What is Institutional Effectiveness?
Institutional effectiveness is the process of understanding whether, how, and how well Baruch College is delivering on the promise of our mission, attaining our institutional goals , educating and supporting students in a manner that facilitates their attainment of learning goals, and ensuring ongoing compliance with the Middle States Commission on Higher Education Standards for Accreditation and Requirements of Affiliation.
Collaborative Learning as our Institutional Effectiveness Model
At Baruch College, we use collaborative learning as the conceptual framework for our institutional effectiveness model. This allows us to integrate our activities around mission, assessment, planning and resource allocation, as well as allowing us to engage in a truly transparent, collaborative, and communicative process of collectively committing to accreditation compliance. We believe that collaborative learning is the key to a strong, sustained culture of assessment and effectiveness.
Our model includes the following four elements of a collaborative learning process, which we envision as relating to several core aspects of institutional effectiveness.
- Public reflection (Assessment of learning and development, academic and administrative program review, and regional and specialized accreditation)
- Creation of shared meaning (Discussion and collaboration)
- Joint planning (Strategic and operational planning)
- Coordinated action (Teaching, research and scholarship, service, program implementation, training, fundraising, and resource allocation )
Assessing and Ensuring Institutional Effectiveness
Baruch College engages in a holistic approach to institutional effectiveness, based on our model of collaborative learning. We review, analyze, discuss, collaborate, plan, and implement changes based on a varied portfolio of assessment, research, and evaluation mechanisms and processes, including but not limited to:
- The annual CUNY Performance Management Process (most recent data available: 2018-2019)
- The annual reporting cycle for the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS) as well as reporting for system-specific data on outcomes, admissions, degrees granted, enrollment, student demographics, SEEK and College Discovery programs, and STEM enrollment.
- The semi-annual CUNY Student Engagement Survey (most recent data available: 2018)
- The Collaborative on Academic Careers in Higher Education (COACHE) Faculty Satisfaction Survey, a national survey from the Harvard Graduate School of Education. (most recent data available: 2019)
- The National Survey of Student Engagement, a survey from the Indiana University Bloomington School of Education. (most recent data available: 2017)
- College, program, and course assessment of student learning