PVCC Institutional Effectiveness Process and Plan



INSTITUTIONAL

EFFECTIVENESS

FRAMEWORK

A Description of Piedmont Virginia Community College’s

Framework for Institutional Effectiveness:

Integrating Assessment, Planning, and Budgeting

Updated August 2011

Table of Contents

Introduction 3

Institution Level Indicators and Targets 4

Administrative Effectiveness 5

Planning Overview 5

Strategic Planning 5

Annual Unit Planning 6

Budgeting Overview 7

Operating Budget Requests 7

Strategic Initiative Requests 7

Technology Requests 7

Effectiveness of Academic Programs 7

5-Year Academic Program Reviews 8

Annual Academic Program Effectiveness 8

General Education 8

Knowledge and Skills Assessments 9

Effectiveness of Student Services 9

Summary 9

Appendix A: Program Review Schedule 10

Appendix B: Guidelines for Review of Non-Transfer Programs 11

Appendix C: Guidelines for Review of Transfer Programs 16

Appendix D: General Education Assessment Timeline 21

PVCC Institutional Effectiveness Framework

Introduction

Piedmont Virginia Community College (PVCC) must demonstrate to students, employers, transfer institutions, legislators, accrediting bodies, and many other stakeholders that it is fulfilling its mission to promote student success through excellent educational programs and services that are accessible and affordable. PVCC’s Institutional Effectiveness Framework integrates strategic and annual planning and budgeting, assessment and evaluation, and utilization of resulting institutional knowledge for decision making and continuous improvement of programs and services.

In this framework, indicators of effectiveness and associated target outcomes are established at multiple levels: institution, department, and program. At regular intervals, through planned assessment and program evaluation, data is collected and analyzed to determine the extent to which the college (or department, or program) has met, exceeded, or fallen short of the target for each indicator. Results are used to identify strengths, areas in need of improvement, and opportunities for change. Assessment informs strategic and annual planning, planning informs budgeting decisions, and budgeting allows for implementation of new and continuing programs and services. Outcomes are again assessed and reviewed, and plans are revised or developed in response to findings.

PVCC’s Institutional Effectiveness Framework is based on the ideas and recommendations contained in several books, articles, and other publications and materials including:

A Practitioner’s Handbook for Institutional Effectiveness and Student Outcomes Assessment Implementation. (1995). J.O. Nichols, Agathon Press, NY.

Core Indicators of Effectiveness for Community Colleges. (1999). R. Alfred, P. Ewell, J. Hudgins, K. McClenney, Community College Press, Washington, D.C.

Grand Rapids Community College Dashboard. (2004). Poster presented at the 2004 meeting of the Association for Institutional Research, Boston, MA.

Impact and Outcomes. Brochure published by Northern Virginia Community College.

Jefferson Community College Institutional Effectiveness Manual (2002).

Resource Manual on Institutional Effectiveness. (1996). The Commission on Colleges of the Southern Association of Colleges and Schools.

Strategic Indicators for Higher Education: Vital Benchmarks and Information to Help You Evaluate and Improve Your Institution’s Performance. (1996). B.E. Taylor and W.F. Massy, Peterson’s Guide: Princeton, NJ.

Using Key Indicators to Guide Curriculum Review at a Community College. (1989). M.A. Heverly, Delaware County Community College.

Institution Level Indicators and Targets

In Core Indicators of Effectiveness for Community Colleges, authors Alfred, Ewell, Hudgins, and McClenney (1999, p. 8) state that, “outcomes serve as benchmarks for the college mission by comparing results with purpose, within the limits of costs and available resources. The effective community college creates successful outcomes for multiple stakeholders, internal and external. When outcomes are compared with an institution’s mission and goals, the result is a composite picture of an institution’s effectiveness.” They define an indicator as a “condition or result that the community college can produce regularly, report publicly, and use systematically in decision making.” Further, they define a core indicator as “a measure that describes a critical, widely recognized outcome of mission – one that is clearly responsive to key constituent groups and is produced regularly.”

