OUTCOMES Reflects best practices Meets standards Needs development Program outcomes (for student services/ support programs ONLY): ☐ State a program performance goal (e.g., retention rates, service rates, satisfaction levels). If possible, these should be framed with a student focus.   Learning outcomes (academic and student services/support programs): ☒ State what graduating or exiting students should know, be able to do, believe, or value after participating in the program.   Both program and learning outcomes: ☒ Focus on the results of learning or participating in the program, not on the learning process, program activities, or teaching. ☒ Isolate one behavior per outcome. (Exception: Outcomes required by disciplinary accrediting agencies.) ☒ Identify a measurable, observable behavior using an action verb (e.g., “students summarize/compare/ design” (observable) vs. “understand/ know/are familiar with” (not observable) or “demonstrate” (too vague)). ☒ Are clearly derived from the mission statement ☒Are “related” or linked to at least one assessment. ☒ Are appropriate for the target audience (e.g., BA vs. MA students)     ☐ All outcomes meet all of the criteria.   and   ☐ The assessment plan includes the required minimum number of outcomes.             ☒ Most outcomes meet all of the criteria   and   ☒ The assessment plan includes the required minimum number of outcomes.       ☐ Few or none of the outcomes meet all of the criteria.   or   ☐ The assessment plan does not include the required minimum number of outcomes.       Reviewer comments The 1st outcome needs to focus on the results of learning; the other 2 outcomes are fine.
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DAT 8.1 Response Models Description A response model is a statistical and mathematical model that captures the relationship between investments in marketing resources and outcomes. When to Use It • To discover the shape of the relationships between marketing efforts and performance. • To compare the effects of various marketing mix efforts on marketing outcomes. • To capture the effects of competitive marketing efforts on a focal firm’s outcomes. How it Works   Historical data contain insightful information about whether and how much marketing resources truly increase economic outcomes, which is useful to know when deciding on marketing actions in the future. A basic assumption is that past outcomes relate to future outcomes, which is reasonable most of the time, barring exceptions like recessionary periods. Using past data to uncover the relationship between marketing resources and performance, response models provide four main insights. First, they capture the shape of the relationship between marketing resources and outcomes, which is usually concave: Financial outcomes increase with increases in marketing resources but at a diminishing rate. Second, response models reveal exactly how much financial outcomes would change if marketing efforts increased by 1 percent, also known as marketing elasticity. Third, with a response model, marketing managers can figure out the relative impact of several resources and thereby allocate them optimally and in proportion to the effectiveness of the different activities. Fourth, response models help managers capture the effect of focal marketing efforts on outcomes while also controlling for competitive marketing efforts, which may increase the clutter in the market. If the marketing outcome is given by Y, and we have two marketing efforts (X1 and X2) by the focal firm, as well as competitor spending (Z1), the formula for a response model is given by Where the ln() term is the natural logarithm of all variables in the model, which captures the diminishing returns relationship between the outcome and the covariates, and are called the elasticities of marketing efforts, captures the % change expected in Y for a 1% change in X1, captures the % change expected in Y for a 1% change in X1, and captures the % change expected in Y for a 1% change in competitive efforts Z1, and is a random error term. With data about past outcomes and past marketing inventions, as well as confounds, software available from SAS or SPSS can determine the sign, strength, and statistical significance of the coefficients.   © Palmatier 26
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Organization Organization Structure: Structure: Its Its Determinants Determinants and and Outcomes Outcomes
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Graphics that show progression help the reader grasp the order of events. Long Term Plan (2018 & Forward): Once IBC establishes itself with a large membership presence, the current executive board members must effectively train the younger individuals in the organization the necessary skills to ensure the organization’s long term survival. This includes a deep understanding of the case frameworks and an understanding of the administrative tasks that accompany an organization. From there, IBC should look to establish a deep network of alumni who are professionals in the consulting field. As the organization grows, the alumni base will become more significant, starting a cycle of recruitment opportunities that improve ever year. First Year Plan (2017 – 2018): In August of 2017, IBC executives established the organization on-campus through the Student Organization Business Office (SOBO), providing Iowa Business Consulting with access to important university resources and recruiting opportunities. In September of 2017, the executive board established the organization’s general practices, including organizational case frameworks, training and layout, which are primarily based off of the Harvard Business School framework for solving case problems. In October of 2017, the IBC team put new members through case training and a series of sample cases designed to test their