Quality Focus Essay. I. Overview and Background. A. Process of Identifying Action Projects for Quality Focus Essay (QFE)

Transcription

1 Quality Fcus Essay NVC used the new standards as an pprtunity t evaluate current practices and identify areas requiring sme curse crrectin t increase effectiveness and adjust t what the Cllege perceives as a renewed fcus n student achievement, student learning, and institutinal missin (cnveyed thrugh the 2014 Standards). I. Overview and Backgrund A. Prcess f Identifying Actin Prjects fr Quality Fcus Essay (QFE) Based n a draft f the self-evaluatin reprt, a summary f perfrmance against each f the standards was cmpiled fr review by the campus cmmunity. That summary was used as an evaluative instrument fr internal use, t identify areas fr fcused attentin and imprvement. That prcess yielded the fllwing areas fr imprvement: student learning assessment; integrated planning and resurce allcatin; and institutinal effectiveness, evaluatin, and review. These three areas emerged frm self-evaluatin acrss the standards cnducted by the Accreditatin C-Chairs and the Accreditatin Steering Cmmittee and shared with the campus cmmunity. The table belw identifies the three Actin Prjects (APs) and the standards assciated with them. The standards listed in the secnd clumn are pririty areas fr targeted imprvement, as described in the actin plans and evaluatin sectins f the Self-Evaluatin Reprt (SER). Other accreditatin standards that had actin plans assciated with them and that relate t the defined APs are listed in the final clumn f the table. The final rw f the table reprts standards with actin plans fr imprvement that were nt directly assciated with the three APs. In all, 42 standards had actin plans assciated with them. Each f the 42 standards is listed nce in the table belw. Fr the purpses f summarizing the findings frm the SER, standards were assigned t ne AP, based n review f the wrding f each standard and the actin plan(s) identified. The table illustrates that the actin plans included in the SER clustered arund the three APs and cnfirms that the three general areas fr imprvement emerged frm evaluatin acrss the standards. Page 1 f 18

2 Actin Prject (AP) Student Learning Assessment (11 assciated standards with actin plans) Integrated Planning & Resurce Allcatin (13 assciated standards with actin plans) Institutinal Effectiveness, Evaluatin, & Review (10 assciated standards with actin plans) [Other Standards with Actin Plans fr Cntinuus Imprvement and Quality Assurance] Pririty Standards fr Targeted Imprvement Additinal Standards with Actin Plans Related t AP I.B.2 I.A.1 II.A.9 I.B.4 I.B.1 II.A.12 II.A.3 I.B.6 II.A.13 III.A.6 I.C.3 I.B.9 I.A.3 III.A.10 I.B.7 III.B.2 I.B.8 III.B.3 II.A.15 III.B.4 III.A.7 III.C.1 III.A.9 III.C.2 IV.A.7 I.C.1 IV.A.3 I.C.5 IV.A.5 III.A.1 IV.A.6 III.A.11 IV.C.7 III.A.13 N/A I.C.2 II.A.16 I.C.4 II.C.3 II.A.4 III.A.2 II.A.6 III.A.5 B. Objectives f Actin Prjects The three APs are structured as individual cmpnents f a mre cmprehensive plan t ensure cntinuus imprvement, particularly in regard t student learning, student achievement, and accmplishment f missin. The primary bjective f each AP is identified belw. Actin Prject (AP) fr Cntinuus Imprvement f: Student Learning Assessment Integratin f Planning & Resurce Allcatin Purpse/Objective T increase the effectiveness f the institutin in using student learning assessment data t infrm dialgue at all levels, increase student learning and achievement, and ensure accmplishment f missin T increase the effectiveness f the institutin in: planning at the institutinal and prgram levels t ensure accmplishment f strategic plan bjectives and alignment between prgram/service fferings and student needs, with a fcus n student achievement, student learning, and institutinal missin; and securing and allcating resurces t supprt student achievement and student learning and ensure accmplishment f missin and link results f assessment directly t resurce allcatin; and t strengthen the integratin f the tw Page 2 f 18

