3.3.1 Institutional effectiveness

The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas:

3.3.1.1 educational programs, to include student learning outcomes
3.3.1.2 administrative support services
3.3.1.3 educational support services
3.3.1.4 research within its educational mission, if appropriate
3.3.1.5 community/public service within its educational mission, if appropriate

Judgment of Off-Site Review Committee

Non-Compliance

Comments of Off-Site Review Committee

3.3.1.1 educational programs, to include student learning outcomes

The college identifies expected outcomes and assesses the extent to which it achieves these outcomes for educational programs. The Operational Plans, Strategic Plan, and Assessment of Student Learning Outcomes for Degree Programs document expected measurable outcomes, appropriate methods of assessment, and how the results will be used. The loop linking the college’s Strategic Plan via its educational and support operational plans, measuring of achievement using Student Learning Outcomes and Program Outcomes, and end of year reports which include how the results of assessment will be used in the future seems especially coherent. In addition, the college has established an institutional effectiveness cycle that demands reports on planning twice each year. What seems to be missing, however, are data showing how the results of assessment have been used to improve achievement of outcomes in the next cycle.

Bennett Focused Response

As indicated in the compliance certification, the institutional effectiveness cycle identifies the points in the academic year that results of planning should be reported. There is a mid-year report and end-of-year report. The reports are prepared during a planning meeting to collect and discuss assessment data. All reports are submitted to the area Vice President, Division Chair or Associate Provost and then the Office of Institutional Effectiveness and Research. The end-of-year reporting requires that the planning grid be completed to indicate how the results of assessment were used to improve the effectiveness of the unit. The results of assessment are used to improve operations/processes related to an established outcome. Therefore, the changes associated with the use of results could be manifested in a new objective for the next cycle of planning or a procedural change in operations. It is important to limit the number of changes in a given cycle to reduce the confounding of impact from the change.

Although these meeting and reports occur cyclically, the documentation of the data showing how the results of assessment are used to improve achievement of outcomes is not captured specifically in a report. However, this data is discussed and recorded during the unit meetings to develop the annual reports. Listed below are examples of changes made as a result of assessment in educational programs to indicate how results of assessment were used to improve the academic program.

Selected Curricula Changes Implemented 2005-2007

Year	Rationale for Change	Programmatic Change for Improvement
2006	Low demonstration of chemistry research skills among students	Require chemistry majors to participate in internship in a laboratory setting
2007	Sophomore majors in Computer Science not enrolling in at least one core course in the major.	New Faculty member to ensure appropriate number of core offerings each semester
2006	Computer Science majors not demonstrating problem analysis, solution design and implementation	CS 430 Special Topics offered and required of each senior in the program
2006	Students articulation of a personal standard of ethics in teacher education programs	All 200 level course in the major emphasizes the development of personal ethics
2007	Social Work majors not demonstrating expected level of communication skills in presentations	Began taping the presentations for specific evaluation and review sessions with students
2007	Political Science students not demonstrating expected oral and written communication skills	Political Science faculty worked with Teacher Education faculty to develop evaluation rubric for portfolio assessment
2005	Low student performance on general education assessment of reading and writing skills	Introduce academic learning community as a pedagogical technique
2005	Low Student Performance on the Praxis I, Computer Competency Exam and Oral Communication module	Established a Student Support Center.

Comments of Off-Site Review Committee

3.3.1.2 administrative support services

The college identifies expected outcomes and assesses the extent to which it achieves these outcomes for administrative support programs. The institution’s Operational Plans provide the framework for planning and evaluation. The Operational Plans consist of the following: Goal, Objective, Enabling Strategies, Resources, Responsibility, Timeline, Expected Outcomes, Assessment Measures, and Use of Results. Again, it is not clear what improvements were made based on the results of assessment.

The college uses several assessment tools such as satisfaction surveys, graduation rates, retention rates, and recruiting results to assess the expected outcomes of administrative programs. The results of these assessments are provided, but it is not clear how the outcomes were used to make improvements.

Focused Response:
Again, as indicated in the compliance certification, the institutional effectiveness cycle identifies the points in the academic year that results of planning should be reported. Reports generated at this point discuss how the results of assessment are used to improve operations/processes related to an established outcome. Therefore, the changes associated with the use of results could be manifested in a new objective for the next cycle of planning or a procedural change in operations. It is important to limit the number of changes in a given cycle to reduce the confounding of impact from the change.

Listed in the table below are examples of changes in administrative support services resulting from assessment to facilitate improvement.

Selected Programmatic Changes Implemented 2005-2007

Year	Rationale for Change	Programmatic Change for Improvement
2006	Not meeting the expected academic profile for entering students (Admissions)	Revisions to Recruitment Plan to impact profile
2007	More encouragement of awareness of and early development in career planning process (Career Services)	Administration of Career Inventory during Freshwoman Year
2005	Increase enrollment management initiatives in Financial Aid	Employment of two Counselor Interns

Comments of Off-Site Review Committee

3.3.1.3 educational support services

The college identifies expected outcomes and assesses the extent to which it achieves these outcomes for educational support services. The Operational Plans consist of the following: Goal, Objective, Enabling Strategies, Resources, Responsibility, Timeline, Expected Outcomes, Assessment Measures, and Use of Results. Again, it is not clear what improvements were made based on the results of assessment.

Listed in the table below are examples of changes in administrative support services resulting from assessment to facilitate improvement.

Selected Programmatic Changes Implemented 2005-2007

Year	Rationale for Change	Programmatic Change for Improvement
2005	Increased support to academic programs of the College (Library)	2152 new and existing volumes that have not been entered in the online catalog was made available for patrons
2006	Improved faculty development for remedial courses (Center for Teaching, Learning and Technology)	Offered workshops to faculty specifically designed to evaluate and modify curricula of these courses

Comments of Off-Site Review Committee

3.3.1.4 research within its educational mission, if appropriate

The college does not pursue research as part of its mission.

Comments of Off-Site Review Committee

3.3.1.5 community/public service within its educational mission, if appropriate

The college did not address this standard; however, in its Compliance Certification at CS3.4.2, (Service Programs) the institution states that students must complete 40 hours of community service for graduation. It would be helpful if the college would address its service programs in the context of institutional assessment.

Focused Response:
The College acknowledges that there was no institutional assessment conducted for Community Service. However, community service is a graduation requirement, not a specific educational or educational support program.

After receiving the input of the Off-Site Committee, it does seem prudent to administrative objectives and assess them for improvement strategies. The Center for Teaching Learning and Technology will develop and implement institutional assessment to ensure effectiveness of the community service operation/function housed in that area.

Overall Correction Plan:

The College completely understands the reason for non-compliance with this comprehensive standard and acknowledges a missing piece of documentation needed to demonstrate compliance. Therefore, through the Institutional Effectiveness Office, a new form is now being implemented to capture the specific improvements made as a result of assessment. The current grids used for planning and assessment in all units of the College are not being used appropriately to capture this missing data.

Beginning with the end of year reporting of the 2007-2008 academic term, each functional unit will complete the Mid-Year and Annual Assessment Analysis Form .

Supporting Documents

SOURCE	LOCATION/Special Instructions
Mid-Year and Annual Assessment Analysis Form	Office of Institutional Effectiveness and Research

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