Several criteria were used to establish core indicators at the institution level:

□ Indicators are consistent with the college’s mission and purpose. Enrollment, graduation, transfer, and employment rates; success in developmental education; general education outcomes; lifelong learning; service to community, and goal attainment from the students’ perspective are important aspects of PVCC’s Mission and Purpose.

□ Indicators address common questions about the institution. For example: How many students graduate each year? How many graduates and non-graduates transfer to four-year colleges and universities each year? How many students meet their educational goals?

□ Indicators incorporate outcomes that are important to accrediting bodies and state agencies. The Resource Manual on Institutional Effectiveness (SACS COC, 1996, p. 9) identifies the following frequently employed indicators of student outcomes: retention and completion rates, student achievement in general education, student perceptions of development toward educational objectives, student affective development, opinions of program quality (by students, alumni, employers, and drop-outs), job placement rates, performance after transfer, and external recognition of achievement of students and graduates.

Outcome-oriented Institution Level indicators are presented in a performance dashboard for the following areas: Student Progress, General Education, Developmental Education, Dual Enrollment, Distance Education, Transfer, Workforce, and Community Impact. Additional indicators of institutional performance are included in Asset Development, and Enrollment and Productivity. For each indicator, the measure(s), data source(s), frequency of assessment, and performance target are identified. Initial targets for Institutional Level indicators of effectiveness were established by a representative Institutional Effectiveness Task Force in 2006 and approved by the President’s staff. Targets are based on baseline/trend data and professional judgment regarding the level of performance, satisfaction, etc. that indicates true effectiveness and success. Indicators, measures, and targets have been revised by President’s Staff, as needed, to improve the overall quality and effectiveness of the dashboard as a tool for assessing institutional effectiveness. A green checkmark ( on the dashboard indicates performance which meets or exceeds a target at an acceptable level. An orange asterisk ( on the dashboard indicates performance to be monitored closely because trend data is incomplete, fluctuates, or is not yet at target. A red X ( indicates performance which does not meet target at the expected or acceptable level. The dashboard is maintained by the Office of Institutional Research, Planning, and Institutional Effectiveness and is reviewed and updated at least once annually by President’s Staff and, as needed, by the Instruction and Student Services team. Reviewers determine whether action is required and if so, leadership is identified and the action/comments section of the dashboard is updated in subsequent reviews.

Administrative Effectiveness

Planning Overview

PVCC plans for the future. Leadership for planning is provided by the college's Planning and Budgeting Committee (PBC), one of six standing committees at the college which oversees development and periodic review of the Strategic Plan and ensures a linkage between strategic planning and budgeting by recommending annual funding levels for strategic priorities. Strategic and annual planning processes are coordinated by the Director of Institutional Research, Planning, and Institutional Effectiveness (D-IRPIE), who also serves as Chair of the PBC.

 

The college's Strategic Plan reflects priorities of the college and the Virginia Community College System.  Annual unit plans reflect the shorter-term work at the division and unit levels necessary to achieve institutional goals.  PVCC also utilizes a Working Calendar for managing important annual administrative tasks. 

Strategic Planning

Every three years, the college develops and implements a new Strategic Plan. In developing the Plan, members of the Planning and Budgeting Committee utilize input from internal and external stakeholders and environmental scanning to assess the college’s strengths and weaknesses, as well as challenges and opportunities for growth and change. The strategic plan contains institutional priorities, along with their associated rational, actions, and the College leader(s) responsible for each action. The strategic planning process begins 15-17 months before the strategic plan is due to the Board for approval. The approved plan is then implemented over the next three subsequent academic years. The table below shows the general timeline for strategic plan development and implementation.

