By keeping a close eye on these metrics, academic leaders can make informed decisions that promote academic excellence, support student success, and ensure the institution's growth and sustainability in the competitive landscape of higher education.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
Fundamentals for Impacting Student SuccessJim Black
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
Brad Kleindl - Degree to Enrollment Ratios and Persistence Rates, Meeting Rep...ACBSP Global Accreditation
The document discusses various measures that can be used to assess student persistence and success beyond traditional IPEDS measures like retention and graduation rates. It recommends using measures like degree-to-enrollment ratios (DER) and persistence rates that provide a more holistic view of student populations, especially for non-traditional students. The document also provides an example of how to analyze DER and persistence data using a matrix to identify program areas for further exploration and improvement.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
This document discusses assessment and evaluation in student affairs. It outlines how assessment results should be shared with stakeholders like students, faculty, administrators and others. Results should be used to inform decision making and improvements. Potential pitfalls to avoid include only sharing results with senior leadership first and not implementing changes even if results don't change. Assessment of specific student affairs areas like financial aid, admissions and residential life is also discussed. The importance of assessing these areas for retention, budget and enrollment is outlined. Suggested quantitative and qualitative methods are provided.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
Building a Highly Effective Coaching and Mentoring Program at ScaleInsideTrack
Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.
Fundamentals for Impacting Student SuccessJim Black
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
Brad Kleindl - Degree to Enrollment Ratios and Persistence Rates, Meeting Rep...ACBSP Global Accreditation
The document discusses various measures that can be used to assess student persistence and success beyond traditional IPEDS measures like retention and graduation rates. It recommends using measures like degree-to-enrollment ratios (DER) and persistence rates that provide a more holistic view of student populations, especially for non-traditional students. The document also provides an example of how to analyze DER and persistence data using a matrix to identify program areas for further exploration and improvement.
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
1) The document discusses strategies to improve student success in developmental education courses. It notes that around half of community college students and one-fifth of four-year college students require remedial courses, and fewer than one in four students who take developmental courses complete a degree.
2) One strategy discussed is course acceleration, which uses multiple measures like noncognitive assessments and placement test scores to potentially place some students directly into college-level courses rather than developmental prerequisites. The SuccessNavigator assessment provides schools with noncognitive data to help identify students who may be misplaced and could succeed if accelerated.
3) A case study is described that found students who were accelerated based on their SuccessNavigator results in addition
This document discusses assessment and evaluation in student affairs. It outlines how assessment results should be shared with stakeholders like students, faculty, administrators and others. Results should be used to inform decision making and improvements. Potential pitfalls to avoid include only sharing results with senior leadership first and not implementing changes even if results don't change. Assessment of specific student affairs areas like financial aid, admissions and residential life is also discussed. The importance of assessing these areas for retention, budget and enrollment is outlined. Suggested quantitative and qualitative methods are provided.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses how impact measurement can support quality improvement in education providers. It finds that while deregulating curriculum was well-received, systems to measure the impact on outcomes like employment were insufficient. Most providers did not rigorously monitor changes or collect complete destination data to fully evaluate impact. The Common Inspection Framework and Ofsted definitions of outcomes are presented as tools to help providers define and measure impact explicitly through data and implicitly through soft measures. The learner journey and using learner-level data for quality improvement is discussed as a way for providers to investigate causes of issues and make improvements.
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move more students from retention to degree completion. It outlines the national context of rising student debt loads and low graduation rates. Specifically, it describes PathwayOregon, a program at the University of Oregon that provides comprehensive advising and support services to help lower-income, Pell Grant-eligible students complete their degrees on time with less debt. Key strategies of the program include proactive advising, tracking student progress, collaborating across campus offices, and identifying and addressing obstacles that prevent timely graduation. The goal is to demonstrate that increased advising can boost graduation rates and reduce student loan burdens.
