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Report of the Recommendations Sub-Committee


Point Loma Nazarene University prepared the Capacity and Preparatory Review (CPR) report for the Western Association of Schools and Colleges (WASC) and subsequently welcomed a visiting team during the fall of 2006. This CPR report was a compilation of reflective essays concluding with a total of 83 recommendations for improvement in the seven areas of Data Portfolio, Educational Effectiveness Indicators, WASC Standards One and Three, WASC Standards Two and Four, Planning, Assessment, and Diversity. Upon receiving, among other suggestions of the CPR visiting team, their admonition “that this considerable list be rank ordered, and perhaps synthesized, or re-categorized so that the institution can get its ‘planning hands’ around these thoughtful suggestions,” the Steering Committee established a Recommendations Sub-Committee for the purpose of tracking these details and reporting on their disposition in time for the final preparation of the Educational Effectiveness Review (EER) report.

Our committee membership included Dr. Laura Amstead, Dr. Brandon Hill, Vice President George Latter, Dr. Dan Nelson, Professor Denise Nelson, and Dr. Barb Taylor (chair),

The Committee determined that all recommendations labeled as “on-going” are actually fundamental commitments that the University retains. Second, a small group of recommendations were determined immediately to have been accomplished even during the days and weeks between the filing of the CPR and the actual visit of the CPR team. Third, the Sub-committee recognized the wisdom of the eventual Team Report early in its review in proposing the prioritizing of recommendations to the President for more efficient benefit to the institution.

Data Portfolio

The Data Portfolio section is the repository for institutional data. This has been an ongoing process and continues to be a dynamic reflection of the University’s growth and operating efficiency. Recommendations in this area are broad and the responsible groups vary. Responsible groups for carrying out recommendations in this reflective essay include: Diversity Committee, Office of Institutional Research, Administrative Cabinet, Provost’s Office, Provost’s Council, Human Resources, Office of the President, Information Technology Services, and the Vice President for Finance and Administrative Services (Chief Financial Officer).

For the recommendations identified to be completed during AY 2006-07, all have been addressed at the appropriate level. The CFO presented a “non-expert” financial report at the February 2007 Faculty Meeting and made it available to the University community by way of the Shared Folder that same month. Some other recommendations involve faculty and/or departments and will require action by the Provost’s Council. For AY 2008-09, these issues will require further planning by Instructional Technology Services (ITS) and in-depth project planning.

Some actions still pending relative to Data Portfolio include the following:

  • Improve structures for data collection, tracking for alumni and for students who change majors.
  • Store raw survey data electronically with appropriate privacy protections.
  • Study data on class size and current and future classroom needs of the University as part of the academic planning process

Educational Effectiveness Indicators (EEI’S)

EEI’s were created over a 12-month process by faculty groups, the General Education Task Force, and in conjunction with the Assessment Committee. The faculty established a set of specific, measurable items that are predictors of success in knowledge, competencies, and attitudes as expectations of all our graduates, and assessment techniques for students obtaining a degree. Responsible groups for carrying out recommendations in this reflective essay include: General Education Task Force, Academic Policies Committee, Freshman Composition Faculty, Tutorial Services, Provost’s Office, Academic Affairs, Office of Student Development, and the Office of Spiritual Development.

The majority of recommendations in the area of assessment are on-going. The outcome goal of PLNU graduates is achieving 75% on assessment measures. Data collection has been on-going since 2004. As of this writing, three years of data collection probably is just at or above a mid-point. Another one to two years of data should be collected and analyzed before major curricular changes are considered and made.

Some actions still pending relative to EEI’s include the following:

  • Undertake General Education-directed initiatives for possible revision.
  • Provide writing support for all classes that engage in formative writing.

Standards One and Three

These Standards focus on the resources and structures that ensure sustainability of the institution. Areas included were: assessment of educational objectives, academic freedom, institutional autonomy, faculty commitment and qualifications, information technology and resources, and decision making processes. Responsible groups for carrying out recommendations in this reflective essay include: Provost’s Office, Office of the President, Administrative Cabinet, Board of Trustee’s, Foundation Board, Director of the Library, Information Technology Services, Graduate Studies Committee, Academic Policies Committee, Vice President for Student Development, and the Vice President for Spiritual Development.

