INSTITUTIONAL ASSESSMENT PLAN

Transcription

1 INSTITUTIONAL ASSESSMENT PLAN PENINSULA COLLEGE

2 CONTENTS I. ASSESSMENT PHILOSOPHY 3 II. DESCRIPTION OF ASSESSMENT PROCEDURES 3 A. RELATIONSHIP TO MISSION & GOALS 3 B. IDENTIFICATION OF ACADEMIC & ADMINISTRATIVE UNITS 5 C. DESCRIPTION OF INSTITUTIONAL ASSESSMENT (CYCLE) 7 D. COMMON FORMAT FOR PLANNING & REPORTING 8 E. INSTITUTIONAL LEVEL MEANS OF ASSESSMENT 9 F. PROCEDURES BY WHICH TO ENSURE THE USE OF RESULTS 9 III. ROLES IN IMPLEMENTATION 10 A. INSTRUCTIONAL ROLES 10 B. ADMINISTRATIVE ROLES 10 C. LEADERSHIP ROLES 10 IV. SCOPE, KEY PERSONNEL & FUNDING 11 A. SCOPE 11 B. KEY PERSONNEL 11 C. FUNDING 11 V. IMPLEMENTATION, EVALUATION & TIMELINES 12 A. REVIEW & CRITIQUE OF ACADEMIC UNIT ASSESSMENT PLANS & FINDINGS 12 B. REVIEW & CRITIQUE OF ADMINISTRATIVE UNIT ASSESSMENT PLANS & FINDINGS 12 C. EVALUATION OF OVERALL IMPLEMENTATION PLAN RESULTS 12 D. TIMELINES 12 E. PLANNING & ASSESSMENT CALENDAR 13 VI. PLANNING & ASSESSMENT DOCUMENTS 15 VII. AUP TOOL 15 VIII. LANGUAGE OF ASSESSMENT 16 APPENDIX: AUP TOOL 19 2

3 I. ASSESSMENT PHILOSOPHY Peninsula College engages in systematic and ongoing assessment in order to ensure the value and quality of student learning and support services through the continuous improvement of educational and administrative practices. This commitment is guided by the following tenets: Assessment has value only when it is meaningful; Meaningful assessment leads to improvement; It is the faculty who make educational assessment meaningful; The College strives to adopt a process that is clear; The College promotes the use of a common language of assessment and a common format; The College intends to provide support processes that minimize the impact of assessment on faculty time; The College endeavors to maximize efficiency of effort. The results of assessment are utilized in several ways: Classroom faculty use assessment data to improve teaching and learning; Program faculty use assessment data to ensure that the program objectives for student learning are achieved; Instructional leaders use assessment data to ensure that degree and certificate programs are aligned with the College mission and goals; Administrators use assessment data to evaluate the effectiveness of institutional processes in support of the College s mission and goals. II. DESCRIPTION OF ASSESSMENT PROCEDURES A. Relationship to Mission & Goals The College s mission and goals provide the framework for all planning and assessment. Goals lead to objectives, which lead to strategic actions. Actions produce outcomes that are assessable, and the results of assessment lead to ongoing improvement. The College-wide Strategic Plan incorporates those strategic actions that are grounded in both administrative unit plans and academic unit plans, are timeline specific, and have an institutional impact that transcends the domain of a single unit. 3

4 The College-wide Institutional Effectiveness Plan provides the blueprint for assessing institutional success in achieving its goals and objectives. It enumerates the performance indicators that guide institutional assessment. The annual Institutional Effectiveness Report incorporates the findings of assessment, the implications of those findings, and the actions that the College determines are necessary to achieve improvement as a result of those findings. 4

5 B. Identification of Academic & Administrative Units Academic Units Professional & Technical Programs Arts & Sciences AOS Administrative Office Systems ANTHR Anthropology BASED Adult Basic Education/ESL ART Art BIOL/ BOT/ ZOOL ATEC Automotive Technology CHEM Chemistry Biology/Botany/Zoology B A Business Administration C SC Computer Science HSW Chemical Dependency Counseling CRJ Criminal Justice CAT Computer Applications Technology ECON Economics E C E Early Childhood Education EDUC Education TFISH Fisheries Technology ENGL English FLE Family Life Education ENV Environmental Studies I T Information Technology CHIN/ GER/ SPAN Foreign Languages MASST Massage Therapy GEO Geo Science MEDIA Media Communications HIST History MED Medical Assistant JOURN Journalism NURS Nursing LIT Literature SURV Surveying-Geomatics Technology MATH Mathematics WEB Web Business Development MUSIC Music WELD Welding PHIL Philosophy PHYS PO SC PSYCH SOC SPCH Physics Political Science Psychology Sociology Speech 5