|Month |Activity |Responsibility |

|Strategic Planning Activities (begin 15-17 months prior to Board review and approval) |

|October |PBC receives charge from President. |President |

| |PBC reviews and approves a planning timeline and activities. |PBC |

|November |PBC reviews PVCC Mission Statement and either reaffirms the existing statement or |PBC subcommittee |

| |recommends changes that would be significant and substantive. If change is | |

| |recommend, the PBC leads a process during the academic year to gather and utilize | |

| |input from stakeholders to develop a new mission statement and have it approved | |

| |through the college’s governance structure according to PVCC and VCCS policy. | |

|January: Spring Planning|Announce planning cycle and Spring semester planning-related activities. |Chair |

|Week | | |

|February– August |Gather ideas & input from internal and external stakeholders, to be used in SWOT | |

| |analysis and identification of priorities. | |

| | | |

|February – April |Faculty/Staff: PVCC survey; meetings with President, VP; facilitated discussion |PBC subcommittee |

| |with Senate; open meeting(s) | |

| | | |

|June - July |Students: PVCC survey, facilitated discussion with student leaders/government |Chair, PBC |

| | | |

| |Community: President’s survey(s) of community leaders and partners in education, | |

|July |business, government, and friends of the college |Director, IRPIE with PBC |

| |PVCC Board: Planning retreat |survey subcommittee |

| | |President’s Staff |

|August | | |

|August - September |Compile stakeholder input and environmental scanning (CCSP, media, VCCS goals, etc.) |Director, IRPIE |

| |Develop draft SWOT analysis for PBC review. | |

|August: Fall Planning |PBC reviews input/data, refines SWOT analysis, identifies institutional priorities, |PBC |

|Week |forms planning teams | |

|September – October |Planning teams write plans for each priority. |Planning teams |

|November |2008 Strategic Plan compiled, reviewed by PBC |Chair, PBC |

| |Submitted to President for approval | |

|November-December |President reviews plan. PBC responds to recommendations for changes to the plan. |President |

| |President approves plan. |Chair, PBC |

|January |Plan presented to Board for approval.* |Chair, PBC |

| | |PVCC Board |

|February – March |Requests for funding of strategic initiatives based on approved Strategic Plan (or |PVCC Community |

| |preliminary institutional priorities) are submitted to, and reviewed by, PBC. |PBC |

| | | |

| |PBC makes funding priority recommendations to President. |PBC |

|April | | |

|May – June |Budget decisions for next academic year informed by new Strategic Plan and |President’s Staff |

| |initiatives recommended by PBC (as well as requests for operating budget adjustments,| |

| |priorities in the Technology Plan). | |

*The Board may also approve the plan at their March or May meeting, but approval is always obtained before the academic year in which the plan takes effect.

Annual Unit Planning

Administrative and Service units of the college develop annual plans which contain a statement of the unit’s mission, objectives/outcomes for the year, and how achievement of objectives/outcomes will be assessed. It is expected that the annual activities of units are consistent with the college mission and support the Priorities of the college. Unit directors are responsible for measuring/documenting and reporting results.

Administrative Units assessed include: Office of the President; Office of Instruction and Student Services; Division of Business, Mathematics, and Technologies, Division of Health and Life Sciences, Division of Humanities, Fine Arts, and Social Sciences; Division of Workforce Services and associated units including contract training, health care, Louisa Teamworks, Open Enrollment, Piedmont Futures, Tech Prep, Viticulture and Enology, Workforce Processes and Procedures, Workkeys, and Youth Grant; Library Services: Student Services including Admissions and Records, Advising, Career Services, Counseling, Disability Services, Dual Enrollment, Early Alert, Financial Aid, Great Expectations, Learning Center, Outreach and Recruitment, Student Activities, Student Development, Testing Center, and Transfer Advising; Office of Finance and Administrative Services; Business Office; Contracted Services; Buildings and Grounds; Security; Human Resources; Information Technology;Grants Office; Office of Development; Office of Marketing and Media Relations; and Office of Institutional Research, Planning, and Institutional Effectiveness.

In 2006, PVCC began using the WEAVEonline Assessment Management System for annual unit plans. While unit planning in its current form had been in place at PVCC for nearly a decade prior, use of WEAVEonline improves the management of planning and assessment processes by keeping all plans together in a web-based system that is searchable and archiveable, and facilitating development and tracking of actions taken in response to unmet objectives.