3 Institutinal Effectiveness, Evaluatin, & Review T increase the effectiveness f the institutin in cnducting regular evaluatins f rganizatinal structures and practices, cmmunicating the results f thse evaluatins, and implementing changes in a timely manner t supprt student achievement, student learning, and accmplishment f missin C. Actin Prject Philsphy NVC embraced the cncept f mving beynd actin plans identifying discrete tasks t be accmplished in the spirit f imprvement and used the self-evaluatin prcess as an pprtunity t utline a mre cmprehensive and deliberate apprach t cntinuus imprvement. The APs describe refinements f existing practices designed t strengthen alignment and increase effectiveness in light f the 2014 Accreditatin Standards. NVC s APs represent a mre hlistic apprach t assessment, planning, and evaluatin practices. This apprach is intended t mve away frm task-, cmpliance-, and prcessriented practices and refcus effrts n results particularly thse related t student achievement, student learning, institutinal missin, academic quality, and institutinal effectiveness. This idea emerged frm the self-evaluatin prcess, as the Accreditatin Steering Cmmittee nted a need fr a systems-thinking apprach t existing practices t institutinalize and sustain practices and strengthen perfrmance in the areas f student learning assessment, integrated planning and resurce allcatin, and evaluatin f institutinal effectiveness simultaneusly. T reflect and underscre this mre cmprehensive apprach, features f the three APs are described cncurrently thrughut this Quality Fcus Essay (QFE). The three APs utlined belw are intended t strengthen: quality assurance fcused n student learning, student achievement, and accmplishment f missin; understanding f student achievement and student learning; dialgue acrss the institutin; evidence-based planning and evaluatin; resurce allcatin t ensure efficient use f resurces; integratin f intentinal, targeted, and strategic practices; cmmunicatin f expectatins and results f evaluatin activities; and understanding f prcesses. Tgether the three prjects describe an institutin that will mdel effectiveness with practices at all levels fcused n student learning and student achievement; structures designed t fcus planning activities and secure, allcate, and regularly evaluate resurces t ensure accmplishment f missin and institutinal plans; and regular review and evaluatin activities by all cnstituent grups. The gal f these imprvements is t fster a shared understanding f strengths and weaknesses, a shared awareness f accmplishments related t student achievement and student learning, and cmmn gals regarding institutinal plans and ensuring cntinuus imprvement f academic quality and institutinal effectiveness. Each f these gals is articulated thrugh the 2014 Accreditatin Standards. Page 3 f 18

4 D. Structure f Quality Fcus Essay (QFE) Features f the three APs are described in the remainder f this QFE. First, findings frm the evaluatin f SLO assessment, integrated planning and resurce allcatin, and institutinal review and evaluatin effrts are presented in Part II. Part II begins with identificatin f issues and areas fr imprvement that emerged thrugh the analytical self-evaluatin prcess based n review f evidence and evaluatin f effectiveness. The analysis includes sme pssible slutins t explre t address the issues identified. Recent imprvements and current practices that can be expanded t increase effectiveness and implement imprvements in the three identified areas are then described. In Part III, cnceptual illustratins utlining the visin fr the Cllege and what SLO assessment and regular evaluatin prcesses will lk like fllwing implementatin are presented. The tw cnceptual illustratins are accmpanied by descriptins f the visin fr each AP. [The team assigned t mnitr the integrated planning and resurce allcatin AP will determine whether a cnceptual map is needed t help guide implementatin f that AP.] The details f each AP including timelines, bservable utcmes, and mnitring mechanisms are then presented in Part IV. II. Findings frm Self-Evaluatin A. General Issues, Areas fr Imprvement, and Slutins t Explre T date, NVC has taken what might be cnsidered a siled apprach t SLO assessment, planning and resurce allcatin, and regular review f plicies and practices meaning that prcesses and structures were designed t address specific issues within each area, in islatin. Upn reflectin, this siled apprach has created sme unintended challenges related t the three APs. A general bservatin t emerge frm the self-evaluatin prcess is that prcesses used in the past are nt as effective as they nce were, and effectiveness can be increased by assuming a mre cmprehensive apprach t assessment, planning, and evaluatin effrts. Althugh the structures that are in place yielded what they were intended t, they need t be refined, expanded, and integrated t realize the mre cmprehensive apprach. Once implemented, the cmprehensive apprach utlined in the APs shuld yield mre data that can be used t infrm dialgue, planning and evaluatin, and cmmunicate results at multiple levels. The fllwing general issues and the assumptins underlying them were identified thrugh the self-evaluatin prcess: Student Learning Assessment NVC structured SLO assessment as rganic activities, varying frm instructr t instructr, as faculty were encuraged t build n what they were already ding in the classrm. As part f this hetergeneus apprach, SLO assessment was designed arund individual research prjects Page 4 f 18

