Using Sakai CLE for Department Self Study
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This document discusses how Marist College used the Sakai Collaborative Learning Environment (CLE) to conduct an internal departmental self-study for accreditation purposes. It involved participation from over 75 employees across 14 divisions. The Sakai CLE was used to facilitate collaboration, with tools like wikis, announcements, messages, blogs and podcasts. Employees provided input on criteria in areas like leadership, programs, services and strategic planning. Conducting the self-study online in Sakai allowed for involvement of all employees and organization of large amounts of information. Lessons learned included the need for patience and repeated review of materials throughout the continuous self-study process.
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Using Sakai CLE for Department Self Study
- 1. Using the Sakai CLE to Conduct a Departmental Self Study Dr. Reba-Anna Lee, Asst. Director of Academic technology and eLearning Marist College June 15,2010
- 5. Continuous Improvement 11th Sakai Conference - June 15-17, 2010
- 6. The challenge for us is to extend our assessment models to include a greater emphasis on performance, results, outcomes, and impact… … and to link assessment activities to planning and improvement.
- 9. IT Department Structure 11th Sakai Conference - June 15-17, 2010
- 15. Resources 11th Sakai Conference - June 15-17, 2010
- 16. Blogger 11th Sakai Conference - June 15-17, 2010
- 17. (Lessons Learned) 11th Sakai Conference - June 15-17, 2010
- 19. Hybrid Heaven: Using the Sakai CLE to Conduct a Detailed Self Study Tuesday 3:25-4:30 PM Grand Mesa A 11th Sakai Conference - June 15-17, 2010 For more about this topic please attend the following session:
Notas do Editor
- Quick snapshot of Marist College…first bullet is the really important one…we are not a big R-1 research institution…long history of incorporating technology into teaching and learning…
- Important part of continuous improvement for your organization The EHE process consists of a category-by-category review of each of the seven major areas. Essentially, the review" freezes" the ongoing dynamics of an organization, focusing on each component individually to provide a clear picture of the strengths and potential areas for improvement of the unit or institution in that area. The review process for categories 1 through 6 considers approach and implementation. Approach refers to the methods and strategies used. Implementation refers to the manner and extent to which approaches are applied and enacted within an organization. Key questions for these categories, therefore, relate to how the institution or department approaches and implements activities in the areas of leadership, planning, relations with beneficiaries and constituencies, programs and services, faculty/staff and the workplace, and assessment. The focus of Category 7 is on results. The term results refers to documented evidence of outcomes, accomplishments, and achievements, and therefore, questions in this category relate to documented results for each of the previous categories.
- One provides the structure, the other guides the content. The EHE process will guide your leadership group through every step of the review, resulting in a clear self-assessment and methodical action plan. The Excellence in Higher Education (EHE) program adapts the Malcolm Baldrige program—the hallmark of organizational excellence in business—to the particular needs, culture, and language of colleges and universities.
- Say: While assessment is not a new topic for higher education, the growing challenge is to extend assessment models to include a greater emphasis on outputs, and the benefits students and other constituencies derive from our programs and institutions—rather than solely upon the opportunities, facilities, and resources that are provided . The additional challenge is to usefully link these activities to planning and improvement, so that assessment does not occur in a vacuum and is part of an integrated program to increase the effectiveness of programs and services.
- In each Baldrige-based assessment, the first step is a careful consideration of the institution or department's mission, followed by an examination of issues related to quality and alignment of the organization's plans, goals, leadership practices, programs and services; stakeholder expectations and needs; workplace and workforce profile; assessment systems; and evidence of results. Baldrige-based models typically incorporate a rigorous methodology and extensive annual multiday training sessions for examiners to facilitate the consistent application ofthese standards across individuals, institutions, and settings. Typically, Baldrige assessment also includes quantitative as well as qualitative ratings by examiners for each of the standards. The goal is to provide precise documentation as to the level of accomplishment, maturity, or compliance, and also to provide a baseline for comparisons over time and with other organizations. An additional attribute of Baldrige-based models is that they embody a set of standards and a rubric that has been found to be useful in healthcare, government, and business institutions of varying sizes and complexity, as well as in higher education, and as a consequence, are useful for encouraging cross-sector communication and the sharing of relevant effective practices. The accreditation process "stimulates evaluation and improvement 1.0 Leadership : Define, communicate, and model a commitment to the purposes and plans of the organization. 2.0 Purposes and plans. Set clear directions and aspirations, translate into plans with ambitious goals, and see those plans through to completion. 3.0 Beneficiaries and constituencies . Listen to and understand the needs and perspectives of the groups you serve. Develop an organization-wide service ethic; identify and close gaps. 4.0 Programs and services. Identify, analyze, standardize, and continuously improve the quality and effectiveness of programs, services, and their associated processes to ensure that organizations meet the highest possible standards. 5.0 Faculty/staff and workplace. Create a culture that encourages excellence, engagement, professional development, commitment, and pride. Reward and recognize performance and synchronize individual and organizational goals. 6.0 Assessment and information use. Assess quality and effectiveness in all areas; effectively share and use the assessment results and other information, knowledge, and expertise throughout the organization and beyond. 7.0 Outcomes and achievements. Document your progress and achievements, and compare these results with those of peers and leaders. Communicate your outcomes and achievements widely.
- Umbrella org chart Major departments Then sub-departments Speak of uniqueness of structure Different types of employees (
- Early planning delivered just before next section, recipients rejected and needed to lay out entire plan so they could have future deliverables w Wiki was a tool in which everyone could collaborate upon weekly as a group and individually