2013 targets and milestones in business plansasfawm
This document discusses targets and milestones in business plans for schools. It defines targets as relating to student achievement, both academic and non-academic, while milestones relate to the operational strategies needed to achieve the targets. Targets must specify what outcomes will be improved, the amount of improvement, how it will be measured, and the timeline. Milestones are the specific strategies and resource allocation required to meet the targets. Progress is measured for targets by changes in student achievement data, and for milestones by implementation of strategies and changes in behaviors like classroom practices. Both targets and milestones are determined through school self-assessment of data and operations.
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
This document provides guidance for states and districts on developing and selecting assessments of student growth to be used in teacher evaluation systems. It outlines a validity framework consisting of 5 propositions that comprise the argument for justifying the use of student assessments to measure teacher effectiveness. Each proposition includes design and psychometric claims that must be substantiated with evidence. The document discusses the claims and potential evidence sources for each proposition, with a focus on Proposition 1 regarding learning standards. It emphasizes the importance of clear, realistic standards that reflect learning progressions and using expert reviews to evaluate design claims about standards.
This document discusses assessment in education. It defines assessment and explains that assessment is an essential part of the curriculum process. Assessment is used at the classroom, program, and institutional levels to evaluate student learning and make decisions. There are two main types of assessment: formative assessment, which is used during instruction to inform teaching and learning, and summative assessment, which evaluates learning at the end of a unit or course. The document also outlines benefits of assessment, particularly school-based assessment, which allows teachers to evaluate students based on their own standards and provides feedback to improve teaching and learning.
This document summarizes six critical challenges of high school reform and evaluates several high school reform models. The six challenges are: creating personalized learning environments, assisting students with poor literacy and math skills, improving instructional content and pedagogy, preparing students for life after high school, stimulating and sustaining change, and building knowledge about what works. Reform models discussed include Talent Development High Schools, First Things First, and Career Academies. The document analyzes evidence on the strengths and limitations of these models and identifies opportunities to address the six reform challenges.
Role on standarized and non standarized test in guidance on counselingUmaRani841531
Standardized and non-standardized tests can both be used to develop student profiles and provide guidance. Standardized tests assess student achievement against a benchmark and allow comparisons between students. They are limited in describing individual student needs. Non-standardized tests like portfolios, interviews, and projects are created by teachers and better measure individual performance and learning. Both types of tests can be used for accountability if they inform teaching and show student progress over time.
Performance management is the process of evaluating how well employees perform their jobs and providing feedback to help them improve. It aims to identify training needs, encourage better performance, and recognize achievements. Effective performance management requires clear objectives, measurable goals, challenges for growth, and support through coaching. Schools use performance management to improve teaching quality and student outcomes by setting teacher priorities and reviewing progress towards school improvement plans.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
This inspection report provides an overall evaluation of New College Nottingham as a good provider of further education. Key points include:
- Leadership and management, teaching, and learner outcomes were rated as good, with personal development and welfare also good. Governance was effective.
- Standards have improved since the last inspection through well-managed quality improvement activities. However, AS-level and level 3 learners' progress could be faster.
- Most learners are engaged, behave well, and make good progress. Apprenticeships and vocational programmes see high success rates, though destinations are not always clear.
- While work experience is generally good, not all study programme learners receive meaningful external placements
This document summarizes a study examining risk factors and milestones that impact freshman student retention from the first to second semester at a rural community college. The study aimed to determine if ACT/Compass scores, high school GPA, Pell grant eligibility, early registration, participation in a first year experience course, and declaring a major predicted retention. Surveys were administered to 97 students to understand their perceptions of effective milestones. The results found ACT/Compass scores and high school GPA were significant predictors of retention, while the milestones were not. Recommendations included increased communication with high schools, revising campus policies and missions, implementing pre-orientation programs, and reviewing first year experience policies and curriculum.
The document is ACT's annual report on college and career readiness among US high school graduates. Some key findings:
- 59% of the 2015 graduating class took the ACT, up from 57% in 2014.