6 Administrative Units AD Administrative Services IR Institutional Research, Planning & Assessment AS Arts & Sciences ISS Institutional Support Services AT Athletics IS Instructional Services BS Basic Skills IN International Services BO Bookaneer LMC Library/Media Center CE Continuing Education IR Institutional Research EJ East Jefferson County Extension PR President s Office Site ES Enrollment Services P/T Professional & Technical Programs FA Financial Aid PIO Public Information Office FS Financial Services SA Student Activities FO Foundation SD Student Development HR Human Resources SS Student Services IT Information Technology WS Web Services All administrative units report to one of four administrators: the College President, Vice- President for Instructional Services, the Vice-President for Administrative Services or the Vice-President for Student Services. 6

7 The reporting structure for administrative units follows. PRESIDENT INSTRUCTIONAL SERVICES AD Administrative Services AS Arts & Sciences FO Foundation BS Basic Skills IR Institutional Research, Planning & Assessment CE Continuing Education IS Instructional Services EJ East Jefferson County Extension PR President s Office IS Instructional Services PIO Public Information Office LMC Library/Media Center WS Web Services P/T Professional & Technical Programs WE West End Clallam County Extension STUDENT SERVICES ADMINISTRATIVE SERVICES AT Athletics BO Bookaneer ES Enrollment Services FS Financial Services FA Financial Aid HR Human Resources IN International Services IT Information Technology SA Student Activities ISS Institutional Support Services SD Student Development SS Student Services C. Description of Institutional Assessment (Cycle) Institutional assessment occurs at two levels of the College: at the unit level (both academic and administrative) and institutional level (college-wide). Assessment is guided by the performance indicators (criteria for success) that derive from unit-level goals and objectives. 7

8 D. Common Format for Planning & Reporting INSTITUTIONAL GOAL UNIT GOALS MEANS OF ASSESSMENT / CRITERIA FOR SUCCESS FINDINGS USE OF RESULTS Administrative units derive their purpose from one of three institutional goals that define the College s mission: Instruction Student Services Administrative Services UNIT MISSION A mission statement briefly states the primary purpose of the administrative unit. It must be consistent with the college mission while reflecting the unique character of the administrative unit. Goals define the mission and establish longterm targets that are likely to remain relatively constant over time: They are written in broad and general terms. They tend to be descriptive. They are the standards by which performance can be judged. Indicators are used to determine whether you are reaching your goals & objectives. What do you need to know to determine whether you are meeting your goals & objectives? How can you acquire this information? Consider some of the options presented on the menu of performance indicators for administrative units. Findings that result from performance assessment lead to analysis, interpretation, and conclusions. Findings form the foundation of your future planning, leading to institutional improvement. Using the results of your assessment ensures the ongoing improvement and effectiveness of your administrative unit. Results may include: continuing those things that are working well modifying those things that work well, but can work better changing those things that are not working well introducing new things that have yet to be tried. Whatever actions you take must be justified in terms of your indicators, findings and conclusions. 8

9 E. Institutional Level Means of Assessment: Instructional programs The Dean of Instruction in collaboration with the Vice-President for Instructional Services, the Vice-President for Institutional Effectiveness and the Office of Institutional Research facilitates and supports planning and assessment within instructional programs. Faculty within academic units institute academic unit plans that, in turn, shape academic unit assessment. Academic unit assessment is grounded in student learning outcomes and the operational effectiveness of educational programs. Administrative units Each member of the Administrative Leadership Team (ALT) is responsible for one or more administrative unit plans. Administrative unit plans are developed in tandem with lead administrators and unit staff. Each year, at the annual administrative retreat, the ALT reviews the Institutional Effectiveness Report for the previous academic year, together with the findings of their own unit assessment. This exercise in collaborative analysis occurs prior to revising their administrative unit plans for the coming year. Discussions are centered on the interpretation of findings. The focus of this activity is to evaluate the findings of assessment and to draw conclusions. These conclusions form the foundation for the ensuing year s plans, leading to ongoing improvement. F. Procedures by which to ensure the Use of Results Use of Results specific actions that result from assessment is a core function of the planning process, which occurs at the outset of each academic year. The results of the prior year s assessment are integrated into the planning process, guiding improvement as well as new initiatives during the ensuing year. It is the responsibility of lead administrators to ensure that this occurs in systematic, regular and meaningful ways. Instructional deans work with faculty to ensure that their means of assessment and criteria for success are meaningful, which, in turn, guide the planning process for academic units. The vice-presidents work with administrators to ensure that they, too, are implementing results. The president provides overall leadership in the planning and assessment process. 9

