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Success Stories

Photo of female instructors working with students in a lab

What kind of success might we expect?

We're excited to see what needs and potential action items emerge from the Otterbein data as these can guide our own ADVANCE at Otterbein & COACHE success story! Other institutions have used COACHE data as a springboard for far-reaching institutional change.

  • At UNC Charlotte, because of insights gleaned from the COACHE data, more resources have been dedicated to mentoring and leadership-development programs, including a year-long new-faculty transitions program and seminars to support the T&P process. Likewise, difficulties with childcare emerged on the COACHE survey as a particular "sticking point" for faculty; UNC Charlotte has now included childcare facilities in the new master plan. Additionally, UNC Charlotte implemented a fellowship program to support the career trajectories of women faculty in STEM fields, in response to weaknesses identified in the COACHE survey (Benson & Trower, 2012).
  • UNC Greensboro developed their inclusive Community Initiative (oedi.uncg.edu) as a result of conversations about their COACHE survey data. This joint-governance task force set ambitious goals for institutional change and met every one of its goals within 4 years of the first data collection. UNC Greensboro established a faculty mentoring program, and a faculty Senate task force on non-tenure-track faculty in response to weaknesses highlighted by the COACHE data. Faculty at UNC Greensboro also revised the tenure and promotion guidelines to include community engagement and clarified criteria for evaluating scholarship (Benson & Trower, 2012).
  • Winston-Salem State University (WSSU) improved the clarity of their tenure process and standards after faculty identified this as an area of difficulty on the COACHE survey. “They included annual portfolio workshops, revisions to the contract period, establishment of university-wide minimum standards for research, teaching and service, and revised standards and criteria for each department based on the new minimum standards” (Benson & Trower, 2012, p 33) -- all in order to clarify the T&P process. Because concerns about teaching were highlighted in the COACHE data, WSSU also did a large-scale review of their general education curriculum, and class sizes were adjusted to meet the needs of the community (Benson & Trower, 2012).

Benson, R. T., Trower, C. A. (2012). Data, Leadership, and Catalyzing Culture Change. Change: The Magazine of Higher Learning, 44(4), 27-34.



Oct 18th: Presentation to the Board of Trustees

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