5 cnducted at the curse level, and multiple discnnected systems were implemented t cllect data fr each level f utcmes assessment. While this apprach has allwed fr adjustments at the micr level, it has been less infrmative at the macr level, and the apprach has limited usefulness acrss prgrams. The variety f assessment reprting methds des nt facilitate the cmpilatin f data at the institutinal level r acrss a sequence f curses. T date, data analysis has tended t fcus n the curse level, where the data are cllected, and activities have fcused n getting the infrastructure and the data int place, rather than using the data as a starting pint t infrm discussin. There is a limited quantity f data available that can be used t infrm dialgue at multiple levels and capture efficiencies. As a result, mst imprvements based n assessment data have fcused n instructinal prgrams and teaching, rather than student learning. T address these SLO-related issues, NVC intends t explre the fllwing appraches: Reduce the cmplexity f data cllectin and instead increase the frequency f cllectin, t increase the quantity f data available; Implement a mre unifrm apprach t data entry, fcused n the student level; Implement a centralized system t facilitate data entry by faculty and extractin f data/results t infrm dialgue at multiple levels (including disaggregatin by subppulatin and curse characteristics); and Reserve labr-intensive appraches t data cllectin fr areas requiring mre drill dwn (based n initial assessment findings). Integrated Planning and Resurce Allcatin Mst prgram-level planning and assessment prcesses have been structured arund Prgram Evaluatin and Planning (PEP, NVC s prcess f prgram review). PEP was designed t evaluate prgrams and services, develp plans fr imprvement, and identify resurces needed t implement thse plans. As PEP became an established, effective mechanism fr planning and evaluatin, ther evaluatin prcesses were incrprated int PEP. As part f the self-evaluatin prcess, the Cllege realized that the definitin f prgram fr these ther prcesses des nt align perfectly with the riginal structure and intent f PEP. PEP was structured arund administrative r rganizatinal definitins f prgram rather than academic definitins, thereby necessitating a separate mechanism fr assessing SLOs acrss degrees, certificates, r prgrams f study that include curses utside f the administrative area defined by PEP. Prvisin f data t infrm review at the prgram and institutinal levels is anther area f incnsistency. While student achievement data is generated and analyzed in a unifrm manner (thrugh the Office f Research, Planning and Institutinal Effectiveness; RPIE) t infrm prgramlevel planning activities, inventries f prgram-level resurces are nt incrprated int PEP. The lack f resurce inventries impedes integrated planning effrts. At the prgram level, resurce requests are difficult t evaluate, as they are presented in islatin withut a descriptin f existing resurces r an evaluatin f resurces vis-à-vis prgram plans. In additin, planning prcesses d nt distinguish between resurce allcatin and budget augmentatin requests t supprt grwth and thse that are needed t maintain existing levels f service. Existing resurces are deemed t Page 5 f 18

6 be sufficient since prgrams and services are making d with what they have and prgrams and services have nt been cut. Resurce inventries wuld facilitate mre rbust evaluatin and strengthen lng-term planning effrts. Student achievement data is tracked, analyzed, and mnitred at the prgram level and reprts summarizing achievement at the institutinal level have been expanded. Hwever, a shared understanding f student achievement and student learning has nt been fully integrated int institutinal planning prcesses. T address these planning-related issues, the Cllege intends t explre the fllwing ptins: Cnduct a cmprehensive review f PEP, including alignment f academic and administrative prgrams; Incrprate resurce inventries int the PEP review prcess t facilitate evaluatin f prgram plans against existing resurces; Develp a methd fr distinguishing between peratinal csts and thse assciated with grwth, and, where apprpriate, use the evaluatin prcess t trigger additinal discussins abut the future f prgrams/services; Use the evaluatin f resurces at the prgram level t infrm resurce planning and allcatin at the institutinal level; Increase pprtunities fr discussin f student achievement and student learning t create a shared understanding f student and institutinal needs, t infrm planning prcesses; and Implement a mre fcused apprach t strategic planning, centered arund student learning and student achievement. Institutinal Effectiveness, Evaluatin, and Review As indicated in the SER (particularly the self-evaluatin accmpanying Standard IV.A.7), the Cllege tends t cnduct evaluatins f its plicies, prcedures, prcesses, and practices spradically, rather than as part f a regular, nging cycle. When review and evaluatin activities are undertaken, they tend t fcus n structure and prcess rather than an evaluatin f effectiveness. Because review and evaluatin f plicies has nt been structured arund a frmalized cycle, such evaluatin activities have ccurred relatively infrequently. During the self-evaluatin prcess, it became apparent that there is nt a shared understanding f plicies, prcedures, prcesses, and practices acrss the campus cmmunity, including the rle and respnsibilities f cnstituent grups in decisin-making prcesses. Because evaluatin activities are nt cnducted at regular intervals, sme practices have deviated frm what is described in plicy. Recent dialgue amng cnstituent grups indicates a need t cmmunicate ratinale, expected utcmes, and results f evaluatin prcesses, t create a culture f regular, reflective evaluatin and sustained, cntinuus review. T address these evaluatin- and cmmunicatin-related issues, NVC intends t explre the fllwing ptins: Clarify expectatins, intended utcmes, and respnsibilities regarding evaluatin activities acrss the institutin (e.g., assessment, planning, decisin-making, gvernance); Incrprate evaluatin f practice against plicy int regular review activities; Page 6 f 18