10 III. ROLES IN IMPLEMENTATION A. Instructional Roles Policy-level guidance The Senior Vice-President for Instruction, in collaboration with instructional deans and the Vice-President for Institutional Effectiveness, provides policy-level guidance to instructional administrators and faculty in the design and implementation of planning and assessment. Leadership within instructional programs Instructional deans, together with department heads and program coordinators, provide leadership and support in planning and assessment. B. Administrative Roles Policy-level The Peninsula College President, in concert with the Vice-President for Institutional Effectiveness, provides policy-level guidance to all administrative units. Leadership within administrative units Unit administrators are responsible for providing the initiative and leadership necessary to involve all constituent staff in planning and assessment processes. C. Leadership Roles Administrative Leadership Team (ALT) The College President provides overall leadership to the college community and, in particular, to the Administrative Leadership Team, which represents all major administrative units within the College. Faculty The Senior Vice-President for Instruction provides leadership and guidance to the academic deans and faculty. 10

11 Institutional Officer The Vice-President for Institutional Effectiveness is the institutional officer responsible for coordinating planning and assessment activities. The institutional officer is also the accreditation liaison with the Northwest Commission on Colleges and Universities. IV. SCOPE, KEY PERSONNEL & FUNDING A. Scope Planning and assessment processes at Peninsula College are designed to be comprehensive, inclusive and integrated. It is for this reason that all units academic units and administrative units engage in an annual cycle of planning and assessment. The product of this planning is reflected in the collegewide strategic plan. B. Key Personnel President Vice-Presidents for Instructional Services, Student Services, Administrative Services and Institutional Effectiveness Dean of Instruction Institutional Research Associate C. Funding Peninsula College provides ongoing fiscal support for planning and assessment through the funding of key positions, e.g. a Vice-President for Institutional Effectiveness, a full-time Institutional Research Analyst, and support personnel. Equipment, resources and materials are also supported. 11

12 V. IMPLEMENTATION, EVALUATION & TIMELINES A. Review & Critique of Academic Unit Assessment Plans & Findings The Vice-President for Instructional Services, together with the Dean of Instruction, reviews academic unit assessments and plans. Reviews include an evaluation of the results of assessment and the integration of those findings in the academic unit planning process. B. Review & Critique of Administrative Unit Assessment Plans & Findings The Vice-Presidents for Instructional Services, Student Services and Administrative Services review assessments and plans for all administrative units within their domain of responsibility. C. Evaluation of Overall Implementation Plan Results Since planning and assessment occur at all levels of the organization, the responsibility for evaluation of overall implementation is shared among units and administrators. The President and Vice-Presidents engage in a comprehensive evaluation of assessment, the use of results and the subsequent targeting of strategic priorities as they engage in institutionwide assessment and lead the college-wide planning process each year. Administrative review of college-wide performance indicators, a discussion of implications and development of strategic actions occurs at the annual Administrative Leadership Team (ALT) retreat [see the Annual Planning Calendar on the following pages]. D. Timelines Planning and assessment activities among all organizational units follow the same timelines, yet the fundamental differences between academic units and administrative units, and between the roles and responsibilities of faculty and administrators, require a distinct process for each. While these processes unfold in tandem, they are necessarily different. Faculty are the key players in academic unit planning and assessment, yet they must have the full and active support of the academic deans. Their time is constrained by their instructional load and by the academic calendar. Administrators, in full collaboration with their staff, are the key players in administrative planning and assessment. While their time is constrained by the responsibilities of their positions, it can be parsed across a calendar year. The Planning and Assessment Calendar follows on the next two pages. 12

