WBS 1: Core Component 1a Lead: Dolores Duran-Cerda. WBS 2: Core Component 2a Lead: David Bea

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1 WBS 1: Core Component 1a Lead: Dolores Duran-Cerda 1.1 [Highlighted] Formal review process of the institution s mission Status: Complete but pending input from the Board on next steps Futures Conference Status: Completed; Over 100 participants involved from the community 1.2 [Highlighted] Implementation/outcomes of mission review Status: Mission KPIs in development in collaboration with Morgan Phillips, aligning unit plans with mission objectives (working with David Purkiss) Identify subset of metrics for Campus plans and unit plans Update KPIs for campuses WBS 2: Core Component 2a Lead: David Bea 2.1 Evidence of the effectiveness of newly adopted policies, processes and procedures Status: All but five Board Policies have been reviewed within the last two years. Completed new numbering system for BP. Conversions of Regulations (RGs) and Standard Practice Guides (SPGs) are under review. 2.2 Effectiveness and outcomes of newly established Governance Council Status: Completed. Surveys initiated change in the name to All College Council. Communication about Governance Council pushed through existing channels. Campus information sessions are being scheduled. 2.3 Effectiveness and outcomes of the newly established Board of Governors Finance advisory team Status: Completed. The Charter for the Board of Governors Finance and Audit Committee (FAC) required the FAC to annually provide a report to the Governing Board and this report was publicly provided to the Board on May 13, The Charter also specifies the FAC purpose/outcomes. Meeting agendas, supporting material and minutes are posted publicly online and document FAC outcomes. 2.4 Effectiveness and outcomes of the newly established Board of Governors Audit advisory team Status: Completed. The Charter for the Board of Governors Finance and Audit Committee (FAC) required the FAC to annually provide a report to the Governing Board and this report was publicly

2 provided to the Board on May 13, The Charter also specifies the FAC purpose/outcomes. Meeting agendas, supporting material and minutes are posted publicly online and document FAC outcomes. 2.5 Effectiveness and outcomes of the newly established Board of Governors Human Resources advisory team Status: Human Resource is in the process of establishing baseline data for the newly created and approved HR metrics. Data will be compiled at the end of the first quarter and utilized as a comparison for the remainder of fiscal year 2014/2015. All results will be posted to the HR intranet. 2.6 Evidence of a comprehensive assessment of the HR office including structure and staffing Status: An assessment of the Human Resources organizational structure was completed by Baker Tilly in January A Vice Chancellor of HR was selected and assumed the position in February The reorganization of the department s leadership was completed in May Additional changes continue to be made with the redesign and assignment of HR analysts to various campuses. Changes to the infrastructure are pending implementation of the new Talent Acquisition Management system. 2.7 HR action plan, including goals, metrics, and key performance indicators and documentation of progress toward full implementation of the plan Status: The 2014/2015 meet and confer process produced 44 policy changes as compared to 42 in 2013/2014. The implementation of the Chancellor s Personnel Governance Task force will focus on changing the process utilized to review and modify Personnel Policy Statements for all employee groups. The College Diversity Committee has been charged with the development of the College s Diversity Plan, scheduled for completion in January The Chancellor s Diversity message was shared with all employees in a Diversity brochure distributed during All College Day in August The Chancellor s message and the Diversity Committee s Diversity and Inclusion statement which was also included in the brochure have been posted to the Colleges Diversity webpage under About Pima at Outcomes of recently established HR Advisory Status: Completed 8 metrics reported annually WBS 3: Core Component 3a Lead: Dolores Duran-Cerda 3.1 [Highlighted] Evidence of a process for reviewing syllabi Status: Completed. The process and effectiveness of this syllabus review and archiving will be reviewed annually and adapted, as needed, for continuous improvement Review syllabi language current in FPPS Status: This review process is dependent on the course syllabi template being finalized in the next few weeks

3 3.2 [Highlighted] Ensure that all syllabi have proper and specific learning goals Status: Beginning this fall, all faculty will begin using a College-wide Syllabus Templates which are available in MyPima. We are currently working on the centralized electronic archive to store all course syllabi [Highlighted] Establish syllabi framework and template Status: Syllabi template. This is set for implementation this fall [Highlighted] Website repository for all syllabi Status: This is set for implementation this fall [Highlighted] Address the disconnect between Student Learning Outcomes and Course Performance Outcomes Status: Completed 3.3 Establishment of a process to coordinate and ensure consistency in the review of dual learning courses Status: The Dual Enrollment Task Force has developed a dual learning course review process as Addendum H in the dual enrollment handbook. The task force will reconvene in October 2015 to make any necessary revisions Finalize recommendations from Dual Enrollment Task Force Status: Completed. Adopted some recommendations 3.4 Establishment of a process to train dual enrollment Faculty Status: In progress 3.5 Courses and programs are current and require levels of performance by students appropriate to the degree or certificate awarded Status: In progress 3.6 Program quality and learning goals are consistent across all modes of delivery and all locations Status: In progress 4.1 Institution has sufficient numbers and continuity of faculty members to carry out both the classroom and the non-classroom roles of faculty, including oversight of the curriculum and expectations for student performance Status: Completed faculty allocation process for Approval of regular and provisional faculty appointments. 4.2 Establishment of academic credentials for instructional faculty Status: In progress; Provost team held campus info sessions

