Introduction

Institutional Effectiveness

• Institution-Wide Assessment
   

• Faculty and Staff
  Performance
  and Development 
   

• Academic Support and Student Service Programs 
   

• Special
  Program Areas
   

• Strategic Plan
   

• Administrative Services

Educational Effectiveness

• Institution-Wide Assessment 
   

• Accreditation
   

• Program Assessment

Educational Effectiveness                    Back to Index

Determining educational effectiveness requires the development and assessment of an academic plan.  Stark and Lattuca (1997) suggest that the college curriculum should be viewed as an academic plan that considers of purpose, content, sequence of subject matter, learners, instructional processes, instructional resources, evaluation, and adjustment.  Embedded within the curriculum are educational goals and objectives to be measured for continuous improvement of programs, courses, and the process of learning.  Internal and external factors such as institutional mission, institutional governance, collective bargaining, leadership, societal needs, disciplinary associations, and accrediting bodies influence the development of an academic plan.

Lock Haven University’s planning process was refined to tie goals and objectives to resource allocation plans and to assessment strategies.  Academic planning emphasized linking mission, accrediting standards, System initiatives, and needs of the Commonwealth to program goals and initiatives and then establishing means of assessment for each goal or initiative.  The position of director of planning and assessment and the Assessment Task Force were created to provide better coordination and integration of institutional and program planning with assessment activities and bring focus to student learning through educational goal setting, program evaluation, and implementing necessary curricular and pedagogical changes.   

• Institution-Wide Assessment 

• Accreditation

• Program Assessment

  as of 12/18/03        Back to Index