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. DESCRIPTION OF INSTITUTIONAL ASSESSMENT 4 C. COMMON FORMAT 4 D. LEVELS OF ASSESSMENT 5 E. PROCEDURES BY WHICH TO ENSURE THE USE OF RESULTS 6 III. ROLES IN IMPLEMENTATION 6 A. INSTRUCTIONAL ROLES 6 B. ADMINISTRATIVE ROLES 7 C. LEADERSHIP ROLES 7 IV. SCOPE, KEY PERSONNEL & FUNDING 7 A. SCOPE 7 B. KEY PERSONNEL 8 C. FUNDING 8 V. IMPLEMENTATION, EVALUATION & TIMELINES 8 A. REVIEW & CRITIQUE OF ACADEMIC UNIT ASSESSMENT PLANS & FINDINGS 8 B. REVIEW & CRITIQUE OF ADMINISTRATIVE UNIT ASSESSMENT PLANS & FINDINGS 8 C. EVALUATION OF OVERALL IMPLEMENTATION PLAN RESULTS 8 D. TIMELINES 8 E. PLANNING & ASSESSMENT CALENDAR 10 VI. PLANNING & ASSESSMENT DOCUMENTS 13 VII. PLANNING & BUDGET 13 VIII. AUP TOOL 14 IX. LANGUAGE OF ASSESSMENT 14 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, vision and goals provide the framework for all planning and assessment. Goals lead to objectives, which lead to specific actions. Actions produce outcomes that are assessable, and the results of assessment lead to ongoing improvement. The College-wide Operational Plan incorporates those actions that originate with administrative 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 publishes the findings of assessment, which direct subsequent actions necessary to achieve improvement. B. Description of Institutional Assessment Institutional assessment occurs at two levels of the College: at the unit level (both academic and administrative) and institutional level (college-wide). It is a function of planning, and it informs planning. Annual Assessment and Planning Cycle C. Common Format A common format for planning and assessment was adopted in 2002 and automated through the use of what is called the AUP Tool. 4

5 INSTITUTIONAL GOALS 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. The means or methods of assessment include a broad range of measures: institutional data, survey data, classroom assessment techniques, etc. Criteria are benchmarks for determining whether we are reaching our goals. Findings that result from performance assessment lead to analysis, interpretation, and conclusions. Findings form the foundation of our future planning, leading to institutional improvement. Using the results of our assessment ensures ongoing improvement and effectiveness. Results may include: continuing those actions/activities that are working well modifying actions or activities that work well, but can work better changing those actions/activities that are not working well introducing new actions/activities that have yet to be tried. D. Levels of Assessment: Academic units The Vice-President for Instructional Services in collaboration with 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. 5

6 Administrative units The organizational structure of the College is comprised of functional units. Each administrative unit develops an annual plan and corresponding assessment. These plans are developed collaboratively with units. E. Procedures by which to ensure the Use of Results The Use of Results specific actions that result from assessment is a core function of the planning process. Each fall, the results of the prior year s assessment are integrated into the new year s plan, guiding improvement as well as new initiatives. It is the responsibility of lead administrators to ensure that this occurs in a systematic and meaningful way. The Vice-President for Instructional Services works 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 Student Services and Administrative Services vice-presidents work with unit administrators to ensure that they, too, are implementing results. The president provides overall leadership in the planning and assessment process. III. ROLES IN IMPLEMENTATION A. Instructional Roles Policy-level guidance The Vice-President for Instructional Services provides policy-level guidance to instructional administrators and faculty in the design and implementation of planning and assessment. Leadership within instructional programs Instructional administrators, together with department heads and program coordinators, provide leadership and support in planning and assessment. 6

7 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 The College President provides overall leadership to the college community and, in particular, to the Cabinet and Cabinet+, which represent all major administrative units within the College. Faculty The Vice-President for Instructional Services provides leadership and guidance to the instructional deans and faculty. 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 5-year Strategic Plan and the annual Operational Plan. 7

8 B. Key Personnel President Vice-Presidents for Instructional Services, Student Services, Administrative Services and Institutional Effectiveness Instructional Deans 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. V. IMPLEMENTATION, EVALUATION & TIMELINES A. Review & Critique of Academic Unit Assessment Plans & Findings The Vice-President for Instructional Services 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 implementation of specific actions as they engage in institution-wide assessment and lead the college-wide planning process each year. [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 8

9 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 Vice-President for Instructional Services and instructional administrators. Their time is constrained by their teaching assignments and by the academic calendar. Administrators, in collaboration with their staff, are the key players in administrative planning and assessment.. The Planning and Assessment Calendar follows on the next two pages. 9

10 ANNUAL PLANNING AND ASSESSMENT CALENDAR ACADEMIC UNITS ADMINISTRATIVE UNITS Summer July / August IR compiles program-specific assessment data from the datawarehouse, CCSEQ/ACT and CAAP and custom data sources. IR retrieves prior-year institutional data & mounts on the annual data site. Administrators compile assessment data consistent with their administrative unit assessment plans. Cabinet+ reviews annual planning calendar. Cabinet+ reviews planning objectives & measures of institutional performance. Cabinet reviews 4 th quarter expenditures & revenue patterns IR prepares Institutional Effectiveness data for integration into AUPs. Cabinet+ reviews the Institutional Effectiveness data: Evaluates findings Determines use of findings for future improvement. Uses conclusions to inform administrative unit planning. Fall Quarter September Faculty review assessment data and complete their academic unit assessments. Administrators meet with unit staff to review and interpret assessment data. 10