Budgeting Overview

In developing the annual budget, President’s staff considers input from three main sources: requests from unit directors for increases in operating budgets, recommendations of the Planning and Budgeting Committee regarding requests for funding of strategic initiatives, and recommendations of the Information Technology Committee regarding funding for technology and technology-related initiatives. Budget decisions are informed by assessment/results of units in the previous year, and are evaluated against the Institutional Priorities and goals in the PVCC Strategic Plan.

Operating Budget Requests

Prior to developing the budget each year, the Office of the Vice President for Finance and Administrative Services issues a call for requests for adjustments to operating budgets. Administrators requesting increases in funds for their unit(s) must justify the increase. The Vice President compiles the requests, as well as information about mandatory increases (e.g., utilities), for President’s staff to consider in budgetary decision-making.

Strategic Initiative Requests

Prior to developing the budget each year, the Planning and Budgeting Committee issues a call for requests for funding of strategic initiatives. Anyone in any area of the college can submit a proposal for a strategic initiative. Administrators, faculty, and staff are encouraged to present their innovative ideas for how the college can use any additional allocated funds to address strategic priorities and goals, and/or respond to emerging needs or opportunities. Proposals can include, but are not limited to, requests for funding new initiatives, pilot programs, innovative student services, professional development, equipment, and new positions. All proposals must be reviewed by a supervisor and a member of President’s staff before being forwarded to the Planning and Budgeting Committee. Reviewers may comment on proposals. The Planning and Budgeting Committee evaluates all proposals and makes recommendations for funding priorities. Recommendations of the committee are forwarded to President’s staff for consideration in the budget development process.

Technology Requests

The college also produces an Information Technology Strategic Plan and annual plans for technology based on strategic priorities. The Chief Information Officer, with assistance from the Information Technology Committee, develops the Technology Plan and prioritizes requests for funding of technology and technology-related initiatives. These requests are also considered by the President’s staff during the budget development process.

Effectiveness of Academic Programs

The effectiveness of PVCC’s credit academic programs is assessed through five-year program reviews, annual tracking of effectiveness data and assessment of student learning outcomes, assessment of general education outcomes, and discipline-specific assessments of knowledge and skills.

Five-Year Academic Program Review

Degree and certificate programs are reviewed once every five years. Program reviews include:

← Statement of program goals and student learning outcomes

← Data on program effectiveness (enrollment, retention, graduates, transfer and/or employment outcomes, student satisfaction, etc.)

← Description of how assessment findings have been, or will be, used to improve instruction

← Review of curriculum

← Identification of program strengths and weaknesses

← An action plan to maintain strengths and address weaknesses

Deans follow up on the status of each action plan, and annual division goals reflect action plans for programs within each division. The schedule and guidelines for Program Reviews can be found in Appendices A, B, and C.

Academic Program Effectiveness and Assessment of Student Learning Outcomes

While comprehensive reviews and assessments are important, some data on program effectiveness is also tracked and reviewed on a shorter cycle (e.g., annually) to ensure programs are “on track” in regard to certain goals, and to immediately flag and address any problems. To facilitate both five-year and annual program review, the Office of Institutional Research, Planning, and Institutional Effectiveness maintains a web site where faculty and deans can access the last five years of program data including program enrollment (headcount), FTE, service enrollment, retention, enrollment and headcount by academic subject, grade distributions and high risk courses, success rates in gatekeeper courses, program satisfaction, awards, graduate and non-graduate transfer data, and employment data. In addition, annual academic program assessment plans are now maintained in the WEAVEonline Assessment Management System. In these plans, faculty members identify the student learning outcomes for each academic program, assess these outcomes, and report on results. This system encourages annual review of program objectives, student outcomes, and student learning outcomes and related data, making the program review process more rigorous. It also enhances the College’s ability to record and track program history (e.g., faculty accomplishments, grants, addition of faculty, changes in facilities or equipment, etc.) which is important to the interpretation of program-related data over time.