7 Refcus review and evaluatin activities arund student learning, student achievement, and institutinal missin, rather than prcess (prcess as a means t an end); and Develp effective mechanisms fr cmmunicating the results f evaluatin prcesses (including results f student learning, tailred t specific audiences). The 2014 Accreditatin Standards prvide an pprtunity fr implementing a mre cmprehensive, hlistic apprach fcused n student learning, student achievement, and accmplishment f missin t instill mre energy int assessment, planning, resurce allcatin, and evaluatin prcesses and create a cmmn understanding f student and institutinal needs. The APs described belw are intended t address the issues identified here and increase effectiveness f institutinal practices. B. Recent Imprvements and Effective Practices The prjects utlined in this QFE build n existing practices in ensuring academic quality and institutinal effectiveness and are designed t refine institutinal prcesses and build capacity fr NVC t exceed the Accreditatin Standards assciated with assessment f student learning, integratin f planning and resurce allcatin prcesses, and regular evaluatin f plicies and practices. As part f the self-evaluatin prcess, NVC nted the fllwing features f existing practices; Regarding SLO assessment: Outcmes have been defined and are being assessed at all levels (curse, prgram, service, degree, and institutinal); Organizatinal structures are in place t supprt utcmes assessment (e.g., TracDat sftware and designated faculty/staff psitins); Assessment activities are anchred t existing institutinal prcesses (such as PEP and tracked thrugh annual planning and resurce allcatin prcess); and A template has been created fr reprting the results f SLO assessment at the prgram level t current students, prspective students, and the public. Regarding integrated planning and resurce allcatin: Planning and budgeting structures have been reviewed and revised t increase effectiveness and capture efficiencies; The pieces defining integrated planning and resurce allcatin are in place, and prcesses have been clarified thrugh the develpment f the Decisin-Making Guide; Planning and resurce allcatin prcesses track the surce f unit-level initiatives (including utcmes assessment); and Results f planning and resurce allcatin prcesses are cmmunicated (thrugh the annual PEP Frum, institutinal reprts), and reprting mechanisms have been expanded t incrprate measurable bjectives, increase accuntability, and cmmunicate results f resurce allcatin prcesses. Page 7 f 18

