AMS coordinators

Self-Paced Activities for AMS— Assessment Coordinator Activity
Last updated February 2012 Page 1
SELF-PACED ACTIVITIES FOR AMS:
ASSESSMENT COORDINATOR ACTIVITY
Table of Contents
Introduction....................................................................................................................................2
The Reviewer Role...........................................................................................................................2
I. Acting as a Reviewer...............................................................................................................2
1. Activity: Review Submissions...............................................................................................3
The AMS Coordinator Role...............................................................................................................4
I. Scenario.................................................................................................................................4
II. Create Workspace /Templates ................................................................................................5
1. Activity 1: Create Assessment Plan Template .......................................................................5
2. Activity 2: Create an Operational Plan Template...................................................................7
3. Activity 2: Create Workspace Template................................................................................7
III. Workspace Management......................................................................................................10
1. Activity: Set up Workspaces in the “Workspace Management” area....................................11
IV. Goal Sets..............................................................................................................................13
1. Activity: Create & Distribute a Goal Set..............................................................................14
V. Running Reports...................................................................................................................15
1. At-A-Glance Reports.........................................................................................................15
2. Management Reports.......................................................................................................17
VI. Communications and Resources............................................................................................18
1. Activity: Explore Communications & Resources..................................................................19
Administration of Faculty Credentials .............................................................................................20
I. Scenario...............................................................................................................................20
II. Edit Faculty Profiles ..............................................................................................................21
1. Activity: Enter Information on Behalf of Faculty..................................................................21
III. Credential Faculty.................................................................................................................21
1. Activity: Review and Confirm Faculty Credentials................................................................22
IV. FacultyActivity Report..........................................................................................................22
1. Activity: Explore Faculty Activity and Related One-Click Reports..........................................22
V. (Optional) Administering Faculty Credentials..........................................................................23
2. Activity: Administering Faculty Credentials.........................................................................23

Appendix.......................................................................................................................................25
INTRODUCTION
The prerequisiteforthisactivityisthatyouhave completedthe AMSFacultyMemberActivities.
Some of the tasksyouwill dointhe followingpageswill require thatyouhave submittedworkasa
Facultymemberinthe *OutcomesAssessmentWorkspace*.
In thissetof activitiesyouwill learnaboutsome otherrolesthatare involvedinthe outcomes
assessmentprocessandhowthese variousrolesuse the TaskStreamsystem:
 Reviewerrole: A persondesignatedbythe institution,departmentorprogramto review
worksubmittedbyfaculty(e.g.MissionStatements,Outcomes,Assessmentplansor
findings,etc.).Thisreviewprocesscanserve multiple purposes;itcan be usedsimplyto
ensure thatdocumentationissubmittedinatimelywayand/oritcan be usedto provide
guidingfeedbackforthe purpose of improvement.
 AMS Coordinator: A person(ormultiple people) whouse variousAMSCoordinator(or
“admin”) toolstoset up,monitorandreport onactivitiesconductedviathe Workspace.
These activities include:
o Creatingan assessmentplantemplate
o CreatingWorkspace Template
o Distributingthe Workspace Template tovariousareasof the organizationthatneed
to add contentto the workspace
o Runningreports
You will alsoreturntothe Faculty Credentials module,thistime consideringit fromthe perspective
of administration.
THE REVIEWER ROLE
I. Acting as a Reviewer
In thisactivityyouwill playthe role of a reviewer.Asmentionedabove,areviewer mightsimply
ensure thatdocumentationissubmittedinatimelywayorhe or she mightbe taskedwithproviding
guidingfeedbackforthe purpose of improvement.
*Keepin mind: The Reviewerrole inAMSisthe same as the Evaluatorrole inLAT. Actionsyou’ve
learnedinLATtrainingwill applytothisAMS Reviewer activity.

1. Activity: Review Submissions
Login and Access Items to Review
1. Log in toAMS
2. Clickon the “Items RequiringReview”link. This
linkshouldappearinthe leftpanel of your
homepage (fig.1).
*Note: if youdo not see the link“ItemsRequiringReview”ORyoudonot see submissionsthat
are awaitingyourreviewfromthe workspace titled*OutcomesAssessmentWorkspace*,thenyou
have not beenassignedthe proper permissions. Pleasecontactthe trainingcoordinatortocorrect
thisproblem.
Review Items
Review 1-2of the itemssubmittedtoyou(e.g., missionstatement).
For eachitemyou review:
1. Addsome commentsthatwouldhelpimprove the contentof the submission.
2. Release the reviewtothe participatingarea.
View All Submissions
1. Back on the homepage,selectthe “View all Submissions”link(fig.1).
2. Familiarize yourself withthisview of the submissions.
QUESTION 1: WHATIS THE DIFFERENCE BETWEEN CLICKING “ITEMS REQUIRINGREVIEW”AND
“VIEW ALL SUBMISSIONS”?
fig. 1