General Education

PVCC’s General Education Competencies include: communication (oral and written), critical thinking, cultural and social understanding, information literacy, personal development, quantitative reasoning, and scientific reasoning. Since 2003, PVCC has administered VCCS-mandated core competency assessments and is using the results to assess general education outcomes for PVCC students. PVCC has supplemented the VCCS core competency testing timetable with other assessments and test administrations to ensure a timely cycle of general education outcomes assessment. In 2007, the State Council of Higher Education in Virginia announced new requirements for value-added assessment of general education outcomes. In 2008-09, the VCCS implemented a plan for value-added assessment of quantitative reasoning, writing, scientific reasoning, information literacy, oral communication, and critical thinking. This value-added requirement was replaced in 2010 with a requirement that college’s continue to assess general education and report on curricular changes made in response to assessment results. PVCC has incorporated these requirements into its timetable for general education assessment (Appendix D). Results are used to assess general education at the college, and are disaggregated by academic program for use in the program review processes described above. The general education areas not assessed by the core competency assessments (i.e., cultural and social understanding, and personal development) are assessed by the Graduate Exit Survey. In addition, general education (and program) outcomes are mapped to courses in programs of study to ensure that all student learning outcomes are addressed.

Knowledge and Skills Assessments

Graduates of some programs take licensure or certification exams. The percentage of students passing these exams on the first try is an indication of academic program effectiveness in preparing students to obtain the necessary credentials for employment.

Effectiveness of Student Services

Effective Student Services promote student retention and success. The college aims to provide services that will help students succeed – services that students need, that they will utilize, and that they will be satisfied with. Like administrative units, units that provide services to students develop annual plans which contain a statement of the unit’s mission, objectives/outcomes for the year, and how achievement of objectives/outcomes will be assessed. It is expected that the annual activities of units are consistent with the college mission and support the Priorities of the college. Unit directors are responsible for measuring/documenting and reporting results. Units rely on a number of different assessments/measures of student utilization, satisfaction, and outcomes. Most are assessed with the PVCC Student Satisfaction Survey (SSS) and the Graduate Exit Survey. PVCC also conducts a Survey of Non-Returning Students, and utilizes the Community College Survey of Student Engagement (CCSSE) in assessment of Student Services.

Summary

PVCC framework for Institutional Effectiveness incorporates planning, assessment and decision-making at the institution, program, and service/support levels. Assessment is used to identify those programs, processes, and services that are working well, pinpoint where improvements are needed, develop strategies, and allocate resources to address these areas in order to ensure that the college continues to achieve its mission to promote student success through excellent educational programs and services that are accessible and affordable.

APPENDIX A

PROGRAM REVIEW SCHEDULE

2006-07 through 2015-16

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APPENDIX B

GUIDELINES FOR REVIEW OF NON-TRANSFER PROGRAMS

Tuesday, October 14, 2003

PROGRAM REVIEW GUIDELINES

(Non-Transfer Programs)

In order to assure that every academic program at Piedmont Virginia Community College offers high-quality instruction and services to its students, the program faculty and division dean will conduct a thorough review of each program at least once every five years. The Office of Institutional Research will provide predetermined productivity data and requested (optional) supplemental data/research reports.

The program review will take place within one academic year. The culmination of the program review is the formulation of an action plan, which addresses maintaining program strengths and solving program weaknesses.

|Activity |Time Frame |Person Responsible |

|Office of Institutional Research provides |By August 15 |Executive Director of Institutional Planning |

|required program review assessment data | |and Information Technology |

|Program faculty and division dean review |September 1 February 15 |Program Faculty and Division Dean |

|program goals, student learning outcomes, | | |

|identify and request any additional data needs,| | |

|determine procedure for using external measures| | |

|to evaluate student outcomes, and write program| | |

|review report | | |

|At the completion of the examination and |By March C&I meeting of academic year |Division Dean |

|analysis of a program(s), the division dean | | |

|will submit the review report and action plan | | |

|to the Curriculum and Instruction Committee for| | |

|review and comment | | |

|Once reviewed, the dean of the C&I Committee |By last work day of semester |Dean of C&I Committee |

|will submit the report, action plan, and any | | |

|comments to the Vice president of Instruction | | |

|and Student Services | | |

|The vice president may accept, reject, or |By August 1 |Vice president of Instruction and Student |