8 Regarding regular evaluatin f plicies, structures, and practices: Cmmittee structures have been reviewed, and recnfiguratins have been cnsidered in recent years; A prcess fr cllecting feedback n bard plicies has been develped, and cnstituent grups are familiar with the review prcess; Institutin-level reprts have been expanded and can be used t strengthen the culture f evidence and mdel effective evaluatin practices; and The self-evaluatin prcess was used as an pprtunity t refine practices and rganize the activities f the institutin arund accreditatin t integrate accreditatin int regular, nging activities acrss the institutin (including cmmittee wrk). In additin t these practices specifically related t the three APs, NVC has demnstrated a willingness t refine practices t increase effectiveness and capture efficiencies. Imprvements in the use f student achievement data since the last cmprehensive accreditatin review illustrates this cmmitment. When PEP was first implemented, student achievement data were prvided fr each instructinal prgram underging review. It was then left t faculty and staff within each instructinal prgram t analyze the data and identify strategies t increase student and prgram perfrmance (in areas such as retentin, successful curse cmpletin, degree/certificate cnferral) as apprpriate, based n the findings. Underlying this apprach was an assumptin that faculty within each prgram had similar data-analytical skills. T increase effectiveness and instill mre unifrmity in the quality f PEP reprts (based n a recmmendatin emerging frm the last site visit), NVC adjusted the PEP prcess and implemented a mre centralized apprach. Since 2010, RPIE has prvided student achievement data at the prgram level and cnducted analyses t infrm the develpment f prgramlevel plans thrugh PEP. The prmpts fr PEP were changed t encurage reflectin n the data and analysis prvided. NVC can draw n these experiences t identify strategies t imprve practices assciated with student learning assessment, planning and resurce allcatin, and regular review and evaluatin, and incrprate cnsideratin f adpting mre centralized, unifrm slutins int the prcess. III. Cnceptual/Visin Maps Assciated with Three Actin Prjects The cnceptual maps presented in this sectin cnvey general descriptins f tw f the three APs the visin behind the APs and what student learning assessment and evaluatin prcesses will lk like nce plans are implemented. Since materials describing NVC s integrated planning and resurce allcatin practices already exist, the fcus fr these initial visin maps was n the ther tw APs. These tw illustratins will be expanded in t include mre details and identify cncrete slutins t the issues identified abve. The team assigned t wrk n integrated planning and resurce allcatin will determine the visin fr strengthening integratin between the tw. Page 8 f 18

9 Student Learning Assessment The Student Learning Assessment Cnceptual Map cnsists f three primary cmpnents: student learning, student behavir, and student achievement. These three cmpnents are represented in primary clrs in the schematic. Mst measures f student achievement tend t be derived frm grades (e.g., retentin, successful curse cmpletin, and persistence rates; prgressin thrugh a sequence f curses) and educatinal gal attainment (degree, certificates, transfer). When grades are based exclusively n SLO attainment, there is perfect alignment between student learning data and student achievement (as tracked by curse grades). Hwever, when perfrmance utside f SLO attainment factrs int grading, SLO data and grades might diverge. The surce f such divergence is represented by the student behavir prtin f the map. Student behavir includes factrs bth inside and utside f the classrm. Examples f behavir that might factr int grading (inside f the classrm) include: class attendance, cmpleting all assignments, submitting wrk n time, and imprvement ver the curse f the semester. Examples f behavirs that d nt factr int grading (and ccur utside f the classrm) include: having an educatinal plan in place, meeting with a cunselr, participating in campus-based prgrams (i.e., supprt services fr defined ppulatins), participating in student clubs, and attending faculty ffice hurs. The latter tend be assciated with students pursuing and receiving academic and student supprt services utside f the classrm. The Student Learning Assessment Cnceptual/Visin Map illustrates hw all parts f the rganizatin cntribute t student achievement and will help structure widespread institutinal dialgue abut student learning (SL), student behavir (SB), and student achievement (SA). The secndary clrs in the map identify relatinships between the three primary cmpnents as well as participants in discussins invlving different cmbinatins f SL, SB, and SA. As utlined in the schematic, discussins f these three cmpnents incrprate utcmes assessment data at all levels f the institutin (curse, prgram, general educatin, degree, institutinal, as well as academic supprt, student supprt, and administrative services). The cnceptual map describes hw NVC intends t restructure discussin f student learning and invlve all parts f the rganizatin in regular discussins f SL, SB, and SA. Restructuring dialgue alng these lines will help fster a cmmn understanding f student learning and student achievement acrss the campus cmmunity. The results f the widespread institutinal dialgue illustrated in the map can then be flded int planning and resurce allcatin prcesses. Page 9 f 18

