PAAW 2017 Feedback

Plus + / Delta Δ

This feedback form was given to participants of this workshop and was filled out at the end of each workshop day. Participants' feedback allowed us to make positive changes throughout the workshop week. Responses listed here were selected by 5 or more participants as points they considered to be most important.

The instructions for the form given to faculty is as follows:


Purpose: This quality tool provides a simple method for individuals or teams to engage in reflection as an approach to continuous improvement. The +/Δ evaluation can help inform the changes needed to achieve higher levels of performance.


  • Identify the things that are working, first.
  • Pluses are the items that the individual or team wants to maintain and build upon.

Deltas (opportunities for improvement)

  • Identify the opportunities for improvement. These are things that can be changed so that the individual or team may be more effective.
  • Deltas should be action oriented and begin with a verb.
  • Deltas should be specific.
  • Deltas should be within the realm of possibility.
  • Deltas should be reviewed and acted upon.

Plus +

  • As a result of these activities, I am planning to make more explicit the goals and SLOs in my assignments.
  • I'm more aware of the need to find ways to make connections between students' academic learning and their service-learning experiences, as well as the connection to Public Affairs.
  • I will use more Public Affairs terminology in lectures and assignments. For example, "rights and responsibilities" and "needs of the communities" (tie more into SLO objectives). 

Delta Δ

  • Would like to figure out a way to rephrase the SLOs in a way that the average student could understand them - if I give these targets, they would not understand them.
  • Provide clearer direction for my students.
  • Provide faculty with examples of what ethical leadership papers might look like.
  • Provide instructors with rubrics so that they can tailor their assignments to outcomes.
  • Provide professional development seminars to help instructors to design their assignments in accordance with outcomes.
  • Provide reviewers with assignment instructions so they can give instructors feedback on these assignments. 
  • Remind faculty of the SLOs and have them consider again what result they are hoping for in making particular assignments. Also, give them access to the rubric.
  • Changes to the rubric language to ensure consistent progression from benchmark to capstone.
  • An understanding that not all Gen Ed courses are capable of finding applicable community engagement opportunities. Local culture and programs will limit the accessibility of related courses and engagement events.
  • Give workshop in designing activities tied to outcomes during FCTL or beginning of year meetings for those who teach Gen Ed.
  • On cultural competence, the general goal descriptions seem too simplified. Not as well articulated as the other two pillars. 
  • Concerned that ethical leadership general goal 14 focuses on their values, but all but one of SLOs did not. I think it is important for them to understand their value systems, but SLOs 2-6 vs SLO 1 seems like the overall focus may need to be understanding value systems more than the self-awareness it is now.
  • Cultural competence benchmark - "minimal" → "beginning" to recognize, "starting" to consider, "beginning" to show understanding.
  • I think diversity training for faculty, or at least faculty that teach General Education, will help enhance their knowledge as well as their understanding of "cultural competence," which will hopefully improve their teaching and assignments they give regarding this aspect of the Public Affairs mission. I feel most folks understand community engagement and ethical leadership...but fall short on cultural competence, leaving our students ill-prepared to face and address during their time at Missouri State and afterward.
  • How do we consolidate the notion that the definition for the cultural competence pillar erases critical discourse around identity and its intersections? The way this pillar is measured allows for "culture" to find itself in things that have nothing to do with diversity, identity, inclusion, and/or social justice. This manipulation of the term is problematic for our mission and the ways in which our students critically engage in difference.
  • Reinstate having faculty experienced in Public Affairs to talk at new faculty orientation.
  • Rubrics created by the assessment office should be "given" to instructors teaching Gen Ed courses.