|request revision of the report and/or action | |Services |

|plan | | |

|The program faculty and division dean are |Ongoing |Program faculty and Division Dean |

|responsible for the implementation of the | | |

|action plan | | |

|The division dean will present to the C&I |By April of academic year |Division Dean |

|Committee and Vice president of Instruction and| | |

|Student Services a follow-up report on the | | |

|success of the action plan and any new | | |

|developments with the program(s) | | |

The culmination of the program review is the formulation of an action plan designed to maintain program strengths and address program weaknesses. The Vice President of Instruction and Student Services oversees the implementation of the action plan by the program faculty and dean.

Components of the Program Review

1. Program Goals and Student-learning Outcomes

What are the program goals and student-learning outcomes for this curriculum?

Program goals describe the overall purpose of the curriculum such as preparing students for entry-level employment in certain jobs or transfer to certain curricula. The program goals must be stated in terms that permit judgment about the extent to which they are realized; they must be stated in away that allows assessment of their accomplishment. Course objectives are not program goals. Do not use a collective list of objectives from all required courses for program goals.

Student-learning outcomes are the educational goals for graduates. They describe what gradates should know or will be able to do upon the completion of the curriculum. The student-learning outcomes must be stated in terms that permit judgment about the extent to which they are realized; they must be stated in a way that allows assessment of their accomplishment. Course objectives are not student-learning outcomes. Do not use a collective list of objectives from all required courses.

2. Program Data – Effectiveness Measures

The Coordinator of Institutional Research will supply productivity data

Productivity data includes:

|Variables (examples to use) |

|Number of Graduate |

|Enrollment of Curricular Students |

|Total Enrollments for the last 5 years |

|Length of Program |

|Retention Rate |

|Graduates’ Satisfaction (educational support services and course availability) |

|Graduates’ Outcomes (employment in program-related work, further education) |

3. Use of Assessment Findings to Improve Instruction

A. What changes have occurred since the last program review? What were the results?

o Describe how assessment findings were used to improve the quality of instruction and student services in the program.

B. Describe the extent to which students achieve current program goals.

o Describe at least one way in which an external measure is used to document student achievement of the program goals.

C. Describe the extent to which students achieve current student-learning outcomes.

o Describe at least one way in which an external measure is used to document student achievement of the student-learning outcomes.

4. Review of Curriculum: Non-Transfer/Workforce Programs

A. Does this program meet the workforce needs of local employers?

B. Do graduates find employment in the field the program(s) prepared them for?

C. What problems, if any, do graduates encounter as they enter the workforce in the accounting field?

D. Do local employers have unmet training/educational needs that this program could/should meet?

E. Does the job market data from PVCC’s service region indicate that a need continues to exist for this program?

F. If PVCC did not have this program, what would the impact be on our service region?

G. What is the plan for the future direction of this program?

5. Program Strengths and Weaknesses

Based on the data collected, identify program strengths and weaknesses.

6. Action Plan

List specific actions that will be taken to maintain program strengths and address program weaknesses. Describe what steps will be taken in the next three years to advance the program. For each action, specify the expected outcome, the expected time line for completion, the person(s) who will be responsible, the resources needed, and the criterion/criteria that will be used to determine if the action was effective.

Issue/Concern:

Specific Action(s):

Expected Outcome(s):

Time Frame:

Person(s) Responsible:

Resources Needed:

Criterion/Criteria Measure(s):

7. Follow-up

By April of academic year, the division dean will present to the Curriculum and Instruction Committee and Vice president of Instruction and Student Services on the status and effectiveness of the action plan and any new developments with the program(s). Annual divisional goals should also reflect the program’s action plan.

APPENDIX C

GUIDELINES FOR REVIEW OF TRANSFER PROGRAMS

Tuesday, October 14, 2003

PROGRAM REVIEW GUIDELINES

(Transfer Programs)

In order to assure that every academic program at Piedmont Virginia Community College offers high-quality instruction and services to its students, the program faculty and division dean will conduct a thorough review of each program at least once every five years. The Office of Institutional Research will provide predetermined productivity data and requested (optional) supplemental data/research reports.