Put on your faculty hat again!
1. Nowput onyour facultyhat again.Openyourworkspace (from the majorworkpanel of
your AMS home page) andgo to the ‘Readand SubmitReview’tab.
2. Readreview.Notice thatmissionstatementisnolongerlockedso thatyoumay continue to
editit.(Thisisbecause the AMS Coordinatorsetthe preferenceforMissionStatement to
alloweditingafterrelease,somethingyouwill doyourself foranothertemplate,laterinthis
trainingsession.)
THE AMS COORDINATOR ROLE
I. Scenario
Your institutionhasrecentlypromoted youfromfacultymembertothe new Directorof Assessment
position. Youare charged withhelpingthe institutionpreparefortheirnext accreditationvisitby
SACS(SouthernAssociationof Collegesand Schools)in2015.
For backgroundinformation,itmaybe useful toreadmore aboutSACS:
http://sacscoc.org/pdf/2012PrinciplesOfAcreditation.pdf (section3.3)
QUESTION 2: HOW DOES A DIRECTOR OF ASSESSMENT ENSURE THAT THEIR INSTITUTION CAN
COMPLY WITH THE ABOVE MENTIONED SACS ACCREDITATION CRITERIA?HOWIS TASKSTREAM
USED TO HELP DEMONSTRATE COMPLIANCE WITH THIS CRITERION?
SACSaccreditationcriteria:
SACS3.3.1 “the Institutionidentifiesexpectedoutcomes,assessesthe
extenttowhichitachievesthese outcomes,andprovidesevidenceof
improvementbasedonanalysisof the results”

As Directorof Assessment,you have decided thatbothacademicand non-academicprograms and
serviceswithinthis institution should engageinacyclical outcomesassessmentprocessandcreate
documentsthatdemonstrate thatthe institutionisaddressingthe SACsaccreditationcriteria.In
your Workspace template,youwill addthe following requirementsthatprogramswithinthe
institutionmusteachfill out:
 Missionstatement:A missionstatementisastatementof the purpose of a specificareaof
the organizationorthe organizationitself.The missionstatementshouldguide the actions
of the organization,spell outitsoverall goal,provide asense of direction,andguide
decision-making.
 Learning outcomes.
 Curriculummap.
 Assessmentplansand relatedinformation.Every twoyears,all programsmust submit:
o An assessmentplan;
o Followingthe collectionof assessmentdata(viaLATor otherassessmentmethods),
assessmentfindings basedonthatplan.
 Operational Plans and relatedinformation. Thisplanwill include aplace forprogramsto
listthe actionitemsthatwill be usedtoimprove outcomesin subsequentassessment
cycle(s).
*Note: if any of the above termsare unfamiliartoyou,refertoyourpreviousAMSfaculty
membertrainingactivityand/orthe AMSglossary.
II. Create Workspace /Templates
In the nextfewsteps,youwill be structuringthe templatesand Workspacesthatyourinstitution’s
degree programs will use tocollectthe documentation describedinthe scenario(mission
statement,learningoutcomes,assessmentplan,etc.).
1. Activity 1: Create AssessmentPlan Template
Login and Begin
Log intoAMS as yourself. Youhave alreadybeengiventhe
AMS Coordinatorrole at the highestpermissionlevel.
Make sure youare workingwithinthe Z_TaskStreamAMS
Training Area. Youcan confirmthisbylookingatthe left
panel,atthe “At-a-Glance Oversight”reportslabel(fig.2).
fig. 2

*Note: If youare notable to access thisAMS OA whenyoulog inwithyouraccount, please notify
the trainingmanager.If youhave beengivenproperpermissions,youshouldbe able tosee AMS
Coordinatortool links inthe leftpanel of yourAMShomepage.
Create the Assessment Plan Template
WithTaskStream,the AMS Coordinatorcreatesanassessmentplantemplate,tailoringthe input
areas to the needsof the particularinstitution. People inthatinstitutionthenuse the assessment
planto documenthoweachoutcome will be measuredand,later,todocumentthe findingsfrom
these measures.
Variousinstitutionsmayhave differentdatatheyhope tocollectfromthe departments,degree
programsor coursesas part of the assessmentprocess. Commontoall assessmentplans,however,
isthat the departmentordegree programmustestablishoutcomesthattheywishtomeasure.
Establishingoutcomesis,therefore,aprerequisite forusinganassessmentplan.
Go to Workspace Tools and selectAssessmentPlanTemplate builder.
1. Create a newcustomassessmentplantemplate. Be sure the name youassignincludesyour
ownname or otherinformationthatmakesiteasyforyouto distinguishitfromtemplates
createdby otherpeople whoare doingorientation(e.g.,Assessment PlanTemplate- [name
here])
*Note: ThisAssessmentPlantemplate will be neededforthe nexttrainingactivity(“Create
Workspace Template”).
2. The AssessmentPlantemplate isdefinedontwoscreens. Youare initiallynavigatedtoStep
1: Create the Plan Components. Fromthere youcan “Save and Continue to Findings
Components”(Step2). On each screen:
a. Change some elementsof the screen: modifydirections;include/exclude fields;
change a fieldlabel.
b. Adda customcomponent
i. On the Planscreen,add “Implementationdetails”,askingfacultytodescribe
the time frame of the assessment andwhowill dowhat.
ii. On the Findingsscreen,addacomponentfor“lessonslearned”
3. Be sure to save yourwork!
QUESTION 3: WHATIS THE PURPOSE OF THE ASSESSMENT PLAN TEMPLATE? WHATARE THE
TWO PARTS OF AN ASSESSMENT PLAN?