11 ACADEMIC UNITS ADMINISTRATIVE UNITS IR administers the PC Strategic Directions Survey to the college community (biannually). October Faculty use the results of their assessment to revise their academic unit plan (AUP) for the coming year. Administrators prepare revised unit plans, using the results of assessment and reflecting changes in strategic directions. ACADEMIC UNITS ADMINISTRATIVE UNITS November Cabinet evaluates expenditure & revenue patterns. Cabinet+ reviews SEM data & assumptions & sets annual Enrollment Management (EM) planning targets. December Faculty complete their AUPs. Winter Quarter January Administrators complete administrative unit plans. Instruction completes draft EM plan & shares with Cabinet+ VPs review administrative unit plans. 11

12 ACADEMIC UNITS ADMINISTRATIVE UNITS February Faculty align AUPs with their academic unit assessment methods and criteria. Cabinet + reviews draft EM plans for Recruitment, Retention & Marketing. VPs and President integrate unit plans, the Facilities Master Plan, IT & EM plans, and identify planning priorities, which become the foundation for the annual Operational Plan. Cabinet identifies potential budget impacts of AUP & SEM planning initiatives. Cabinet reviews allocation matrix & establishes budget priorities. Cabinet finalizes the draft Operational Plan. March President holds college-wide focused meetings to solicit broad input from faculty and staff prior to finalizing the PC Operational Plan. Spring Quarter April Business Office establishes revenue projections Business Office distributes allocation of resources spreadsheet to the President s 12

13 Cabinet. Business Office delivers budget development packages to budget heads May Vice-Presidents & President submit budgets to the Business Office President presents the annual Operational Plan to the Board. President presents preliminary budget information to the Board June Board of Trustees considers the budget 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) unit assessments. Plans include the unit s unique purpose (mission), goals, objectives and intended actions for the ensuing year, bridging the process between planning based upon mission and planning based upon the results of assessment. Assessments measure the extent to which a unit is achieving its goals by documenting the methods of assessment, criteria for success, findings, and the use of results [see Sec. II.C above]. VII. PLANNING & BUDGET Budget development is an essential element of the College s planning cycle. AUPs identify funding requirements for new strategic initiatives. These are carried forward to the unit plans for each of the four budget divisions: Instructional Services, Student Services, Administrative Services and the President s Office. The Cabinet meets in February to review division AUPs, apply the criteria that qualifies new AUP initiatives for the College-wide Operational Plan, discuss budget implications, establish priorities to achieve institutional goals, and develop a budget to accomplish prioritizes objectives. Once operational 13

14 priorities are established, budget refinement concludes in May. A budget is presented to the College s Board of Trustees for consideration in June. VIII. 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 while using a common format. It provides broad access to plans and assessments on-demand; it limits the ownership of every plan to a single point of contact. IX. LANGUAGE OF ASSESSMENT Academic Unit: A discrete disciplinary or programmatic area within the Arts & Sciences or Professional & Technical programs. Academic units may comprise one or more faculty. Academic Unit Assessments: Academic unit assessments include the unit s vision and mission, educational and programmatic outcomes, criteria, methods, findings and use of findings. Academic Unit Plan: A plan that is specific to an academic unit. Actions: Explicit statements of intent that direct future activities. Actions are derived from a unit s purpose and goals with the intent to implement a stated objective, and documented within a unit or college-wide plan. Administrative Unit: An organizational unit that derives its identity from a distinct service mission and is directed by an administrator. 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: A plan that is specific to an organizational unit with a distinct administrative function. Assessment: The systematic collection, review, and use of program-based data for the purpose of improving program performance and institutional effectiveness. Criteria: Performance targets that define success when achieving unit goals/objectives. They need to be precise and measurable. Most importantly, they should be meaningful. 14

15 Findings: Findings are the data that result from implementing selected 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. 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 assessment measures and criteria for success (performance indicators) that will be used to determine 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 and documents the use of results. Means of Assessment: 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 measure 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 the unit. Objectives: Objectives are the specific, short-term and measurable ways by which a unit accomplishes its goals. Operational Plan: An annual plan that implements the College s strategic plan and strategic priorities. In so doing, it documents specific strategies for both short-term action. 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 or programmatic area. Strategic Goal: A strategic goal is one of six goals that comprise the College s Strategic Plan. 15

16 Strategic Plan: A five-year plan that defines the College s mission, vision, goals and strategic priorities. It provides a roadmap for institutional progress. Use of Findings: Document actions that specifically respond to the findings of assessment. These actions are incorporated in the following year s plan. Vision: Describes the ideal the ideal community college serving the needs of the North Olympic Peninsula or the ideal academic or administrative unit in support of the College mission. 16