Category: Best Practices

Streamlining HLC Reporting with Pittsburg State University

For Pittsburg State University in Kansas, success in streamlining HLC reporting began with implementing a faculty activity reporting solution campus-wide. Jan Smith, Assistant Vice President for Institutional Effectiveness at Pitt State, and Stacy Becker, Digital Measures Senior Engagement Consultant and Client Success Manager, presented Pitt State’s success story at the recent Higher Learning Commission (HLC) conference in Chicago. In a previous post, they discussed implementing FAR. Here, Smith and Becker discuss collaborating to create HLC reporting for Pitt State which evolved into HLC reports available to all universities using Activity Insight in the HLC region. Continue reading “Streamlining HLC Reporting with Pittsburg State University”

6 Things to Know Before You Launch Faculty Activity Reporting Software

Faculty activity reporting software is an important investment for your university, so you want to prepare yourself to make the most of it from the moment you sign on. Asking your stakeholders some key questions sets the stage for successful implementation and meeting your institution’s objectives  on schedule. Here are six things to know before you launch faculty activity reporting software. Continue reading “6 Things to Know Before You Launch Faculty Activity Reporting Software”

User Group 2017: Share Your Story

2016 user group presenterGreat stories empower and inspire us, so they need to be shared! Which is why we’re excited to announce the theme for this year’s Digital Measures User Group 2017: Share Your Story. Whether you’ve done something innovative to achieve your university’s strategic objectives or used Activity Insight to measure the impact of your faculty and university, we want to hear your story—and help you tell it.

User Group 2017 is October 8-10 in Milwaukee. You can register here. Continue reading “User Group 2017: Share Your Story”

What Data Can and Can’t Do For Your University, Part 3

Data, and the ability to analyze and report on it, can transform universities. But in a recent article in The Chronicle of Higher Education, Mark Salisbury, assistant dean and director of institutional research and assessment at Augustana College in Illinois, noted that “[d]espite all the cheerleading that seems to have accompanied big data’s arrival on campus, its promise to transform higher education continues to surge well ahead of its supporting evidence.” So what can and can’t data do for your university? To answer that question, we’ll explore how you can use information from your data solution to transform your institution. We’ll also discuss your role in ensuring that your data solution delivers on its potential benefits at your university. This is the third post in a series—previous posts dove into other benefits of a data solution, including increased efficiency, easier accreditation and other reporting, improved data quality and measuring impact. Continue reading “What Data Can and Can’t Do For Your University, Part 3”

What Data Can and Can’t Do For Your University, Part 2

Data and reporting capabilities are essential for higher education as universities grapple with the challenges of changing public expectations, increasing accountability to multiple stakeholders, uncertainty surrounding funding and ensuring that the education students receive prepares them to be future thinkers, workers and citizens. But in a recent article in The Chronicle of Higher Education, Mark Salisbury, assistant dean and director of institutional research and assessment at Augustana College in Illinois, noted that “[d]espite all the cheerleading that seems to have accompanied big data’s arrival on campus, its promise to transform higher education continues to surge well ahead of its supporting evidence.” So what can and can’t data do for your university? Continue reading “What Data Can and Can’t Do For Your University, Part 2”

What Data Can and Can’t Do for Your University, Part 1

Data, and the ability to analyze and report on it, can transform universities. But in a recent article in The Chronicle of Higher Education, Mark Salisbury, assistant dean and director of institutional research and assessment at Augustana College in Illinois, noted that “[d]espite all the cheerleading that seems to have accompanied big data’s arrival on campus, its promise to transform higher education continues to surge well ahead of its supporting evidence.” So what can and can’t data do for your university? Continue reading “What Data Can and Can’t Do for Your University, Part 1”

Planning, Accountability Keys to FAR Success for University of Northern Colorado

When the University of Northern Colorado (UNC) purchased Activity Insight, its steering committee didn’t have a clear vision on how best to use it. Staff changes on the committee postponed those decisions until Mark Smith, Associate Dean, and Mike Hofmann, Software Applications Trainer and Activity Insight administrator, became the project owners in 2016 with an ambitious mandate: a plan to use Activity Insight for the university’s entire evaluation process within four years. Here, Smith shares UNC’s path to success, which included a project plan, weekly calls with Stacy Becker, Senior Engagement Consultant, and a pivotal visit to User Group. Continue reading “Planning, Accountability Keys to FAR Success for University of Northern Colorado”

3 Best Practices for Creating and Managing Users

Managing users throughout the academic year is an important practice to ensure that reports from your faculty activity reporting system are always current. Make certain that your newest faculty can input their teaching, publication, research and service activities and faculty who have retired or left the institution no longer appear on your reports. We’ve outlined three best practices that can help you this this task.

1) Create and Update Users on a Schedule

The exact point during the academic year to create and update the users in your faculty activity reporting solution will vary from university to university. For example, you might schedule adding and updating users at the outset of the academic year, as well as the beginning of each quarter. Choose timing that works for your university calendar, then set a routine of managing user records at those intervals. Adhering to a user maintenance schedule ensures that your faculty activity reporting remains current, allowing accurate reporting regardless of the time of year. This is helpful for accreditation and ad hoc reporting, which may not coincide with annual reviews or promotion and tenure. Continue reading “3 Best Practices for Creating and Managing Users”

Business Schools Lead the Way to Campus-wide Faculty Activity Reporting

Implementing faculty activity reporting software can be a daunting prospect, especially if you’re considering a campus-wide implementation. Fortunately for many universities, business schools often lead the way on faculty activity reporting, which can smooth the path of a wider rollout. In fact, in 2016, more than one-third of campus-wide Activity Insight implementations began with using it in the business school first.

Building on Success

Business schools often implement Activity Insight to prepare for the rigorous reporting required for Association to Advance Collegiate Schools of Business (AACSB) accreditation. This reporting demonstrates the value of faculty activity reporting and how it can benefit the whole institution. Continue reading “Business Schools Lead the Way to Campus-wide Faculty Activity Reporting”

Update: 5 Things to Think About Before Entering Faculty Activity Data

Every faculty activity reporting solution needs data. And every university has lots of it. Deciding what data to input and how to do it requires planning. Here are five data collection principles to think about when tracking faculty activity data.  Continue reading “Update: 5 Things to Think About Before Entering Faculty Activity Data”