- 40% met 3 or 4 ACT college readiness benchmarks, though 31% met none.
- Opportunities for improvement exist in reading and science where 10% scored within 2 points of the benchmark.
- 86% of students aspired to postsecondary education but only 69% enrolled in 2014, leaving room to close the aspirational gap.
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Public Speaking Tips to Help You Be A Strong Leader.pdfPinta Partners
In the realm of effective leadership, a multitude of skills come into play, but one stands out as both crucial and challenging: public speaking.
Public speaking transcends mere eloquence; it serves as the medium through which leaders articulate their vision, inspire action, and foster engagement. For leaders, refining public speaking skills is essential, elevating their ability to influence, persuade, and lead with resolute conviction. Here are some key tips to consider: https://joellandau.com/the-public-speaking-tips-to-help-you-be-a-stronger-leader/
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
This document discusses assessment in education. It defines assessment as a systematic process of gathering data on student learning and using it to understand what students know and can do. The goal is to continuously improve student learning outcomes. Effective assessment involves measuring intended learning outcomes, analyzing results, and making changes to instruction or programs based on those results. Assessment should be integrated into daily learning rather than just tests. The document discusses different types of assessment like classroom, performance, portfolios, and rubrics. It also outlines considerations for choosing assessment methods and the importance of assessment for students, teachers, and other stakeholders.
The document discusses how impact measurement can support quality improvement in education providers. It finds that while deregulating curriculum was well-received, systems to measure the impact on outcomes like employment were insufficient. Most providers did not rigorously monitor changes or collect complete destination data to fully evaluate impact. The Common Inspection Framework and Ofsted definitions of outcomes are presented as tools to help providers define and measure impact explicitly through data and implicitly through soft measures. The learner journey and using learner-level data for quality improvement is discussed as a way for providers to investigate causes of issues and make improvements.
This document discusses student engagement in higher education. It outlines that student belonging, supportive relationships between staff and students, and relevant experiences are important for engagement. Engaged students have better outcomes individually and for society. Student surveys, outcomes data, and league tables are used to measure engagement and inform course improvements to enhance outcomes. Emerging technologies may help engagement, but their use requires care to avoid problematic data collection and ensure student privacy. The future of education is uncertain as jobs and needed skills rapidly change, requiring flexible, technology-enabled learning to prepare students.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...carlajbowers
The document discusses strategies for advisors to help move more students from retention to degree completion. It outlines the national context of rising student debt loads and low graduation rates. Specifically, it describes PathwayOregon, a program at the University of Oregon that provides comprehensive advising and support services to help lower-income, Pell Grant-eligible students complete their degrees on time with less debt. Key strategies of the program include proactive advising, tracking student progress, collaborating across campus offices, and identifying and addressing obstacles that prevent timely graduation. The goal is to demonstrate that increased advising can boost graduation rates and reduce student loan burdens.
2013 targets and milestones in business plansasfawm
This document discusses targets and milestones in business plans for schools. It defines targets as relating to student achievement, both academic and non-academic, while milestones relate to the operational strategies needed to achieve the targets. Targets must specify what outcomes will be improved, the amount of improvement, how it will be measured, and the timeline. Milestones are the specific strategies and resource allocation required to meet the targets. Progress is measured for targets by changes in student achievement data, and for milestones by implementation of strategies and changes in behaviors like classroom practices. Both targets and milestones are determined through school self-assessment of data and operations.
The document discusses key concepts related to teaching, learning, and assessment. It provides definitions and explanations of important terms like objectives, outcomes, assessment, evaluation, formative and summative assessment, and direct and indirect assessment methods. It emphasizes that the primary purpose of assessment is to improve student learning and that assessment should be connected to learning objectives and used to evaluate and enhance teaching, learning, and programs.
