continuing studies programs
  • Number of educational and cultural events
  • Commercial use of university facilities
Data collection
Alumni connections
  • Number of alumni on program advisory councils
  • Dollars contributed to university by alumni
  • Percentage of alumni contributions
  • Percentage growth of endowment funds
Data collection
Regional impacts
  • Legislative support for SCSU budget requests
  • Revenues from external sources
  • Number of external grants funded
Data collection
Public perception
  • Community awareness ofuniversity service activities
  • Community awareness ofcontinuing studies programs
  • Community perception of student career preparation
  • Newspaper scans
  • Employer survey
  • Community survey
  • Focus groups
Satisfaction levels
  • Percent of community members reporting they viewed/used SCSU as community resource
  • Percent of community members reporting positive perceptions
Community survey

Key Performance Indicators for Service Community

KPI Definition Measure
Constituent satisfaction
Students:
  • Freshman to sophomore retention rate will improve.
  • Students will express satisfaction with campus environment and services
  • Rate will increase by at least 2%.
  • A comprehensive survey will be used for assessment
Employees Faculty and staff positions will be filled by qualified employees
  • 98% of all openwill be filled
  • Retention rate for qualified
    employees will increase by 5%
Public

Perception of SCSU will continue to improve over a period of 2 years

SCSU will attract more qualified applicants for admission to programs.

Surveys of internal and external public perception will improve by 2% over earlier surveys

Surveys of internal and public perception will reflect improvrement over earlier surveys

The yield rate for admitted students will improve by 2%

Enrollment of students in target groups will increase by 3%

Quality Service

Students

Employees

Public

  • The university will provide and adequate number of appropriate classes for all reenrolled students.
  • The improved academic advising plan will be fully implemented
  • One stop service on line will offer full electronic application, registration reporting etc. services to students
  • Student services will be centrally located to improve access and effectiveness
  • A systematic approach to alternative instructional delivery will include on line course offerings
  • All job descriptions will be evaluated and updated to reflect current expectations.
  • New employee orientation will be ensured for all new hires
  • Appropriate training and professional development will be available to all employees
  • Online service will be functional for all faculty advising and appropriate instructional delivery
  • On line access will provide for immediate access to all program and service information
  • On line application and information gathering will be interfaced with the records system
  • First year students will be assured of at least one small class
  • Students will express satisfaction through an on-line survey
  • Location established and available by
  • The advising center will be fully staffed and operational by 2001
  • Fully implemented by spring 2002
  • Location established and available by 2003
  • Will be established by 2002
  • Will be established by 2002
  • By fall 2001
  • By fall 2002
  • By fall 2001
  • By 2002.
Student Success
  • The freshman experience will improve
  • More students will persist to graduation
  • Intervention and advising strategies will result in increased FTEs as students enroll in and complete more credit hours.
  • Early student participation in Career services will assist student s in academic planning
  • At least one intervention strategy to improve student success will be implemented (mid term advising days, mid term warnings etc.)
  • Retention rates will improve by at least 2%
  • Graduation rates (5 year) will improve by 10%
  • Participation will increase by 20%.
  • By 2002.
Recognition of Accomplishments
  • A comprehensive internal marketing plan will be implemented
  • External reporting of student and employee accomplishments will continue through interactivemedia by spring 2001.
  • by 2002.
  • Expansion of reporting efforts will include more regular & electronic publication of the University Times
Joint Decision-making Employee groups and/or individuals will have opportunities to provide information and possible problem solutions when their job performance and expectations are concerned.  
Information Sharing
  • The reaction time to problems and tasks will improve working environment
  • All students and employees will have regular opportunities to access current information by 2002
  • Members of all outside constituencies will express satisfaction with information access.
  • Reduce time by 50%
  • Provided by virtual kiosks, print and personal communication by fall 2001) mail directories by 2002
Broad and Active Participation
  • Constituent satisfaction assessment will provide evidence of pride and ownership of university accomplishments.
  • Community support of the university will improve and be reflected in the media and through image related opinion polls.
  • Participation in all-university events will increase by 30%.
  • Participation in alumni activities will increase 10%.
  • Donations to the University Foundation will increase by 20%.
  • Media scan, survey

A number of related activities and methods of achieving the above KPIs are recommended and outlined within the attached Service Community report. They are categorized and address indicators as follows:

Technology
Constituent satisfaction, quality service, recognition and information sharing

Advising
Constituent satisfaction, quality service, student success

Student Success
Constituent satisfaction, quality service

Internal marketing and Morale
Constituent satisfaction, quality service, recognition information sharing, decision-making and broad and active participation

General
Constituent satisfaction, quality service, student success, information sharing and broad and active participation.