problem solving ability. By February of 2017, IBC hopes to initiate client engagements by sending managing directors into the field to scout opportunities and consult on the organization’s first 4 case projects. Once IBC establishes itself with a large membership presence, the current executive board members must effectively train the younger individuals in the organization the necessary skills to ensure the organization’s long term survival. This includes a deep understanding of the case frameworks and an understanding of the administrative tasks that accompany an organization. From there, IBC should look to establish a deep network of alumni who are professionals in the consulting field. As the organization grows, the alumni base will become more significant, starting a cycle of recruitment opportunities that improve ever year. The primary goal of Iowa Business Consulting is to prepare students for interviews and on-job success. August 2018: Establish beginning steps of alumni base in the consulting industry through current member job placement May 2018: Turn the organization over to young leadership team with the hopes of continuing the organization on pre-established framework February 2017: Initiate client engagements, sending managing directors into the field to scout opportunities to consult on 4 case projects October 2017: Initiated new members, putting the team through case training and a series of sample cases designed to test their problem solving ability October 2017: Recruiting initial class of 20 members, selected via applications and intensive interview process including behavioral, market-sizing, and brain-teaser questions September 2017: Established general practices, including organizational case frameworks, training, and layout August 2017: Established IBC as an official on-campus organization
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Objectives: Social Determinants of Health and Community Health Workers By the end of the workshop participants will be able to: Define ‘Social Determinants of Health’ and recognize roles Community Health Workers (CHWs) can play in addressing Social Determinants of Health Understand why Community Health Workers are well positioned to address Social Determinants of Health, including job creation
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4. Appearance of New Antigenic Determinants on the Cell Surface   Outer cell membrane is modified: a. cell morphology changes, they become more agglutinable by lectin concanavalin A. b. permeability increases c. new antigenic determinants appear on the cell surface.   If it is enveloped virus, the new determinants are likely to be viral envelope proteins. It can also be non enveloped virus. The presence of these determinants serves to alert the immune mechanism. 5. Cell Fusion Some viruses cause cells to fuse with one another, which results in the formation of giant syncytia, mass of cytoplasm
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CPT: Confidentiality, Privacy and Trust  Before I as a user of Organization A send data about me to organization B, I read the privacy policies enforced by organization B If I agree to the privacy policies of organization B, then I will send data about me to organization B If I do not agree with the policies of organization B, then I can negotiate with organization B  Even if the web site states that it will not share private information with others, do I trust the web site  Note: while confidentiality is enforced by the organization, privacy is determined by the user. Therefore for confidentiality, the organization will determine whether a user can have the data. If so, then the organization van further determine whether the user can be trusted -
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(Holistic Rubric Example) Oral Report 5 Excellent: The student clearly describes the question studied and provides strong reasons for its importance. Specific information is given to support the conclusions that are drawn and described. The delivery is engaging and sentence structure is consistently correct. Eye contact is made and sustained throughout the presentation. There is strong evidence of preparation, organization, and enthusiasm for the topic. The visual aid is used to make the presentation more effective. Questions from the audience are clearly answered with specific and appropriate information. 4 Very Good: The student described the question studied and provides reasons for its importance. An adequate amount of information is given to support the conclusions that are drawn and described. The delivery and sentence structure are generally correct. There is evidence of preparation, organization, and enthusiasm for the topic. The visual aid is mentioned and used. Questions from the audience are answered clearly. 3 Good: The student describes the question studied and conclusions are stated, but supporting information is not as strong as a 4 or 5. The delivery and sentence structure are generally correct. There is some indication of preparation and organization. The visual aid is mentioned. Questions from the audience are answered. 2 Limited: The student states the question studied, but fails to fully describe it. No conclusions are given to answer the question. The delivery and sentence structure is understandable, but with some errors. Evidence of preparation and organization is lacking. The visual aid may or may not be mentioned. Questions from the audience are answered with only the most basic response. 1 Poor: The student makes a presentation without stating the question or its importance. The topic is unclear and no adequate conclusions are stated. The delivery is difficult to follow. There is no indication of preparation or organization. Questions from the audience receive only the most basic, or no, response. 0 No oral presentation is attempted.