13 ACADEMIC UNITS ADMINISTRATIVE UNITS Summer July / August Administrative Leadership Team Retreat The Office of Institutional Research compiles programspecific assessment data from the CCSEQ/ACT and CAAP as well as from custom data sources. Administrators compile assessment data and prepare an analysis of institutional-level assessment and administrative unit assessment. ALT reviews the College mission, goals & institutional performance vis-à-vis the Institutional Effectiveness Report for the previous academic year. Findings are evaluated. Conclusions form the foundation of the ensuing year s strategic planning. Fall Quarter September October Dean shares IE report data with faculty. Faculty review this data, together with their own assessment data from the preceding academic year, and complete their academic unit assessments. Faculty use the results of their assessment to revise their academic unit plan (AUP) for the coming year. Dean shares the findings of academic unit assessment with the Administrative Leadership Team in order to optimize the integration of findings in all areas of administrative planning. Administrators meet with unit staff to review and interpret assessment data. Administer the PC Strategic Directions Survey to the college community (biannually). Administrators prepare revised unit plans, using the results of assessment. November Faculty complete revised AUPs. Dean works with faculty to ensure that academic unit planning priorities are identified in administrative unit plans. Administrators revise administrative unit plans to reflect changes in strategic direction and/or strategic priorities, assessment methods and criteria for success. December Administrators complete administrative unit plans. PLANNING & ASSESSMENT CALENDAR 13

14 Winter Quarter January February March Faculty revisit and, as necessary, revise their performance indicators (means of assessment and criteria for success) to reflect priorities in their revised academic unit plans. Dean initiates budget development with academic units. Dean assists faculty in aligning AUPs with their academic unit assessment methods and criteria. President holds college-wide focused meetings to solicit broad input from faculty and staff prior to finalizing the strategic plan. Vice-Presidents review administrative unit plans. Vice-Presidents review the IE Plan, revising performance indicators to reflect improved assessment. Administrative units begin unit-level budget development. VPs identify planning priorities, which become the foundation for the college-wide strategic plan. Administer the ACT / CCSEQ in even/odd years. President holds college-wide focused meetings to solicit broad input from faculty and staff prior to finalizing the strategic plan. Spring Quarter April May Dean works with faculty and the Office of Institutional Research to facilitate data collection in support of academic unit assessment plans. Faculty aggregate non-ir assessment data specific to their academic units. Dean performs final review and evaluation of academic unit planning and assessment documents prior to the end of the academic year. Strategic Plan is completed and presented to the College s Board of Trustees. The annual Institutional Effectiveness Report will document the use of findings as keyed to the Strategic Plan. Administer the CAAP (annually). Administrators perform final review and evaluation of administrative unit planning and assessment documents. PLANNING & ASSESSMENT CALENDAR 14

15 VI. PLANNING & ASSESSMENT DOCUMENTS There are two key documents that all major instructional and administrative units use to record their annual planning and assessment activities: (1) unit plans and (2) assessments. Unit plans include the unit s distinct mission, goals, objectives and intended actions for the ensuing year. Assessments are the product of unit plans, bridging the process between planning based upon mission and planning based upon the results of assessment. As a consequence, assessments connect the unit s mission and goals to means of assessment, criteria for success, findings, and the use of results [see Sec. II.D above]. The office of the Vice-President for Institutional Effectiveness holds both a hard copy and electronic copy of unit plans and assessments for all major units. Electronic copies are accessible via the Institutional Effectiveness webpage on the College intranet site. VII. AUP TOOL Peninsula College developed a Web-based custom tool (AUP Tool) to facilitate the development, revision, and sharing of academic and administrative unit plans and assessments: This tool enables the entire College community to actively engage in planning and assessment and ensures that all academic and administrative units are using a common format. It provides broad access to plans and assessments on-demand, while limiting the ownership of every plan to a single point of contact [Appendix]. 15

16 VIII. LANGUAGE OF ASSESSMENT Academic Unit: An academic unit is a discrete disciplinary area within the Arts & Sciences or a program within Professional & Technical Education. Academic units may comprise one or more faculty. Academic Unit Assessments: Academic unit assessments include the unit s vision and mission, educational outcomes, criteria, methods, findings and use of findings. Academic Unit Plan: An academic unit plan is a strategic plan that is specific to an academic unit. Academic units are identified in the Peninsula College Institutional Assessment Plan. Actions: Actions are explicit statements of intent that direct future activities. Actions are derived from a unit s purpose and goals, designed to implement a stated objective, and documented within a strategic (or unit) plan. Administrative Unit: An administrative unit is an organizational unit that derives its identity from a distinct service mission and is directed by a member of the Administrative Leadership Team (ALT). Administrative Unit Assessments: Administrative unit assessments encompass a unit s mission, goals, means of assessment (methods), criteria for success, findings and the use of findings. Administrative Unit Plan: An administrative unit plan is a strategic plan that is specific to an organizational unit with a distinct administrative function. Assessment: Assessment is the systematic collection, review, and use of program-based data for the purpose of improving program performance and institutional effectiveness. Criteria: Performance criteria are the targets you set for defining success in achieving each of your unit goals/objectives. They need to be precise and measurable. Most importantly, they should be meaningful. Findings: Findings are the data that result from implementing the means or methods of assessment. Findings lead to analysis, interpretation, and conclusions. They form the foundation of future planning, leading to institutional improvement. Goals: Goals define the mission and establish long-term targets that are likely to remain relatively constant over time. 16