4 4.3 Faculty involvement in assessment of student learning Status: Provost team held info sessions in April and May; Met with senate and PCCEA; Faculty held assessment sessions using D2L 4.4 All instructors are appropriately qualified, including those in dual credit, contractual, and consortia programs Status: Review of all current files in progress 4.5 Instructors are evaluated regularly in accordance with established institutional policies and procedures Status: Summer Taskforce Faculty and Administrators to develop/revise a faculty performance appraisal system 4.6 Institution has processes and resources for assuring that instructors are current in their disciplines and adept in their teaching roles; it supports their professional development ; Format of All College Day and Faculty Academy revised to include faculty professional development opportunities 4.7 Instructors are accessible for student inquiry 4.8 Staff members providing student support services, such as tutoring, financial aid advising, academic advising, and co-curricular activities, are appropriately qualified, trained and supported in their professional development Status: Review al all current files in progress; Review of classification and credential levels in progress WBS 5: Core Component 3d Lead: Dolores Duran-Cerda 5.1 [Highlighted] Progress to date of the Developmental Education Redesign Committee, including evidence of its effectiveness and outcomes Status: In progress of revising assessment tools to include multiple measures and pathways. All items in the redesign have been addressed and implementation plans are progressing. Spring 2016 target date. Shared progress in Board Presentation in June [Highlighted] Determine scheduling needs for Dev Ed Status: Completed [Highlighted] Mandatory requirements to front load Dev Ed courses in student schedules Status: In progress; Spring 2016 target date

5 5.2 Allocation of sufficient resources to Developmental Education to serve the student population Status: Completed 5.3 Institution provides student support services suited to the needs of its student populations Status: Student Services Review in progress 5.4 Institution provides for learning support and preparatory instruction to address the academic needs of its students; it has a process for directing entering students to courses and programs for which the students are adequately prepared Status: In progress of developing multiple assessments to be used to properly place students in courses. Spring 2016 target date 5.5 Institution provides academic advising suited to its programs and the needs of its students 5.6 Institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution s offerings). Status: Facilities Master Plan in process 5.7 Institution provides to students guidance in the effective use of research and information resources WBS 6: Core Component 4a Lead: Dolores Duran Cerda 6.1 [Highlighted] Institution maintains a practice of regular program reviews Status: Completed; Revised Program Review process implementation in Fall Institution evaluates all the credit that it transcripts, including what it awards for experiential learning or other forms of prior learning, or relies on the evaluation of responsible third parties Status: In progress 6.3 Institution has policies that assure the quality of the credit it accepts in transfer 6.4 Institution maintains and exercises authority over the prerequisites for courses, expectations for student learning, access to learning resources, and faculty qualifications for all its programs, including dual credit programs ; Enforcement of course prerequisites Fall 2015

6 WBS 7: Core Component 4b Lead: David Dore 7.1 Evidence of the effectiveness of the assessment process for making changes to teaching and learning based on the learning outcomes (closing the loop). A new assessment data collection interface for implementation in Fall 2015 WBS 8 Core Component 4c Lead: Morgan Phillips 8.1 [Highlighted] Evidence that persistence, retention and completion metrics are used for making changes in programs, including metrics, action plans, and improvements made ; New program data dashboard with metrics created by PIR for use by faculty and staff; New metrics added to the program review process 8.2 Documentation of the completion of assessment cycles in all programs 8.3 Documentation of changes made to improve learning and teaching 8.4 Documentation of the development and implementation of a strategic enrollment plan that addresses retention, persistence and completion to support the institution s established goals WBS 9: Core Component 5b Lead: Dan Berryman 9.1 Evidence of stability in leadership, including campus presidents, and the hiring of key vacant positions, including the director of HR Status: In progress; Effective July 1, College has 3 Presidents each assigned to 2 campuses; Reorganization of other administrative positions effective Spring Governing board is knowledgeable about the institution Status: BOG study sessions occur regularly providing information about key initiatives at the College; BOG receives monthly updates via monthly BOG meeting 9.3 Governing board provides oversight of the institution s financial and academic policies and practices and meets its legal and fiduciary responsibilities. Status: In progress; All but 5 Board Policies have been reviewed within the last two years

7 9.4 Institution has and employs policies and procedures to engage its internal constituencies including its governing board, administration, faculty, staff, and students in the institution s governance Status: In progress; Shared governance is demonstrated via the Governance Council, committees, and operational procedures. Policies and administrative procedures are available for constituent review and comment; Open forums are held for administrative recruitments to give constituents opportunities to meet the candidates and provide feedback 9.5 Administration, faculty, staff, and students are involved in setting academic requirements, policy and processes through effective structures for contribution and collaborative effort. Status: In progress; the procedures for constituent policy review is under study; recommendations have been received WBS 10: Core Component 5c Lead: David Bea 10.1 Evidence of the implementation of the Strategic Plan with outcomes 10.2 Establishment of measurable key performance indicators to assess progress to completion of strategic plan 10.3 Evidence of completion of campus plans 10.4 Evidence of direct linkages of the strategic plan to the budget process 10.5 Institution links its processes for assessment of student learning, evaluation of operations, planning and budgeting 10.6 Institution plans on the basis of a sound understanding of its current capacity 10.7 Planning anticipates emerging factors, such as technology, demographic shifts and globalization WBS 11: Core Component 5d Lead: Stella Perez 11.1 Institution develops and documents evidence of performance of its operations

8 11.2 Learns from its operational experience and applies that learning to improve its institutional effectiveness, capabilities, and sustainability, overall and in its component parts