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Blohmke,​J.,​Kemp,​R.,​&​Türkeli,​S.​(2016).​Disentangling the causal structure behind environmental regulation.​Technological Forecasting and Social Change,​103,​174-190. Determinants of environmental regulation have been identified in different studies. The present paper takes the analysis of environmental policy determinants one step further by also studying the​interaction​effects​between​the​determinants.​ In this article we seek to disentangle the causal structure behind environmental regulations with the help of structural equation modelling for a data set of 47 countries. We occupy a middle ground between theory testing and theory exploring. Relevant variables for use are identified (on the basis of proto-theory and the empirical literature) but the exact relations between various items and its power in the overall construct is to be identified. Thus, PLS is a suitable theoretical modelling approach. 26
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OUTCOMES SECTION  Differentiates between program and learning outcomes  Only student support services programs should focus on program outcomes  Both academic and student support services programs should focus on learning outcomes  Two descriptions in the first column apply only to program vs. learning outcomes, but all others apply to both: Program outcomes (for student services/ support programs ONLY):  ☐ State a program performance goal Learning outcomes (academic and student services/support programs):  ☐ State what graduating or exiting students should know, be able to do, believe, or value Both program and learning outcomes:  ☐ Focus on the results of learning …
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DAT 7.1 Multivariate Regression Analysis Description Multivariate regression is a statistical approach used to quantify the sign and magnitude of the relationship between a focal dependent variable (marketing outcome in our context) and several independent variables (e.g., marketing efforts). When to Use It • To determine how one of multiple marketing interventions incrementally affects observed marketing outcomes. • To compare the effects of multiple marketing interventions on marketing outcomes. • To predict the likely market outcomes due to various combinations of marketing interventions. How it Works The purpose of multivariate regression is to capture the statistical association between a focal marketing outcome of interest (e.g., sales, loyalty, CLV, profitability) and several marketing interventions that simultaneously may affect the focal outcome (e.g., relationship marketing efforts, marketing mix). Performing a multivariate regression enables five important discoveries. First, we can discern whether a particular marketing intervention truly influences a marketing outcome. That is, a multivariate regression can provide statistical validation of the significance of the impact of a certain marketing intervention. Second, we learn the sign of the relationship between a marketing invention and a marketing outcome. In some cases, the sign is wellknown a priori (e.g., as the price increases, sales decrease), but in others, it remains unclear. For example, a firm may not know whether a financially oriented relationship marketing program offering free shipping ultimately increases CLV. The regression can help the firm verify the sign of the relationship. Third, a multivariate regression helps researchers compare the relative strength of multiple marketing interventions. For example, a firm may need to know which of its social, structural, or financial relationship marketing efforts are most and least influential, and this determination is enabled by a regression. Fourth, with a multivariate regression, we can control for confounds while gauging the relationship between marketing interventions and marketing outcomes. For example, while trying to understand the relationship between financial relationship marketing efforts by a supplier firm devoted to a buyer firm and marketing outcomes earned from this buyer firm, we might control for the buyer firm’s size, because larger firms typically buy more, regardless of whether they receive marketing interventions. Fifth and finally, multivariate regression enables predictions of the marketing outcomes following from various scenarios of marketing interventions, which is useful in scenario analysis. If the marketing outcome is given by Y, and we have three marketing interventions (X1, X2, and X3), and two confounds (Z1, and Z2), the formula is given by:   where to are the coefficients (or weights) that capture the sign and strength of the relationship between the marketing interventions and the marketing outcome, and is a random error term. In most cases, we would have data about past outcomes and marketing inventions/confounds, then rely on software such as SAS or SPSS to provide the sign, strength, and statistical significance of the coefficients.   53