17 Implications: Implications are unique to the Institutional Effectiveness Report due to the collaborative nature of the analyses and conclusions. Institutional Assessment Plan: The purpose of the Institutional Assessment Plan is to articulate the philosophy of institutional effectiveness at Peninsula College and to explicitly define and describe the College s processes for planning and evaluation. Institutional Effectiveness Plan: The Institutional Effectiveness Plan derives its purpose and structure from the annual Strategic Plan. Its function is to identify the criteria for success (performance indicators) that will be used to assess how well the College is achieving its articulated goals and objectives. Institutional Effectiveness Report: The Institutional Effectiveness Report is an annual document that summarizes the outcomes of institutional assessment, reports findings, states implications and documents the use of results. Means of Assessment: Means of assessment are the tangible methods chosen to assess a unit s performance (e.g. system data, surveys, focus group outcomes, point-of-use feedback, external reviews, etc.) Method: Method (i.e., means of assessment ) is the process or medium used to assess whether a unit is reaching its articulated goals & objectives. Mission: A mission statement briefly states the primary purpose of the unit. It must be consistent with the college mission while reflecting the unique character of your unit. Objectives: Objectives are the specific, short-term and measurable ways by which a unit reaches its goals. Outcomes: Outcomes are the product of one or more actions or events. Learning is the expected outcome of an educational experience. Program-Based Educational Outcomes: Program-based educational outcomes are essential learning outcomes that are specific to the curriculum in a given academic area. Strategic Goal: A strategic goal is one of six goals that comprise the College s Strategic Plan. Strategic Plan: The strategic plan defines the mission, goals and objectives of the College while documenting specific strategies for both short-term and long-term action. It is frequently referred to as a roadmap; it sets the course for future action. 17

18 Use of Results (Findings): Use of results (or findings) should document actions that specifically respond to the findings of assessment and are central to the coming year s strategic plan. Vision: A vision describes the ideal role of an academic or administrative unit in support of the college mission. 18

19 PLANNING TOOL FOR ACADEMIC & ADMINISTRATIVE UNITS HOW to begin LOGIN / PW Login: pencol login Password: 4-digit phone extension* Your login is the same as your login: first name + first initial of your last name. *you can change your password after you log in If you are a guest, follow the instructions on the above screen. 19

20 SELECT UNIT Arts & Sciences Unit Professional / Technical Unit Administrative Unit SELECT YEAR Select the year of an existing plan that you want to work with (to Edit or Copy) or select the year of the plan that you want to Create (when there is no existing plan). 20

21 ACTIONS 1 [View/Print] This will open the selected plan in Adobe Acrobat. You can view it or print it and/or save it to your own hard drive. *If you get a popup blocker warning, select OK and then follow the directions in the message window (i.e. click on the horizontal Information Bar at the top of your screen and then select Download File. 21

22 2 [Copy] Copies the selected plan to a NEW year. The next screen will ask you to select the year for which you want to copy the plan (e.g ). This gives you a starting point for revising your plan for a new year. 3 [Edit] Allows you to change the selected years plan. 4 [Delete] Deletes the selected plan. You will be asked if you are sure before it is deleted. Once you delete you can t undo. CAUTION: Since this tool is designed to archive previous year plans, don t delete a superceded plan because it is no longer current. EDIT UNIT PLAN 22

23 1 <-- Back To Plan List Steps back to the list from which you copied or selected a plan to edit This button returns you to the year and unit type where you originated your action. 2 Adds a new goal at the bottom of your plan Move things up and down in the hierarchy 3 Title (i.e. plan description) Vision Mission Plan Status (draft or final?) If you make changes be sure to hit the Save button. 4 [Edit XXX] Allows you to change the goal, objective or action 5 [Add New XXXXX] Adds objectives under specific goals and actions under specific objectives If you are adding an action, the add button will be found in the objective so that the action will be connected to that objective. 23