2. Activity 2: Create an Operational Plan Template
Create the Operational Plan Template
WithTaskStream,the AMS Coordinatorcreatesanoperational plantemplate,tailoringthe input
areas to the needsof the particularinstitution. People inthatinstitutionthenuse the operational
planto documentactionstheywill take toimprove the learningandteachingenvironment,and
later,to documentstatusesoneachof those actionitems.The operational planisusuallydoneafter
the assessmentplanfindingsare complete,andeachactioncan linktothe findings inthe
assessmentplan.
Variousinstitutionsmayhave differentdatatheyhope tocollectfromthe departments,degree
programsor coursesas part of the assessmentprocess. Commontoall operational plans,however,
isthat the departmentordegree programmust include the outcomesthattheywishto improve.
Establishingoutcomesis,therefore,also prerequisite tousinganoperational plan.
Sometimesoperational plansare usedtodocumentoperationalorstrategicoutcomesandaction
itemsrelatedtothem.Inthese cases,the operational planwouldnotnecessarilybe relatedtothe
assessmentplaninanyway,andmay be usedas a standalone document.
Go to Workspace Tools and selectOperationalPlanTemplatebuilder.
4. Create a newcustomoperational plantemplate. Be sure the name youassignincludesyour
ownname or otherinformationthatmakesiteasyforyouto distinguishitfromtemplates
createdby otherpeople whoare doingorientation(e.g., OperationalPlanTemplate- [name
here])
*Note: ThisOperational Plantemplatewill be neededforthe nexttrainingactivity(“Create
Workspace Template”).
5. The Operational Plantemplateisdefinedontwoscreens. Youare initiallynavigatedtoStep
1: Create the Operational Plan Components. Fromthere youcan “Save and Continue to
Status Report Components”(Step2). On each screen:
c. Change some elementsof the screen: modifydirections;include/exclude fields;
change a fieldlabel.
d. Adda customcomponent
6. Be sure to save yourwork!
3. Activity 2: Create Workspace Template
The Workspace template definesthe documentationrequirementsthatfacultyindifferentareasof
the institution(e.g.,programs,departmentsorcourses) will be requiredtofill out,eithercyclically
(e.g. everyotheryear) oras a onetime requirement(inTaskStreamparlance, a“standing
requirement”). Once the template hasbeencreated,youwill enroll Participatingareas(e.g.,

programs,departmentsorcourses) thatwill eachgeta copy of the template andbe able toadd
contentto it.
Create the Workspace Template with the template “wizard”
Go to Workspace Tools and selectWorkspace Template Builder.
1. Create a new Workspace Template. Again,be sure the name youassignincludesyourown
name or otherdistinguishinglanguage(e.g.,OutcomesAssessmentWorkspace Template-
[name here])
2. Clickthe buttonto BeginCreatingYourWorkspace Template. Youare navigatedtothe
Starting Format, the firstof 4 stepsthatwill enable youtocreate a new Workspace
template.
3. Use the Wizardto Create a Starting Format
a. Addtwo “standingrequirements”: missionstatement;outcomes
b. Adda cyclical requirementthatasksparticipatingareastosubmitassessmentplans
and findings.
i. Selectthe AssessmentPlantemplate youcreatedinthe previousactivity
ii. Selectthe Operational Plantemplateyoucreatedinthe previousactivity
iii. Setthe cycle requirementforeverytwoyears,fortwocycles.
c. Adda CurriculumMapas a cyclical requirement.
4. Save and continue. Youare navigatedtoa screenthatenablesyoutoCustomize yourCycle
Names(optional).
5. Finish,tocontinue ontoStep2: Structure/Requirements.
a. Furthercustomize the template byusingthe AddAreabuttoncreate anewstanding
requirement“RetentionStatistics.” Thiswillbe anarea forcollectinginformation
on the retentionof studentsinthe program(adddirectionstoguide people onhow
to do thisstep)
*Tip: The purpose of addinga customrequirementistoprovide forthe manywaysthat
institutionscollectdataon variousaspectsof theirorganization.Thisareaisverysimilartosetting
up a requirementwithinthe DRFtemplate.Youcanadd customforms,or just allow participating
areas to addtextor attachments.
QUESTION 4: WHATIS THE PURPOSE OF THE WORKSPACE?WHY DOES AN AMS
COORDINATOR NEED TO CREATE A WORKSPACE TEMPLATE?