This document provides guidance for states and districts on developing and selecting assessments of student growth to be used in teacher evaluation systems. It outlines a validity framework consisting of 5 propositions that comprise the argument for justifying the use of student assessments to measure teacher effectiveness. Each proposition includes design and psychometric claims that must be substantiated with evidence. The document discusses the claims and potential evidence sources for each proposition, with a focus on Proposition 1 regarding learning standards. It emphasizes the importance of clear, realistic standards that reflect learning progressions and using expert reviews to evaluate design claims about standards.
This document discusses assessment in education. It defines assessment and explains that assessment is an essential part of the curriculum process. Assessment is used at the classroom, program, and institutional levels to evaluate student learning and make decisions. There are two main types of assessment: formative assessment, which is used during instruction to inform teaching and learning, and summative assessment, which evaluates learning at the end of a unit or course. The document also outlines benefits of assessment, particularly school-based assessment, which allows teachers to evaluate students based on their own standards and provides feedback to improve teaching and learning.
This document summarizes six critical challenges of high school reform and evaluates several high school reform models. The six challenges are: creating personalized learning environments, assisting students with poor literacy and math skills, improving instructional content and pedagogy, preparing students for life after high school, stimulating and sustaining change, and building knowledge about what works. Reform models discussed include Talent Development High Schools, First Things First, and Career Academies. The document analyzes evidence on the strengths and limitations of these models and identifies opportunities to address the six reform challenges.
Role on standarized and non standarized test in guidance on counselingUmaRani841531
Standardized and non-standardized tests can both be used to develop student profiles and provide guidance. Standardized tests assess student achievement against a benchmark and allow comparisons between students. They are limited in describing individual student needs. Non-standardized tests like portfolios, interviews, and projects are created by teachers and better measure individual performance and learning. Both types of tests can be used for accountability if they inform teaching and show student progress over time.
Performance management is the process of evaluating how well employees perform their jobs and providing feedback to help them improve. It aims to identify training needs, encourage better performance, and recognize achievements. Effective performance management requires clear objectives, measurable goals, challenges for growth, and support through coaching. Schools use performance management to improve teaching quality and student outcomes by setting teacher priorities and reviewing progress towards school improvement plans.
Only 24% of Oregon community college students completed an associate's degree or certificate within 7 years, putting the state's education goals in jeopardy. While colleges have introduced strategies to improve student success, capacity limitations mean these strategies reach less than 25% of students. The audit recommends targeted investments and increased coordination, support, and data analysis capacity to help more students complete degrees and meet state completion goals.
This inspection report provides an overall evaluation of New College Nottingham as a good provider of further education. Key points include:
- Leadership and management, teaching, and learner outcomes were rated as good, with personal development and welfare also good. Governance was effective.
- Standards have improved since the last inspection through well-managed quality improvement activities. However, AS-level and level 3 learners' progress could be faster.
- Most learners are engaged, behave well, and make good progress. Apprenticeships and vocational programmes see high success rates, though destinations are not always clear.
- While work experience is generally good, not all study programme learners receive meaningful external placements
This document summarizes a study examining risk factors and milestones that impact freshman student retention from the first to second semester at a rural community college. The study aimed to determine if ACT/Compass scores, high school GPA, Pell grant eligibility, early registration, participation in a first year experience course, and declaring a major predicted retention. Surveys were administered to 97 students to understand their perceptions of effective milestones. The results found ACT/Compass scores and high school GPA were significant predictors of retention, while the milestones were not. Recommendations included increased communication with high schools, revising campus policies and missions, implementing pre-orientation programs, and reviewing first year experience policies and curriculum.
The document is ACT's annual report on college and career readiness among US high school graduates. Some key findings:
- 59% of the 2015 graduating class took the ACT, up from 57% in 2014.
- 40% met 3 or 4 ACT college readiness benchmarks, though 31% met none.
- Opportunities for improvement exist in reading and science where 10% scored within 2 points of the benchmark.