The program review will take place within one academic year. The culmination of the program review is the formulation of an action plan, which addresses maintaining program strengths and solving program weaknesses.

|Activity |Time Frame |Person Responsible |

|Office of Institutional Research provides |By August 15 |Executive Director of Institutional Planning |

|required program review assessment data | |and Information Technology |

|Program faculty and division dean review |September 1 February 15 |Program Faculty and Division Dean |

|program goals, student learning outcomes, | | |

|identify and request any additional data needs,| | |

|determine procedure for using external measures| | |

|to evaluate student outcomes, and write program| | |

|review report | | |

|At the completion of the examination and |By March C&I meeting of academic year |Division Dean |

|analysis of a program(s), the division dean | | |

|will submit the review report and action plan | | |

|to the Curriculum and Instruction Committee for| | |

|review and comment | | |

|Once reviewed, the dean of the C&I Committee |By last work day of semester |Dean of C&I Committee |

|will submit the report, action plan, and any | | |

|comments to the Vice president of Instruction | | |

|and Student Services | | |

|The vice president may accept, reject, or |By August 1 |Vice president of Instruction and Student |

|request revision of the report and/or action | |Services |

|plan | | |

|The program faculty and division dean are |Ongoing |Program faculty and Division Dean |

|responsible for the implementation of the | | |

|action plan | | |

|The division dean will present to the C&I |By April of academic year |Division Dean |

|Committee and Vice president of Instruction and| | |

|Student Services a follow-up report on the | | |

|success of the action plan and any new | | |

|developments with the program(s) | | |

The culmination of the program review is the formulation of an action plan designed to maintain program strengths and address program weaknesses. The Vice President of Instruction and Student Services oversees the implementation of the action plan by the program faculty and dean.

Components of the Program Review

1. Program Goals and Student-learning Outcomes

What are the program goals and student-learning outcomes for this curriculum?

Program goals describe the overall purpose of the curriculum such as preparing students for entry-level employment in certain jobs or transfer to certain curricula. The program goals must be stated in terms that permit judgment about the extent to which they are realized; they must be stated in away that allows assessment of their accomplishment. Course objectives are not program goals. Do not use a collective list of objectives from all required courses for program goals.

Student-learning outcomes are the educational goals for graduates. They describe what gradates should know or will be able to do upon the completion of the curriculum. The student-learning outcomes must be stated in terms that permit judgment about the extent to which they are realized; they must be stated in a way that allows assessment of their accomplishment. Course objectives are not student-learning outcomes. Do not use a collective list of objectives from all required courses.

2. Program Data – Effectiveness Measures

The Coordinator of Institutional Research will supply productivity data

Productivity data includes:

|Variables (examples to use) |

|Number of Graduate |

|Enrollment of Curricular Students |

|Total Enrollments for the last 5 years |

|Length of Program |

|Retention Rate |

|Graduates’ Satisfaction (educational support services and course availability) |

|Graduates’ Outcomes (employment in program-related work, further education) |

3. Use of Assessment Findings to Improve Instruction

D. What changes have occurred since the last program review? What were the results?

o Describe how assessment findings were used to improve the quality of instruction and student services in the program.

E. Describe the extent to which students achieve current program goals.

o Describe at least one way in which an external measure is used to document student achievement of the program goals.

F. Describe the extent to which students achieve current student-learning outcomes.

o Describe at least one way in which an external measure is used to document student achievement of the student-learning outcomes.

4. Review of Curriculum: Transfer Programs

A. What formal (written) articulation agreements exist between PVCC and transfer colleges/universities?

• Describe the formal articulation agreements that exist between PVCC and transfer institutions for this program(s).

B. Do students successfully transfer to four-year schools?

• Using at least one external measure, document the success of students transferring to four-year institutions.

C. What problems, if any, do students encounter as they transfer to four-year colleges/universities?

• Describe the problems, if any, PVCC students encounter in transferring to four-year colleges/universities.