Create the Workspace Template without the wizard
Try creatinganotherWS template withoutthe startingwizard.Notice thatif youwantedto,youcan
endup withthe same structure as the one above.
QUESTION 5: WHY ARE THERE TWO WAYS TO CREATE WSTEMPLATES (WIZARD VS.
FREEFORM)? WHATARE THE DIFFERENCES?
Complete the Workspace Template
1. Returnto your original Workspace template. SelectStep 3:ReviewMethods.
*Note: Notice thatreviewisoptional inAMSwhereasevaluationinLATisnot optional.
2. One of yourevaluationmethodsshouldbe asimple reviewmethod(e.g.Meets/Doesnot
Meetrequirement)
3. One of yourevaluationmethodsshouldbe amore advancedreview method. Forthis
exercise,use the RubricWizardtocreate a rubric to associate with yourmissionstatement
requirement.
In designingarubric,bearinmindthe requirementitwillbe usedtoevaluate.Forexample,
whencreatinga rubricto evaluate the missionstatement,the rubricshouldreflectcriteria
to be usedby a reviewerlookingforagoodmissionstatement.
*Note: youwill be requiredtoleave the Workspace template areainordertocreate the rubric.
Aftercreatinga rubric,returnto Step 3 of the Workspace template buildertoattach yournew
rubric to the MissionStatementrequirement.
QUESTION 6: WHY DO WE REFER TO “REVIEW”METHODS IN AMS,VS. CALLINGTHEM
“EVALUATION”METHODS, AS WE DO IN LAT? WHY IS REVIEW OPTIONAL IN AMS?
4. On Step4: Preferences,youhave the optiontoreturnto the otherstepsand make changes.
Whenyouconsideryourtemplate complete,clickContinue toCreate Workspace.

III. Workspace Management
“Workspace Management”isthe admintool that enablesAMSCoordinatorsto distribute the
Workspace template(s) theyhave created.
You distribute Workspacestoareasof the organization(forexample,adepartment,degreeprogram
or course) ratherthan distributingitdirectlytoindividual people.Theseenrolledareasbecome
knownas “ParticipatingAreas”.
Individualswhoare affiliatedwithaparticularparticipatingareawill gainaccesstothe Workspace
viathe AMS homepage. Forexample,if facultyare teachwithinthe biologyprogram, andthen
biologyisenrolledandreceivesacopyof the Workspace template,thenall of the facultythatare
part of the biologyprogramwill gainaccesstothisworkspace. The AMS Coordinatorcanchoose to
give these peopleeitherFULLACCESS(the abilitytoview and addcontentto the Workspace) or
VIEW ACCESS(the abilitytoview contententeredbyothers,andcontribute todiscussionsaround
that content,butnot be able to editthe content).
*Note: if a facultymemberbecomesunaffiliatedwiththe areaof the organization(forexample,
whentheyleave the institutionforanotherjob),the contententeredbythatpersonremains
intactbecause the workis “owned”bythe participatingarea(e.g.degree program). Inthisway,
AMS is quite differentthanLATin that work iscollaborativelycreated,notownedbyan individual.
Fig.3 (below) showsthe variousrolesassociatedwithaWorkspace how theyinteractduringthe
overall workflow.
fig. 3

1. Activity: Set up Workspacesin the “Workspace Management” area
In thisactivity,youwill distributeyourtemplateviathe Workspace Managementarea.Youwill also
enroll participatingareasandreviews.
Returnto Workspace Tools and selectWorkspace Management.
Perform Setup and Enrollment
1. Create a new Workspace. Asalways,be sure to include yourname inthe title
2. On Step1: Setup, give yourselfall roles(reviewerandall Workspace management
permissions).
3. Continue toStep2: Template,and selectthe template youcreatedinActivity2(above)
4. Navigate toStep3: Enrollmentandenroll some of the academicdegree programs(e.g.
anthropology, English, arthistory, etc.) intothe workspace asparticipatingareas.
Notice thatthe facultymembersineachof these degree programsare automatically
enrolled(because theyare “affiliated/registered”withtheseparticipatingareas).Theyare
givenFULL (edit) accesstothe workspace.Notice youcanchange the permissionlevels to
eitherNoAccessor View onlyaccess.
5. (Optional) Explore:Sometimesfacultyhave joint
appointmentsinmore thanone program.Inthis
case,theywouldneedtobe added(or add
themselves)toa secondaryaffiliation.
You can add additional affiliationstoyourown
account inthe “My account info” areaof the AMS
screen (fig. 4). Once you’ve accessedMyAccount,
click“Addorganizationaffiliations”.
QUESTION 7: WHATIS THE EFFECT OF ADDINGA SECOND “AFFILIATION”TO ONE OF THE
FACULTY MEMBERS?
Explore (& Set) Preferences
If you’dleftthe Workspace Managementareato explore MyAccount,returnto the Workspace
Managementarea. Navigate toStep4: Preferencesandexplorethe otherpreferencesinthe
Workspace Managementarea:
*Note that like LAT,youhave multiple groupingoptions.The “CurrentGroupingPreferences”
default,however,istohave nogroups.
fig. 4