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Towards Definitions Label Actor Parent Class AgentRole Ontology Definition An AgentRole wherein an Agent takes part in some intentional behavior Organization Continuant Entity (Agent) An organization is a continuant entity which can play roles, has members, and has a set of organization rules. Members of organizations are either organizations themselves or individual people. Members can bear specific organization member roles that are determined in the organization rules. The organization rules also determine how decisions are made on behalf of the organization by the organization members. http://purl.obolibrary.org/obo/OBI_0000245 Person Continuant Entity (Agent) ArtifactRole An Object that is a human being (homo spaiens) Facility Materiel (Object) Area Event Artifact Action Feature Process Quality Spatial Region Entity An ArtifactRole wherein some object facilitates an action, operation, or course of conduct An Artifact which is the bearer of some EquipmentRole for some Organization A Spatial Region which is serving a special function (Role) An Entity that has temporal parts and that happens, unfolds, or develops through time A Process in which at least one Agent plays a causative role. A Quality which is any prominent characteristic of some Object or Event
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A Citation for One Institution Regarding Learning Outcomes: 3.4.1 Non-Compliance: The On-Site Committee should seek evidence that the college establishes and evaluates student learning outcomes for each of its educational programs. • Comments from the Off-site team: The execution of the student learning outcome system varied from effective and accurate in the description of student learning outcomes and their assessment to ineffectively broad in defining the student learning outcomes and assessments not keyed to the desired outcomes. For example, certain programs effectively and descriptively focused on what students could do, know or believe as a result of completing their programs and also used assessment tools directly addressing the expected outcomes . Other programs presented groups of student learning outcomes from courses making up the program or from a course sub-section as one learning outcome.
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Social Determinants of Health Those factors that impact upon health and well-being: the circumstances into which we are born, grow up, live, work, and age, including the health system.* “Do we not always find the diseases of the populace traceable to defects in society?” Rudolf Virchow (1821–1902) * World Health Organization: Closing the Gap in a Generation: Health Equity through Action on the Social Determinants of Health: Commission on the Social Determinants of Health, 2008.
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Strategic Goal 9: Quality Outcomes and Key Performance Indicators ORIGINAL Goal 2010: • Consistent reporting of results against the strategic goals on a regular timetable will enhance Trinity’s ability to focus on improving outcomes. • Beyond the specific unit-by-unit and goal-by-goal statements of outcomes and key performance indicators, Trinity will also establish overall institutional plans and quality goals NEW GOAL 2020 Trinity will create and report performance outcomes normed to nationally recognized benchmarks for quality and effectiveness in these areas: • Creation of a nationally-recognized First Year Program for the successful development of first year students who present preparatory challenges at entrance Student learning outcomes and academic success indicators according to learning goals established in general education, major programs, graduate and professional programs • Employment and earning indicators of graduates by academic program and degree level • Establishment of a model program for student learning outcomes assessment • • Development of an Enrollment Management model that focuses on improving retention and completion Graduate and professional school enrollment and advanced degree attainment for Trinity bachelor’s degree holders • Continuing enrollment and degree attainment of each student cohort --- first time full time, transfer, full-time, part-time, undergraduate, graduate --- including aggregate performance across multiple institutions using data available through the National Student Clearinghouse • Service to the District of Columbia • Student and alumnae service to the city and nation through public interest careers and volunteer leadership activities • Lifelong satisfaction measured through surveys and alumnae/i engagement • • Implementation of a longitudinal assessment system that is able to track alumnae/i outcomes • Creation of a service response system for all departments that improves Trinity’s reputation among all constituencies for the quality, timeliness and effectiveness of service delivery; • Promotion of a more vigorous public image for Trinity through more effective use of media to report the accomplishments of faculty, students, staff and alumnae. 31
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