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Learner Support Review

Last conducted in AY 2016-17, the Learner Support Review process is under revision to become an annual, cross-collaborative process. On a five-year cycle, approximately 20 percent of learner supports across campus will participate in developing and reviewing a comprehensive, online self-study intended to provide evidence of continuous quality improvement, and to identify areas of concentration for strategic planning. For the purpose of review, �������� defines learner support as “any unit, department, program, resource, or service that contributes to the education, growth, and development of learners outside of their academic programs.” These offerings typically set goals for learner development, and track and measure learning and process outcomes to test progress toward those goals. 

Statement of Purpose

�������� engages in an integrated program review process called for by the University Strategic Plan and as part of Higher Learning Commission compliance. Academic Program Review (APR) and Learner Support Review (LSR) assist the institution with continuous improvement of programs and services, and promote institution‐wide understanding of learning and process outcomes, program effectiveness, and institutional coherence.

The primary goal of the new LSR process is to ensure continuous quality improvement of all learner-support programs and services at ��������. Objectives of the revision process are to:

• Develop a new self‐study questionnaire and comprehensive implementation plan that complements the Academic Program Review system
• Implement a successful training series for self‐study completers and successive reviewers
• Improve strategic planning through development of action plans based on reviewer recommendations
• Establish a rotational cycle of annual program reviews for all learner-support programs and services at ��������

LSR’s Guiding Principles

The LSR Working Group believes that the guiding principles integral to building the new system should include:

• Simplicity, focus, usefulness, and transparency
• Inclusion of multiple voices
• Emphasis on the contextual analysis of data over data-reporting (what does the data tell the expert that the lay-person might not understand)
• Opportunity for program‐level SOAR, SWOT, and gap analysis
• Development of action plans for how to move from reflection into action

LSR Working Group

The purpose of this group is to design the questions and the annual process for conducting Learner-Support Review on a three- to five-year rotational basis that will complement the current Academic Program Review process.

• Chris Cheatham, Senior Vice Provost for Academic Affairs, Budget, and Operations
• Adriana Diaz-Giard, Athletic Academic Advisor, Athletic Academic Services
• Laura Darrah, Assistant Director, Engagement and Assessment, Housing and Residence Life
• Vun Doubblestein, Associate Director, Mentoring for Success and Social Media Administrator, Multicultural Affairs for Students
• M'Myia Hughes, Director, Academic Support Programs, Merze Tate College
• Jason Jach, Director of Institutional Research and Data Management, Office of Institutional Research
• Eric McConnell, University Ombuds
• Cathe Murphy, Associate Director, Integrated Program Review and Accreditation, Office of Institutional Effectiveness
• Barry Olson, Associate Vice President for Student Affairs
• Karen Stokes Chapo, Program Manager Assessment, Office of Institutional Effectiveness
• Yumi Takahashi-Ede, Associate Director, International Admissions Operations, Haenicke Institute for Global Education
• Ewa Urban, Director, Assessment and Effectiveness, Merze Tate College
• Scott Weber, Interim Senior Director, Information Technology, Division of Student Affairs
• Lenore Yaeger, Senior Director, Assessment, Marketing, and Communications, Office of Student Affairs

Frequently Asked Question

LSR FAQ

Prior LSR

�������� Michigan University's Learner Support Program Review and Planning process ended August 31, 2017. This second module of Integrated Program Review began July 15, 2016, and focused on 105 learner support programs in the Office of Diversity and Inclusion, and the divisions of Academic Affairs, Intercollegiate Athletics, and Student Affairs that contribute to the learning, growth, and development of learners outside of traditional curricular instruction. Please click on the following hyperlink to access the LSPR&P Executive Summary and Final Report.

LSPR&P Final Report 2016-17

ACCESS TO ARCHIVED REPORTS

Archived self-study, review, and final reports are available to all �������� faculty and staff. Simply click on the link below and enter your Bronco NetID. If this is your first time accessing the site, a request will be sent to the moderator, who will approve access upon receipt.