- 86% of students aspired to postsecondary education but only 69% enrolled in 2014, leaving room to close the aspirational gap.
The document proposes rethinking Oregon's education budget framework to better align funding with student outcomes. It recommends transforming the current system of separate K-12, community college and university budgets into a unified "0-20" continuum budget focused on achieving the state's 40-40-20 degree attainment goals. Key elements of the proposed approach include agreeing on common outcomes, transforming the delivery system, creating a unified data system, and producing a transparent, outcome-based budget to improve accountability and determine the best use of resources.
Similar to Dr. Jack Thomas_ 7 Key Metrics Every Academic Leader Should Track in Higher Education Administration.pdf (20)
Public Speaking Tips to Help You Be A Strong Leader.pdfPinta Partners
In the realm of effective leadership, a multitude of skills come into play, but one stands out as both crucial and challenging: public speaking.
Public speaking transcends mere eloquence; it serves as the medium through which leaders articulate their vision, inspire action, and foster engagement. For leaders, refining public speaking skills is essential, elevating their ability to influence, persuade, and lead with resolute conviction. Here are some key tips to consider: https://joellandau.com/the-public-speaking-tips-to-help-you-be-a-stronger-leader/
Org Design is a core skill to be mastered by management for any successful org change.
Org Topologies™ in its essence is a two-dimensional space with 16 distinctive boxes - atomic organizational archetypes. That space helps you to plot your current operating model by positioning individuals, departments, and teams on the map. This will give a profound understanding of the performance of your value-creating organizational ecosystem.
Comparing Stability and Sustainability in Agile SystemsRob Healy
Copy of the presentation given at XP2024 based on a research paper.
In this paper we explain wat overwork is and the physical and mental health risks associated with it.
We then explore how overwork relates to system stability and inventory.
Finally there is a call to action for Team Leads / Scrum Masters / Managers to measure and monitor excess work for individual teams.
A presentation on mastering key management concepts across projects, products, programs, and portfolios. Whether you're an aspiring manager or looking to enhance your skills, this session will provide you with the knowledge and tools to succeed in various management roles. Learn about the distinct lifecycles, methodologies, and essential skillsets needed to thrive in today's dynamic business environment.
Specific ServPoints should be tailored for restaurants in all food service segments. Your ServPoints should be the centerpiece of brand delivery training (guest service) and align with your brand position and marketing initiatives, especially in high-labor-cost conditions.
408-784-7371
Foodservice Consulting + Design
Integrity in leadership builds trust by ensuring consistency between words an...Ram V Chary
Integrity in leadership builds trust by ensuring consistency between words and actions, making leaders reliable and credible. It also ensures ethical decision-making, which fosters a positive organizational culture and promotes long-term success. #RamVChary
Ganpati Kumar Choudhary Indian Ethos PPT.pptx, The Dilemma of Green Energy Corporation
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New ethics review processes at the University of Bath. Presented at the 8th World Conference on Research Integrity by Filipa Vance, Head of Research Governance and Compliance at the University of Bath. June 2024, Athens
12 steps to transform your organization into the agile org you deservePierre E. NEIS
During an organizational transformation, the shift is from the previous state to an improved one. In the realm of agility, I emphasize the significance of identifying polarities. This approach helps establish a clear understanding of your objectives. I have outlined 12 incremental actions to delineate your organizational strategy.
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Senior Project and Engineering Leader Jim Smith.pdfJim Smith
I am a Project and Engineering Leader with extensive experience as a Business Operations Leader, Technical Project Manager, Engineering Manager and Operations Experience for Domestic and International companies such as Electrolux, Carrier, and Deutz. I have developed new products using Stage Gate development/MS Project/JIRA, for the pro-duction of Medical Equipment, Large Commercial Refrigeration Systems, Appliances, HVAC, and Diesel engines.