Recommendations in this area centered on ITS and Library Services to graduate-level programs, faculty involvement at a variety of levels across the University including the Board of Trustees, and faculty interaction with Student Development and Spiritual Development. The new template for the inclusion of ITS and Library Services in any new graduate program proposal already has been implemented. Faculty have met with the Board of Trustees at informal receptions and have also been included in other formal meetings as well. Faculty from the School of Theology and Christian Ministry have been chapel speakers this 2006-2007 academic year and faculty have been included in a reconvened Spiritual Life Committee.

The Provost initiated an academic freedom conversation in the March 21, 2007, faculty meeting.

One action still pending relative to Standards One and Three includes the following:

  • Expand interaction and input of faculty with the offices of Student Development and Spiritual Development.

Standards Two and Four

This section of the CPR report focused on the core functions required to achieve educational objectives and the fundamentally essential factor of creating and improving ourselves as a learning community. The reflective essay addressed specific issues relating to graduate programs and curricula, retention and graduation rates, the improvement of teaching and learning, transfer student support, quality assurance review, institutional review, and assessment of teaching and learning. Responsible groups for carrying out recommendations in this reflective essay include: Graduate Studies Committee, Academic Policies Committee, Provost’s Office, Provost’s Council, President’s Office, Administrative Cabinet, Board of Trustees, Director of Ryan Library, Academic Affairs, Office of Student Development, Office of Spiritual Development, Office of Institutional Research, Information Technology Services, Office of Student Engagement and Retention, Graduate Program Directors, Academic Council, Academic Advising Office, Vice Provost for Professional Development, and the Center for Teaching and Learning.

An emphasis of this section dealt with the graduate programs. The Graduate Studies Committee needed to develop policies and procedures that mirrored the undergraduate Academic Policies Committee in regards to new program development and new course development to ensure academic rigor and support of Mission. Additionally, the proposals for the addition of new graduate programs did not indicate consultation with or planning for ITS and library with respect to technology capability and library holdings for the support of program viability and growth. The University already has taken steps to ensure that the Graduates Studies Committee ensures the inclusion of ITS and library as a required part of any program proposal.

Additionally, the Provost presented a White Paper that proposed his understanding of direction for graduate studies at the March 21, 2007 meeting of the faculty with the purpose of attempting to shape further discourse for graduate studies at PLNU.

Some actions still pending relative to Standards Two and Four include the following:

  • Develop measures for retention and graduation rates at the graduate level and analyze the results for possible action.
  • Improve the orientation of graduate students to University support services.
  • Create more formal policies and procedures to protect the University as it grows through off-main campus programs, including the professional development of graduate faculty, careful review of course syllabi, and examination of department/school expectations for support of the Mission of the University.
  • Take steps to foster an institutional commitment to support the growth of graduate studies and professional development.
  • Improve the level of access to academic resources for graduate students with the goal of improving academic rigor in research and scholarly activity.
  • Inquire further into the weaker item response of graduate faculty as compared to undergraduate faculty regarding the institution’s commitment to long-term success in professional development.

Planning

The Strategic Planning approach adopted at the University demonstrates a viable system that flows from Mission and Vision, involves key personnel, invites broad PLNU community input, is thorough yet uncomplicated, and is tied to the budget process. An Academic Plan now exists that provides a dynamic approach to planning that is flexible and includes specific annual initiatives. Responsible groups for carrying out the recommendations of this reflective essay include: Office of the President, Strategic Planning Committee, and the Office of Institutional Research.

Many of the recommendations in this section are completed. A three-year planning cycle has been established, the Strategic Planning Committee has been restructured, and a communication strategy has been developed and implemented.

One action still pending relative to Planning includes the following:

  • Expand the existing planning data set to include a broader range of key performance indicators for the institution.

