Institutional Researcher Participant Timeline and Responsibilities
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Institutional Researcher Participant Timeline, 2009-2010
9/1 - 9/11
Print and read materials on Teagle website in preparation for 9/11 retreat
9/11 (12-7pm)
Attend Fall Teagle retreat @ Bryn Mawr
9/11 - 9/30
Meet with your faculty participants (and your provostial representative, if appropriate) to plan work over the course of the Fall semester on the two assigned tasks for the Winter Teagle retreat (Late Jan / early Feb):
* Departmental statement of learning goals (ideally < 2 pages)
* Plan for two “assessment loops” to be executed by each department over the course of the next six semesters (one will be selected at the Winter retreat)
10/15 - 10/31
Attend 2-hour meeting of with your “institutional team” (all Teagle participants from your campus) on campus to assess progress toward preparing for the Winter retreat
12/15
Receive submitted departmental statement of learning goals and your two “assessment loop” options from each department on your campus. Working with representatives from other campuses, finalize which of the two assessment loops will be selected for inclusion in the project. Help departments refine andrevise departmental learning goals statement if necessary.
Late Jan / Early Feb Winter retreat: formulating assessment questions and collecting evidence
Spring semester: Provide support to faculty participants as they begin to collect evidence, develop instruments, etc.
3/15 - 3/30
Attend 2-hour meeting of with your “institutional team” (all Teagle participants from your campus) on campus to assess progress toward preparing for the Winter retreat
April or May
Complete journalistic summary of experiences and insights gained through participation in the Teagle project for posting to the website
Overall Institutional Researcher Responsibilities. From the grant proposal:
* Provide analytical support to the departments’ assessment work at all phases.
* Maintain a time diary of institutional research staff time devoted to supporting these three efforts over the course of the grant. A common format for these will be developed and the diaries will be posted to the project website.
* At the conclusion of Year One and Year Two of the grant, compose a summary of experiences and insights on the role of providing leadership to department-level learning assessment. By the end of Year Three a summative summary to be prepared. These will be journalistic, targeted toward the institutional teams but also to institutional researchers or assessment leaders at other campuses. These will be placed on the project website (see below) and may also be submitted to publications such as Inside Higher Ed or the Chronicle of Higher Education.
October 30 2009 10:35 am