QUESTION 8: WHY WOULD A WORKSPACE MANAGER WANT TO CHANGE THE GROUPING
OPTION?
On the Preferencestab,Managerscan “forcibly”checkinrequirementsthatre checkedoutto a
particularParticipatingArea.
QUESTION 9: WHY WOULD A WORKSPACE MANAGER WANT TO FORCE CHECK-IN A
REQUIREMENT? MORE IMPORTANTLY, WHAT IS THE REASON AMSEVEN REQUIRES SOMEONE TO
CHECK SOMETHING OUT (AND WHY DOESN’T LAT REQUIRE THIS?)
Work typicallygetslockedwhensubmittedforreview. Managerscanalsolockor unlockindividual
requirements atcertaintimes(forexample,theycanlockworkdownaftera deadline haspassed,or
unlockworkthat was reviewedandreleased).
On the Preferencestab,lockandunlockworkfor a particularParticipatingArea.Reversethisonce
done.
QUESTION 10: WHATIS THE LOCKING SYSTEM USED FOR? WHY MIGHT A WORKSPACE
MANAGER WANT TO LOCK OR UNLOCK WORK AT DIFFERENT POINTS IN TIME? HOW DOES
LOCKINGSYSTEM IN AMS DIFFER FROM LAT?
AMS Coordinatorscanalso seta requirementtoautomaticallyunlockafterthe review iscomplete.
1. Setthe MissionStatementrequirementthe release/editingpreference sothatafterreview
iscomplete itisunlocked(andthereforemaycontinue tobe edited)
QUESTION 11: WHY WOULD A WSMANAGER WANT TO SET THIS EDITINGPREFERENCE AS
SUCH?

Activate Workspace
Until it isactivated,a workspace cannotbe viewedbyparticipants.
1. Havingcompletedthe previousstepsforthisWorkspace,proceedtoStep5: Status.
2. Change the Statusto Active.
IV. Goal Sets
One additional thingthatthe AMSCoordinatorcan do isto create and distribute Goal setsto
participatingareas.Before undertakingthistask,thinkbackto the trainingsessiononAMSas a
facultymemberandrecall howyouwere askedtomap Outcomesto Goals.
How were those goalscreatedanddistributedformappingpurposes?The activitybelowwalksyou
throughthese steps.
*Tip: You may want toreviewthe definitionfora“goal set”in the glossaryarea.Thinkaboutthe
differencesbetweenagoal setand an outcome set.How are these tworelatedtoone another?
QUESTION 12: WHATIS A GOAL SET, WHERE IS THIS CREATED AND BY WHOM? HOW IS IT
DIFFERENT THAN AN OUTCOME SET? WHERE ARE OUTCOME SETS CREATED AND BY WHOM?

1. Activity: Create & Distribute a GoalSet
Use the “Organizational GoalsEditor”linkinthe leftpanel of
your AMS homepage (fig. 5).
Create a Goal Set
1. Create a new goal set called“General EducationGoals”
a. Append yourname to the title since this
activity will be done byotherswho are inthis
training.
* Tip: To create your goal set,you mightuse a setof General Educationgoalsfoundata typical
college oruniversity.The Universityof Kentuckyhasadescribedthoroughlywhatgoalsare and
shouldbe froma leadershipperspective:
http://getinvolved.uky.edu/Leadership/pdf/Organizational%20Goal%20Setting.pdf
2. Setthe statusto “inactive”,asyouare not yetreadyto distribute thisset.
3. You may,if you want,define termsforthe twolevelsof aGoal Set. These defaultto“Goal”
and “Initiative”
4. Setthe “OwningOrganizational Area”toZ_TaskStreamAMSTraining Area. Note that
owningareasimplyrepresentsthe level of the organizationthatthe goal setpertainsto.In
thiscase,it isat the top (OA/institution) levelsowe wouldchoose the name of the
institution.
a. Do not worryabout selectingadistribution. Youwill distribute thissetinStep2
(below)
5. ClickContinue
6. ClickAddNewGoal to beginenteringgoalsforthisset. (see Tipthatfollowsthesesteps)
a. Afteraddingthisfirst goal,be sure to AddNew Initiative.
7. Continue toaddGoals and associatedinitiativestobuildyourset
a. (Optional) Experimentwiththe “Reorder”feature tochange the orderof goalsor of
initiativeswithingoals.
Distribute the Goal Set
1. Returnto the goal setyoucreatedin the previousstep.
2. Clickthe “Edit Goal Set Properties”button
3. Setthe Statusto “Active”
4. Distribute the Goal setto the entire OA
Once distributed,membersof participatingareasthatyouhave enrolledintothe Workspace
will gainaccessto the Goalsvia theirOutcome requirementswhenmappingoutcomesto
goals.
*Tip: Please referbackto the previoustrainingsession(AMSasa FacultyMember) if youwishto
revisitthe experience of aFacultymemberwhoismappingoutcomestogoals.
fig. 5