Key Performance Indicators for Technology

 

KPI Definition Measure
Student satisfaction for technology
  • Perceived technology needs are being met for students
  • Support is provided for customer service needs of students
  • Technology is accessible to students (quantity and quality)
  • Campus experiences provide for a smooth transition to job-related technologies
  • surveys; focus groups
  • surveys, focus groups
  • lab use statistics; surveys; focus groups
  • alumni surveys; career services input, departmental review
Student learning
  • Technology misuse/overuse by students is minimal
  • Students learn use appropriate to their discipline
  • Departmental goals for technology in their program have been met
  • tracking of complaints filed; survey
  • alumni survey, survey of faculty
  • have goals been established;
  • goals are assessed, accreditations, professional and national standards, industry/ career expectations
Decision-making
  • All user needs are recognized and acknowledged when decisions are made
  • Technology related decisions are made at the appropriate level
  • There is campus-wide input into technology decision-making
  • Information technology is used properly to support decision-making
  • Appropriate level of staffing is provided to support technology
  • Intellectual property policies are established and used
  • review of participants; survey
  • surveys
  • participant input is used
  • surveys
  • comparison to national standards
  • a policy is developed, recognized, understood, and used
Faculty, staff and administrator development
  • Current development levels are known
  • Information technology skills have been developed as appropriate for individual teaching, research, and service needs
  • Technical resources are available to support technology development for all employees
  • Training is provided for new employees on technology resources available
  • Time and incentives are available to encourage technology development
  • Employees are recognized for their development efforts
  • Technology is provided to support pedagogical practice and innovation
  • a survey has been conducted
  • number of employees engaging in development activities; survey
  • survey; participation levels; development funds requested and used
  • number of sessions held and participation levels
  • survey
  • survey
  • survey
Adequate & equitable access
  • The number of computer labs is adequate
  • E-mail access is adequate
  • Campus and off-campus access is adequate
  • The technology needs of distance learners and distributive learners are supported adequately
  • ADA requirements for technology access are met and exceeded
  • The quality of the access is appropriate
  • Technology does what we need it to
  • Unevenness of access is reviewed and addressed as necessary
  • lab usage statistics; surveys
  • bandwidth capacity reports
  • surveys
  • surveys
  • review of ADA requirements and campus infrastructure
  • surveys; comparison to peers
  • surveys
  • lab distribution is analyzed; employee technology access is analyzed
Appropriate technology, resources, staff, training, etc.
  • Current levels of technology resources are assessed
  • Plans are in place for what can and should be done with new technology resources
  • Innovation is fostered
  • There are places for students/staff/faculty to experiment with new technologies
  • Minimum technology standards are established and reviewed
  • annual reports oncampus technology resources
  • plan is developed, recognized, understood, and used
  • surveys; compilation of technologically innovative activities on campus
  • review of campus resources
  • technology standards
Distance learning (distributive/online/asynchronous)
  • Intellectual property policies for distance learning are established and used
  • A distance-learning plan is written
  • Appropriate investments have been made in distance learning
  • Appropriate distance-learning technologies are used
  • Incentives and rewards are provided for the creation of distance learning environments
  • Distance learning standards are established and followed
  • a policy is developed, recognized, understood, and used
  • a plan is developed, recognized, understood and used
  • compare investments to peer levels and to those specified in the plan
  • the variety of distance learning technologies are regularly reviewed; decisions are made based on the plan as to what are most appropriate investments
  • review of incentives; surveys
  • written standards are available
Improved Communication (e.g. Asynchronous Communications)
  • There is a plan in place to improve communication with technology
  • Appropriate communications technologies are in place
  • The SCSU culture encourages the use of technology for open communication
  • Civility and diversity are evident in technology-based communications
  • Privacy is protected
  • a plan is developed, recognized, understood and used
  • technologies available; usage levels; surveys
  • survey
  • review of campus lists; survey
  • review of any privacy lapses

Key Performance Indicators Cultural Diversity And Social Justice

KPI Definition Measure
Perception of safety Perception of safety by faculty, staff and students will improve Survey baseline data collected, then a 2% improvement each year measured by a stratified sample of faculty, staff and students

Perception of bias-free inclusion and acceptance (across campus) –

food/housing/

cosmopolitanenvironment/events/

curriculum/

child care and

family support (harassment; bias-free)

Perception of inclusion by faculty, staff and students will improve Survey baseline data collected, then a 2% improvement each year measured by a stratified sample of faculty, staff and students
Perception that due process is honored, accessible, consistently reliable and trusted
  • Perception that due process is honored, reliable, trustworthy by faculty, staff and students will improve
  • Awareness of procedures and resources will improve
  • Use of processes such as mediation will increase
  • Survey baseline data collected, then a 2% improvement each year in perception and awareness measured by a stratified sample of faculty, staff and students
  • Usage rates of mediation will increase as percent of cases (grievances, affirmative action cases)

Perception of culture of discourse of respectful inquiry

-Cultivation of multiple critical perspectives which can be well reasoned, supported with

evidence

- Free and open exchange

  • Perception of culture of respectful inquiry by faculty, staff and students will improve
  • Samples of student work in senior writing courses can be shown to include multiple critical perspectives which can be well reasoned, supported with

evidence

  • Survey baseline data collected, then a 2% improvement each year in perception and awareness measured by a stratified sample of faculty, staff and students
  • Improvement in assessment of (a sample of) student papers will improve 2% each year after baseline measure is taken.

Perception that preventive measures in place, informed access is possible

- training

- student orientation

- anti-bias marketingefforts

  • Preventive measures will be in place
  • Preventive measures will be perceived to be adequate
  • Awareness and informed access of preventive measures and resources will improve
  • Preventive measures will be noted to be in place (student orientation and training in place v. Respect and Responsibility and multicultural curriculum)
  • Baseline data taken, then a 2% improvement each year in perception and awareness measured by a stratified sample of faculty, staff and students
Diverse faculty, staff and students recruited and retained Rates of recruitment and retention of diverse faculty, staff and students will improve (to at minimum the proportion of population at benchmark peer institutions) Rates will improve 1% each year in areas shown to be lacking.
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