My experience includes:
Managed customized engineered refrigeration system projects with high voltage power panels from quote to ship, coordinating actions between electrical engineering, mechanical design and application engineering, purchasing, production, test, quality assurance and field installation. Managed projects $25k to $1M per project; 4-8 per month. (Hussmann refrigeration)
Successfully developed the $15-20M yearly corporate capital strategy for manufacturing, with the Executive Team and key stakeholders. Created project scope and specifications, business case, ROI, managed project plans with key personnel for nine consumer product manufacturing and distribution sites; to support the company’s strategic sales plan.
Over 15 years of experience managing and developing cost improvement projects with key Stakeholders, site Manufacturing Engineers, Mechanical Engineers, Maintenance, and facility support personnel to optimize pro-duction operations, safety, EHS, and new product development. (BioLab, Deutz, Caire)
Experience working as a Technical Manager developing new products with chemical engineers and packaging engineers to enhance and reduce the cost of retail products. I have led the activities of multiple engineering groups with diverse backgrounds.
Great experience managing the product development of products which utilize complex electrical controls, high voltage power panels, product testing, and commissioning.
Created project scope, business case, ROI for multiple capital projects to support electrotechnical assembly and CPG goods. Identified project cost, risk, success criteria, and performed equipment qualifications. (Carrier, Electrolux, Biolab, Price, Hussmann)
Created detailed projects plans using MS Project, Gant charts in excel, and updated new product development in Jira for stakeholders and project team members including critical path.
Great knowledge of ISO9001, NFPA, OSHA regulations.
User level knowledge of MRP/SAP, MS Project, Powerpoint, Visio, Mastercontrol, JIRA, Power BI and Tableau.
I appreciate your consideration, and look forward to discussing this role with you, and how I can lead your company’s growth and profitability. I can be contacted via LinkedIn via phone or E Mail.
Jim Smith
678-993-7195
jimsmith30024@gmail.com
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Dr. Jack Thomas_ 7 Key Metrics Every Academic Leader Should Track in Higher Education Administration.pdf
1. Dr. Jack Thomas: 7 Key Metrics Every
Academic Leader Should Track in
Higher Education Administration
As defined by Dr. Jack Thomas, In higher education, academic leaders must continually
assess and enhance their institution's performance. There are several key metrics that every
educational leader should monitor to manage and improve various academic and
operational aspects effectively. Here's a look at seven critical metrics that can help drive
success in higher education administration:
2. Student Retention Rates: This metric measures the percentage of students who return to
the institution year after year. High retention rates often indicate student satisfaction and
adequate academic support, whereas low rates may signal underlying issues.
Graduation Rates: Tracking the percentage of students who complete their degrees within
an expected timeframe (such as four or six years for undergraduates) provides insights into
the effectiveness of the educational programs and student support services.
Faculty-to-Student Ratio: This ratio is a critical measure of academic quality and
operational efficiency. A lower faculty-to-student ratio often correlates with more
personalized attention and higher academic achievement, enhancing the educational
experience.
Job Placement Rates: Measuring the percentage of graduates who secure employment or
continue their education shortly after graduation can indicate the relevance and
effectiveness of academic programs in preparing students for the workforce or further
studies.
Student Satisfaction Levels: Regularly surveying students about their experiences and
satisfaction with courses, facilities, and services helps identify strengths and areas for
improvement, guiding strategic decisions and initiatives.
Research Output and Impact: For research-intensive institutions, monitoring the quantity
and quality of research output, including publications, citations, and external funding
received, is crucial. This metric helps evaluate the institution's standing in the academic
community and contribution to knowledge creation.
Alumni Engagement and Giving: Engagement levels and financial contributions from
alums can reflect the long-term value and impact of the educational experience. Strong
alumni relations often enhance the resources available to the institution and build a
supportive network for current students.
By keeping a close eye on these metrics, academic leaders can make informed decisions
that promote academic excellence, support student success, and ensure the institution's
growth and sustainability in the competitive landscape of higher education.