V. Running Reports
Reportsserve veryimportantbutvariedpurposesinAMS.Asyourun the reports,ask yourself what
isthe purpose of eachreport?
*Tip: You may want toreferto online helpmaterialstounderstandhow touse these reports,and
theirpurpose
For the followingreports,you will be logging inas Jeff Harmon, a fictitious AMS Coordinator
who has a lot of data for you to look at.
His username is: j
His password is: 23skidoo
! Please only use this account to generate reports. Do not make any edits to this account, add
data, or change permissions!
1. At-A-Glance Reports
To access At-A-Glance reports, loginasabove user(Jeff Harmon) andgo to the AMS platform.
Make sure youare in the OA called“General
College/University”.If not,use the pull-downatthe
bottomleftside of screentochange Organization(fig. 6)
Once you are sure youare inthe right University,clickonthe
linkonthe leftside of yourscreenunderthe “At-A-Glance
Oversight”header(fig. 7). Inthiscase,the linkisfor the
entire OA “General University”.The linkrepresentsthe area
of yourorganizationthatyouhave beengivenpermissionto
run reports on.This mightbe the entire organization,orjust
a certaindepartmentordegree program.Inthiscase, Jeff has
access to runreportson the entire organization
At-A-Glance Status report
Run the At-A-Glance StatusReport,forthe Workspace called“ProgramOutcomesAssessment&
ActionPlan”(fig. 8)
fig. 8
Explore the summarypage,andthen clickon the View links todrill downto the actual work
products.
fig. 6
fig. 7

You mightalsoexplore otherActive Workspacestosee otherversionsof thisreport.
QUESTION 13: WHATIS THE PURPOSE OF THE AT-A-GLANCE STATUS REPORT? WHATDOES IT
TELL YOU? WHY IS IT IMPORTANT?
At-A-Glance Goal Alignment report
Run the At-A-Glance Goal Alignment report,selecting“General University StrategicGoals”(fig.9)
fig. 9
Clickon the namesof the Participatingareastosee a more granularview of how eachparticipating
area alignedtheiroutcomestothe StrategicUniversitygoals.
QUESTION 14: WHATIS THE PURPOSE OF AT-A-GLANCE GOAL ALIGNMENT REPORT? WHAT
DOES IT TELL YOU? WHY IS IT IMPORTANT? WHAT IS THE DIFFERENCE BETWEEN THE SUMMARY VIEW
AND THE DETAILED VIEW?
Assessment Plan Summary report
Run the AssessmentPlanSummary report(bottomof listonAt-a-Glance reportpage) forthe
Workspace called“ProgramOutcomesAssessment&ActionPlan.”
Selectthe Assessmenttemplate called“AssessmentPlanandAssessmentfindings”;select
Organizational area(e.g.Collegeof Business”);and,selecttoshow onlyTotals.
Explore all filters,viewsanddrill downs.
(Optional) Furtherexploration:Gobackto search criteriaandmake otherselections.

QUESTION 15: WHATIS THE PURPOSE OF THE ASSESSMENT PLAN SUMMARY REPORT? WHAT
DOES IT TELL YOU? WHY IS IT IMPORTANT?
2. ManagementReports
The Managementreportsallowyouto see Activityforasingle
participatingareaor fora groupof participatingareaswithin
specificWorkspacesorforCustomformsassociatedwiththe
requirement.
To access ManagementReports,clickonthe linkonthe left
side of yourscreenunderthe “reports” header(fig. 10).
* Note:youdidnotexplore customformsinthisAMS trainingsessions;howeverformscanbe
usedmuchthe same waytheyare inLAT- as a submissionrequirementorasa review method
Workspace Activity report
Run the Workspace Activityreport on the Workspacecalled “ProgramOutcomesAssessment&Action
Plan”. Selectto showall participatingareas.
Explore mainsummaryreportas well asdrill downs
QUESTION 16: WHATIS THE PURPOSE OF THE WORKSPACE ACTIVITY REPORT? WHAT DOES IT
TELL YOU? WHY IS IT IMPORTANT?
Review Results report
Go back to ManagementReportshome page.
Run the ReviewResultsreport onthe WS template called“ProgramAssessment&ActionPlan
Template”.Runiton all participatingareasforall dates.
fig. 10

Explore mainsummaryreportas well asdrill downs
QUESTION 17: WHATIS THE PURPOSE OF THE REVIEW RESULTS REPORT? WHATDOES IT TELL
YOU? WHY IS IT IMPORTANT?
VI. Communications and Resources
AMS Coordinatorsemployothertoolstohelpthemmanage the assessmentprocessand
communicate importantdates,informationandevents acrossthe institution.
To explore the variouscommunicationsandresourcestoolsthatAMSprovides,log outof the
account youwere justusingto view reportsandlogback inas your ownAMS Coordinatoraccount.