Assessment

Formal structures for assessment activities, practices, oversight, and support are all an essential part of the assessment program at PLNU. With the placement of these systems, a culture shift has occurred in academic and co-curricular units. Members of each of the academic and co-curricular units are involved in a continual learning process with the purpose of improving unity, coherence, and outputs within a democratized governance structure. This has been a community wide effort. Responsible groups for carrying out the recommendations in this reflective essay include: Assessment Committee, Chairs and School Deans, Co-curricular Unit Leaders, Academic Affairs, and Academic Policies Committee.

Data collection, management, storage and analysis have been a huge undertaking across the University. The Assessment Committee has been instrumental in improving the culture of assessment and working to reach full departmental compliance of assessment activities. The Provost has recommended to the Administrative Cabinet that a new position of Director of Assessment be established to oversee this area.

One actions still pending relative to Assessment includes the following:

  • Study strategies for creating and maintaining assessment protocols and support.

Diversity

Diversity is a core value of the University, and deliberate steps have been taken in curricular and co-curricular areas to demonstrate steady improvement. This report is reflective of gender equality, cultural diversity, and racial/ethnic diversity. Responsible groups for carrying out the recommendations in the reflective essay include: Administrative Cabinet, Board of Trustees, Dean of Admissions, Diversity Committee, Office of Institutional Research, Office of International Studies, Office of the President, Office of the Provost, Vice President for University Advancement, Vice President for Spiritual Development, Vice President for Student Development, and Vice Provost for International Studies.

Diversity was a major emphasis for the University community and for the WASC visitors. To that end, major changes have occurred on the main campus and in Regional Centers as well. The Diversity Committee has broad representation and is a major focus of strategic planning. The Office of International Studies, Center for Justice and Reconciliation, Margaret Stevenson Center for Women’s Studies and the Diversity Committee are all becoming more institutionally supported and linked to form a more cohesive foundation from which the Core Values and Mission of the University can be lived out.

Some actions still pending relative to Diversity include the following:

  • Study the feasibility of increasing the level of institutional support for the Director of Diversity and International Students along with the M.O.S.A.I.C student club alliance, the Center for Justice and Reconciliation and the Margaret Stevenson Center for Women’s Studies in order to increase their impact on the University community, and the Associate Director of Outreach in the Admissions Office in order to expand programs for under-represented populations.
  • Link the work of the Office of International Studies with the Diversity Committee.
  • Make weekly chapel experiences a focal point for underscoring the Core Value of ethnic and gender diversity, including ethnic diversity in music and worship styles, the demographics of speakers heard, addressing topics of racism and sexism, celebrating the value of diversity, and educating students in this regard.
  • Gather more substantive data to measure campus climate with respect to diversity.
  • Expand outreach programs to churches with more diverse Christian populations.

Summary

In its report to the Commission, the visiting team deemed the 83 recommendations emerging from the CPR report as a “wealth” of recommendations. Indeed, the task of addressing, much less acting on, this number of specific recommendations seemed insurmountable. However, the Recommendations Sub-committee has determined that all 83 have been addressed and, in some measure, acted upon in convincing ways; moreover, there was no recommendation that had not been addressed. A good number have been completed entirely, even beyond the original “on-going” recommendations labeled at the outset of this process (see Recommendations to the President).

As a result of this process and in consultation with the Steering Committee, we believe the ultimate priorities from the myriad of recommendations can be summarized in the following ways:

  • Incorporation of the recommendations gleaned throughout the entire review process into University planning;
  • Continued development of a sound infrastructure and organizational model for both undergraduate and graduate studies that includes effective assessment protocols, together with specialty accreditations where appropriate;
  • Attention to a deepened and extended approach to the assessment of all aspects of learning outcomes at the University, including general education, major programs at both undergraduate and graduate levels, and co-curricular programs;
  • Continuation of efforts by the University to increase retention and graduation rates for all programs, especially analyzing disaggregated data by various categories; and
  • Clarification of the University’s policy on academic freedom with the opportunity for extended dialog on its implications for teaching and scholarship in the context of our mission and vision.

The Committee feels it would be appropriate for the President to refer these priorities to the Strategic Planning Committee for their attention, as well as to the Administrative Cabinet, as many of these issues will require attention to budget and planning. Such a referral will help to ensure the possibility of developing specific strategies for these priorities as well as appropriate funding in the annual budget cycle.