D. Describe the trends in transfer rates to the major four-year colleges/universities to which PVCC transfer.

E. Are there unmet transfer needs that this program(s) should/could meet?

F. Does the transfer information indicate that a need continues to exist for this program(s)?

G. If PVCC did not have this program(s), what would the impact be on our service region?

5. Program Strengths and Weaknesses

Based on the data collected, identify program strengths and weaknesses.

6. Action Plan

List specific actions that will be taken to maintain program strengths and address program weaknesses. Describe what steps will be taken in the next three years to advance the program. For each action, specify the expected outcome, the expected time line for completion, the person(s) who will be responsible, the resources needed, and the criterion/criteria that will be used to determine if the action was effective.

Issue/Concern:

Specific Action(s):

Expected Outcome(s):

Time Frame:

Person(s) Responsible:

Resources Needed:

Criterion/Criteria Measure(s):

7. Follow-up

By April of academic year, the division dean will present to the Curriculum and Instruction Committee and Vice president of Instruction and Student Services on the status and effectiveness of the action plan and any new developments with the program(s). Annual divisional goals should also reflect the program’s action plan.

APPENDIX D

GENERAL EDUCATION ASSESSMENT TIMELINE

Assessment of General Education: Assessments and Administration Timeline PVCC IRPIE Revised 08-11

Date |Writ Comm |Info Lit |Oral Comm |Crit Think |Quant Reas |Sci Reas |Pers Dev* |Cult & Soc* | |Spring 03 |(Pilot) |ILT | | | | | | | |Spring 04 | | | | |QRT |SRT | | | |Spring 05 | | | | |QRT |SRT | | | |Spring 06 | | |TOCS |CCTST | | |Grad Exit Svy |Grad Exit Svy | |Spring 07 | | |TOCS |CCTST | | | | | | | | | | | | | | | |Summer 07 |BASE |ILT | | | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 07 | | |TOCS |CCTST | | | | | |Spring 08 |BASE |ILT | | |QRT |SRT | | | | | | | | | | | | | |Summer 08 | | |TOCS |CCTST | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 08** |BASE | | | |QRT |SRT | | | |Spring 09 |e-Write | |TOCS |CCTST |QRT |SRT | | | | | | | | | | | | | |Summer 09 |e-Write |ILT | | | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 09 |VCCS |ILT |TOCS |CCTST | | | | | |Spring 10 |VCCS |ILT | | | | | | | | | | | | | | | | | |Summer 10 | | | | |QRT |SRT |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 10 | | |TOCS |CCTST | | | | | |Spring 11 | | |TOCS |CCTST |QRT |SRT | | | | | | | | | | | | | |Summer 11 | |ILT | | | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 11 | |ILT | | | | | | | |Spring 12 |e-Write |ILT | | | | | | | | | | | | | | | | | |Summer 12 |e-Write/QEP | |TOCS |CCTST | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 12 |e-Write/QEP | |VCCS | |QRT |SRT | | | |Spring 13 |e-Write/QEP | |VCCS |CCTST |QRT |SRT | | | | | | | | | | | | | |Summer 13 |e-Write/QEP |ILT | |CCTST | | |Expanded Grad Exit Survey |Expanded Grad Exit Survey | |Fall 13 |e-Write/QEP | | |VCCS | | | | | |Spring 14 |e-Write/QEP |ILT | |VCCS | | | | | |

* Assessed through self report in Graduate Exit survey. In addition, curriculum maps for required courses in every major provide evidence of teaching and assessment of Personal Development.

**Beginning in Fall 2008, PVCC will participate in system-wide testing of entering and exiting students in accordance with SCHEV-mandated value-added assessment. To the greatest extent possible, PVCC will adjust its assessment schedule to align with the VCCS schedule. Doing so will maximize resources, minimize assessment burden on students, and maintain a strong assessment program that yields useful information about student learning. Assessments in red indicate those given to entering Fall students and students graduating in Fall and Spring. VCCS assessments beyond 08-09 are still to be determined.

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