1. Activity: Explore Communications& Resources
Announcements
Accessthe Announcementslinkfromyourhomepage
(fig.11).
Postan announcementabouthavingatrainingsession
for writingmeasurableoutcomes.
Web Page
The AMS Resource Toolsarea(fig.12) includesaccesstoWebPage Builder.
fig. 12
Still loggedinwithyourAMSCoordinator account, create a webpage thathas informationabout
writinggoodoutcomes (youcando a websearchto findthisinfo).
Usingthe “Manage resources”(alinkinthe AMS Coordinatortoolsheadinginleftnavigationpanel)
distribute thisresource toanumberof organizational areas.
Locate the distributedresourcesunderSharedResources(topnavigationbar).
(Optional) Other Tools
If you still have time,exploreall the othertoolsandutilitiesthatAMShas to offer(outside of the
Workspace,reviewandreportingtools).Youshouldonlycomplete thisoptionalactivityif youhave
at least1 hour to complete the nextandlastactivity:FacultyCredentials.
QUESTION 18: WHATARE THE OTHER TOOLS YOU DISCOVERED AND WHAT DO YOU THINK THEY
ARE USED FOR?
fig. 11

ADMINISTRATION OF FACULTY CREDENTIALS
I. Scenario
In the firstAMS trainingsession,youhadtoenteryourfacultycredentialsintoTaskStream forthe
purpose of allowingyourinstitutiontoevaluate whetheryouare qualifiedtoteachthe coursesthat
youare teaching.Inaddition,some facultyalsofindthisanice wayto maintainandupdate
informationabouttheirresearchandacademicactivitiesforthe purpose of creatingaCV
(CurriculumVitae).
In thistrainingsession,youwill assumethe role of apersonwhomust validate andconfirmthatthe
facultymembersare qualifiedtoteachbasedonthe credentialstheyenter.Thisprocessisrequired
by accreditationagenciestoensure thatall facultyare qualifiedtoteachthe coursestheyare
teaching.
To start thisactivity,loginto your accountin the Z_TaskStream AMS Training Area.
From AMS Home,clickon the FacultyCredentialstab.
*Note:If you do notsee the FacultyCredential areaenabledforyouor if yousee lessthan the
optionslistedbelow,pleasecontactyourtrainingmanagertohave him/hersetupthe correct
permissionsandaccess. Asshownbelow (fig.13) youshouldsee fourlinkswhenyouclickonthe
FacultyCredentialstab:
 EditFacultyProfiles
 PublishCVs
 Credential Faculty
 Generate Reports
fig. 13

II. Edit Faculty Profiles
The abilitytoenterfacultyinformationonbehalfof (other) Facultymembersisapermissionthatis
usedbyinstitutions whenthey alreadymaintainfacultyinformationinothersystemsandwanta
wayto populate profilesinTaskStreamwithoutrequiringfacultytore-enterthatinformation.
*Note: inthe future,TaskStreamplanstobuildimportcapabilitiestoaccomplishthissame task in
bulk,however,atthe momentthe manual re-entryof dataisthe onlywaythiscan be done.
1. Activity: Enter Information on Behalfof Faculty
To start enteringinformationonbehalf of otherfaculty,clickonthe “EditFacultyProfiles”link.
Enter or update informationonthe profile of atleastone facultymember otherthan yourself.
For each facultymemberyou update:
1. In the top rightcornerof the screen, use the Enter Informationfor Facultypull-downlistto
selectafacultymember.
*Note: There shouldbe several entriesof facultyinformationbasedonthe firstAMStraining
activityself-pacedactivity
2. Use the linksinthe leftpanel of the screentonavigate toone of the variousinformation
areas. Feel free toadd/update informationinmultiple areasforthe same facultymember.
3. Use the editfunctionsof thatarea to addor update information.
QUESTION 19: WHY DOES ENTERING INFORMATION ON BEHALF OF OTHER FACULTY REQUIRE A
SPECIAL PERMISSION?
III. Credential Faculty
Credentialingfacultyisakeypartof the facultycredentialingmodule. Facultycredentialinginvolves
reviewingandverifyingacademicexperience forafacultymemberanddeterminingwhichcourses
he or she isqualifiedtoteach.
The same person(AMSCoordinator) maybe assignedtodoboth the review andconfirmation,or
these tasksmaybe performedbyseparate people –whicheverthe institutionprefers. Forthe
purpose of thisexercise,youhave beengivenpermissiontodoboth.

