Presented by Karen Bobak and Lisa Bloom Vertical- Chiropractic Using assessment data to make decisions regarding curriculum and instruction cannot be isolated to an administrative office. In order for data to have a meaningful and lasting impact on the academic program, it is important to solicit diverse stakeholder perspectives and provide opportunities for faculty engagement at every stage of the assessment process development. Developing collaborations in order to achieve incremental goals helps to establish a pattern of success and creates a vision of future accomplishments and an institutional culture of assessment. Each institution has unique needs. This workshop is designed to provide small group interaction to help attendees target optimal strategies doe their institutions. At the end of the session, participants will be able to: 1) Identify why stakeholder buy-in is important 2) Formulate effective strategies for engagement of faculty and administration 3) Identify principles of Improvement Science to support a process of curriculum review 4) Review longitudinal assessment data to identify curricular gaps 5) Utilize assessment data to develop improvement plans 6) Develop specific strategies tailored to the needs of the participants’ institutions

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ExamSoft Assessment Conference
#ASSESS2015

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Generating Stakeholder Buy-in to
Establish a Culture of Assessment
Karen A. Bobak, DC, EdD
Dean of Chiropractic
New York Chiropractic College
Lisa K. Bloom, DC, FIACN
Assistant Dean, Chiropractic Education
Professor, Department of Clinical Sciences
Fellow of the International Academy of Chiropractic Neurology
Board certified, Chiropractic Neurology
New York Chiropractic College

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New York Chiropractic
College is committed to
academic excellence,
quality patient care, and
professional leadership.
NEW YORK
CHIROPRACTIC
COLLEGE

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Objectives
• Identify why stakeholder buy-in is important
• Formulate effective strategies for engagement of faculty
and administration
• Identify principles of Improvement Science to support a
process of curriculum review
• Review longitudinal assessment data to identify curricular
gaps
• Recognize how to use assessment data to develop
improvement plans

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In a Culture of Assessment…
• Assessment processes reinforce cumulative
learning across coursework.
• Assessment processes are valued and are
the normal part of decision making processes.
• This allows a program to be proactive about
identifying gaps rather than reactive to
sudden problems.

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Culture of Assessment
• Concentrating only on compliance tends to
create an accountability culture that focuses
on short term data reports and does not
include stakeholder voices.
• Concentrating on continuous improvement
tends to create an organizational learning
culture that focuses on the longer term
student learning outcomes.

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Why Do You Want Buy-in?
The opportunity for making improvements is
greater when combining content expertise
and creative thinking process
• Regular open communication encourages
faculty to take a more active and positive role
in implementation of change.
• A role model from within the institution’s decision making group
provides participants the opportunity to be better informed
about issues and concerns.
• Having a role model demonstrate new attitudes and behaviors provides faculty
with a vision of expectations and can serve as a more powerful teaching tool
than formal training mechanisms.

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Current
Knowledge
Possible
Changes
Traditional Process
Discourages engagement
Creates uncertainty
Often creates compliance by fear
Any change project that does not
take into account the people at the
implementation level will likely fail
The Improvement Guide, 2009

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Current
Knowledge
Different perspectives
create options and
generate solutions
The result of a
collaborative effort is not
only a rich pool of ideas
but pride in ownership of
those ideas
Faculty place increased
value on the ideas that they
help to create
The Improvement Guide, 2009

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Creating Buy-In
Know your stakeholders
• Stakeholder interpretation of the new process matters
because it orients their actions
• Those in positions of formal and informal power can
influence how other make meaning of change efforts
• What do they value?

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Strategies to Engage Faculty and
Administration
• What does each program or group need to create meaning?
What strategies have you used?
Which strategies work? Which Strategies don’t work?
Your Turn

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Using the principles of Improvement Science helps
clarify the process
How to reduce the gap between what is actual and what is possible
Identify your baseline
Where are you now?
• Begin data collection to define what is actual
Supporting change with data
Where does the data come from?
• Establish your goal to define what is possible

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A P
DS
A P
DS
A P
DS
A P
DS
Theories,
Hunches and
Best Practices
Breakthrough
Results
Very small-scale test
Follow-up Tests
Test New
Processes/
Conditions
Wide-scale
Tests of
Change
Sequential Building
of Knowledge
The Improvement Guide, 2009

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What Does Buy-in Look Like?
Faculty ask for more data
Changes are being documented
There is an increasing sense of pride
There is an increase in collaboration
Changes are being seen in other stakeholder groups
http://www.learningspy.co.uk/

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The Warning Signs of Resistance
• Limited faculty input
• Lack of engagement
• Lack of ownership and accountability
• Lack of senior leadership buy-in
• Culture of fear
• Lack of trust
http://www.learningspy.co.uk

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Workshop
What Are Your Current Review Strategies?
What Are Your Current Sources of Resistance?
1
6

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Get a process going and get into a cycle
• A cycle will engage more people and reinforce the importance of
cumulative assessment of student learning
• Cumulative or longitudinal assessment data becomes the mortar
that binds the individual assessments together
• Studying the longitudinal assessment results makes gaps in the
curriculum more transparent and the identification more precise
http://www.a1underpinningnsw.com.au/concrete-crack-brickwork-wall-door-repair-sydney.html

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Sample longitudinal data

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Blooms:
Evaluating
% Correct
Blooms:
Applying
% Correct
Blooms:
Understanding
% Correct
Learning
Outcome 1:
Cardio
% Correct
Learning
Outcome 2:
Respiratory
% Correct
Learning
Outcome 3:
Gastro
% Correct
# Exams 40 35 17 11 5 3
# Items 615 282 21 71 2 14
Group Average 85.23% 84.3% 83.8% 86.0% 92.9% 86.5%
Student A 75.77% 71.84% 72.73% 50% 100% 100%
Student B 89.71% 88% 90.91% 100% 100% 92.3%
Student C 83.82% 82% 100% 100% 84.6% 50%
Student D 77.45% 80% 72.73% 75% 100% 84.62%

20. How Has This
Helped You
Develop an
Improvement
Plan?
How Have Identified Curriculum Gaps?

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Full group discussion

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Thank You!
Lisa K. Bloom, DC, FIACN
Assistant Dean, Chiropractic Education
Professor, Clinical Neurology, Department of Clinical
Sciences
Fellow of the International Academy of Chiropractic
Neurology
Board certified, Chiropractic Neurology
New York Chiropractic College
lbloom@nycc.edu
Karen A. Bobak, DC, EdD
Dean of Chiropractic
New York Chiropractic College
kbobak@nycc.edu