1. Activity: Review and Confirm Faculty Credentials
Navigate tothe Credential Facultytab
Selectfacultytoreview,eitherbysearchingforamemberbyname OR viathe browse functionality.
 IF yousearch byname,youwill be navigateddirectlytothe Review Credentialspage forthe
selectedfacultymember
 IF youuse the browse functionality,youwillsee aresultstable listingmultiple faculty
members. Inthiscase,clickingthe Review Credentialsbuttonabove/belowthattable will
navigate youto the Review Credentialspage forthe firstfacultymemberonthatlist. From
there youwill have the optiontonavigate toothersonthe list.
Reviewandconfirmthe credentialsforone ormore facultymembers.
QUESTION 20: WHY MIGHT AN INSTITUTION PREFER REVIEW AND CONFIRMATION TO BE TWO
SEPARATE STEPS AND DONE BY DIFFERENT PEOPLE? WHY MIGHT THEY WANT IT TO BE THE
SAME PERSON?
IV. Faculty Activity Report
The FacultyActivityReportprovidesbothsummariesanddetailedviewsof facultyscholarlyactivity.
Thisreport,whichisonlyvisible touserswiththe FacultyCredentialsReportingpermission,enables
administratorstogeta quickview of the "productivity"of facultyinrelationtotheirrankandstatus
and the goalsthat have beenestablishedwithfacultyatthe beginningof the year.
1. Activity: Explore Faculty Activity and Related One-Click Reports
Navigate tothe Reportstab.
Notice the “FacultyActivitybyType”graph,and the variousFacultyCredentialingStatisticsgraphs.
Faculty Activity Report
Generate a newFacultyActivityReport.
Explore the differentfeaturesof the report,includingthe drill-downs.

One-Click Reports
Returningtothe Reportstab, lookagainat the “FacultyActivitybyType”graph. Each linkinthis
graph accessesa “one click”version of the FacultyActivityreport,pre-filteredforthe type of
informationdescribedbythe link.
Run some of the one clickreports.
QUESTION 21: WHATARE THE DIFFERENTKINDS OF REPORTS YOU CAN FIND IN THIS AREA AND
WHAT DO THEY TELL YOU?
V. (Optional) Administering Faculty Credentials
If time permits,continue withthisoptional activity:
In thisactivity,youwill becomethe TaskStreamInstitutional SystemAdministrator(ISA),arole that
isgivenonlytoa selectnumberof peopleinthe institution,andrequiresahigherlevel of permission
and training.The admintoolsavailabletothe ISA are usuallythose thatare somewhatspecialized
and affectthe setupandconfigurationof the TaskStreamsite.Inadditionthe ISA canprovide admin
rolesandpermissionstoAMSaccount holderswithintheirinstitution.
*Note: To complete thisactivity,youwill needtobe giventhe ISA role.Pleasecontactthe Training
managerto ask for thispermission.Please mentionthatyouneeditinorderto complete the ISA
portionof the FacultyCredentialstraining.
2. Activity: Administering Faculty Credentials
Once you have thispermission,youwillsee aSystemAdmin
linkonthe leftnavigationareaof yourAMS home page (fig14).
1. Log intoSystemAdministratorandaccessthe Manage
FacultyCredentialsarea.
2. Explore the differentoptionsavailabletoyouinthis
area:
a. Editingdirections
b. Viewingcourses
c. Term setup
d. Permissions
fig. 14

QUESTION 22: WHATIS THE PURPOSE OF EACH OF THESE FEATURES?

APPENDIX
Example of Full Organizational Structure.
Universityof SouthernCarolina
Administrative SupportServices
Admissions
CareerManagementCenter
Financial Aid
InstitutionalEffectiveness
Registrar
School of Business
Accounting
Accounting(B.S.)
AppliedEconomics(B.S.)
BusinessAdministration
BusinessAdministration(B.S.)
MBA
BusinessAdministration(M.B.A.)
ProfessionalAccountancy(M.B.A.)
School of Communications
CinemaandPhotography
Cinemaand Photography(B.S.)
CommunicationManagement
CommunicationManagement(B.S.)
Communications(M.S.)
Journalism
Journalism(B.A.)

School of Education
Early ChildhoodEducation
ElementaryEducation(B.A.)
SecondaryEducation
Mathematics Education(B.A.)
Science Education(B.A.)
School of Engineering&Sciences
Engineering
Civil Engineering(B.S.)
Mechanical Engineering(B.S.)
Mathematicsand ComputerSciences
ComputerInformationSystems(B.S.)
Mathematics(B.A.)
Mathematics – ComputerScience (B.S.)
Sciences
Biology(B.S.)
Chemistry(B.S.)

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