10 Student Learning Assessment Cnceptual/Visin Map Page 10 f 18

11 Integrated Planning and Resurce Allcatin As indicated abve, the cnceptual map cnveying the visin fr integrated planning and resurce allcatin has nt been develped. It is anticipated that the team assigned t crdinate this AP will cnsider develping a cnceptual map t cnvey the visin. That map will likely illustrate the relatinship between planning and resurce allcatin at the prgram/service and the institutinal levels as well as the interface between them (e.g., prgram planning prgram resurce requests institutinal plans institutinal resurce allcatin). Institutinal Effectiveness, Evaluatin, and Review The cnceptual map describing the visin fr institutinal effectiveness, evaluatin, and review is presented belw. It describes a system f clarifying expectatins as plicies, prcedures, prcesses, and practices are reviewed and evaluated, and then cmmunicating the results f thse evaluatins. The system utlined in the map has mre general applicatin t all Cllege evaluatin prcesses including assessment, planning, decisin-making, and gvernance. The prcess cnveyed in the schematic belw begins at the tp f the circle (with the cell labelled What is being evaluated? ). The tw blue circles represent initial cntext-related cmpnents f the analysis in which the what and the why are identified. The purple circles within the map identify the planning-related cmpnents f review and evaluatin. In this part f the cycle, the key stakehlders are identified, and a timeline fr cmpleting the review is established. The final steps (represented in green) indicate that the evaluatin is cnducted, the results and recmmendatins are cmmunicated, and the changes implemented. The cycle is iterative, as the new plicy, prcedure, prcess, r practice resulting frm the evaluatin will be evaluated subsequent t implementatin. As indicated earlier in the QFE, evaluatin and review prcesses have tended t fcus n prcess, rather than effectiveness and results. The schematic indicates that an evaluatin f effectiveness shuld be incrprated int each stage f the evaluatin prcess frm the cntextualizatin stage, thrugh the planning stage, and t the evaluatin, cmmunicatin/recmmendatin, and implementatin stage. This effectiveness cmpnent is underscred in the schematic, thrugh the array f arrws emanating frm the central circle representing regular evaluatin f institutinal effectiveness. As indicated abve, this schematic represents a starting pint fr the Institutinal Effectiveness visin. It is intended t cmmunicate what effective evaluatin will lk like mving frward. It is anther mechanism fr develping a shared understanding acrss the institutin. The system f evaluatin described in the visin map can be applied t structures, practices, and prcesses acrss the institutin including thse assciated with student learning assessment and planning and resurce allcatin structures (i.e., the tw ther AP areas). Mre details will be incrprated int the map as materials are develped t supprt the implementatin f this prpsed structure. Page 11 f 18

12 Institutinal Effectiveness, Evaluatin, and Review Cnceptual/Visin Map Page 12 f 18

13 IV: Timelines, Observable Outcmes, and Structures t Mnitr Prgress Details pertaining t the three actin prjects and the methd f implementatin are presented in this sectin f the QFE. Thse details are cnveyed thrugh: Timelines identifying activities designed t imprve effectiveness in assessment f student learning, integratin f planning and resurce allcatin, and cnducting regular evaluatins f institutinal practices; The identificatin f bservable utcmes assciated with each phase f implementatin; and A descriptin f existing structures that will be used t mnitr and summarize implementatin effrts acrss the three APs. A. Timelines and Observable Outcmes Specific activities intended t increase effectiveness in assessing student learning, integrating planning and resurce allcatin, and cnducting regular evaluatin are identified in three timelines (presented within the Appendix t the QFE). The activities were identified based n the verarching gals f the APs (listed in QFE Sectin I.C) as well as the issues assciated with each prject area. Each timeline is structured arund three eighteen-mnth phases. The first phase invlves clarifying the cnceptual maps, rles and respnsibilities, and identificatin f specific strategies t address the issues identified abve. This phase is characterized by cntinued evaluatin and planning t identify slutins. In the secnd phase, imprvements are implemented. In the third phase, practices are expanded, and integratin between the three APs is strengthened. The three phases span thrugh fall 2019, t align with the timing f NVC s midterm reprt (anticipated spring 2019). The timelines are intended t get NVC t pint f exceeding the Standards fr targeted imprvement well ahead f the next cmprehensive review. Thrughut each phase, prgress n each AP will be evaluated against the established timeline, and timelines fr future years will be develped by the teams. T avid being verly prescriptive r identifying slutins prir t evaluatin by the teams assigned t each AP, the timelines identify general activities that will ccur in each phase with the prjectins fr Phases 2 and 3 being less detailed at this time. The details f each plan will be determined by the grups assigned t each AP, and plans fr Phases 2 and 3 will be updated accrdingly. The bservable utcmes and what the cllege will lk like as each phase is cmpleted are defined in the table belw. The APs are intended t increase quality assurance; ensure widespread institutinal dialgue that fcuses n SL, SA, and missin; prmte evidence-based planning and resurce allcatin; implement strategic, targeted practices; and cmmunicate results f evaluatin prcesses. The verarching gal f each cmpnent is t create a shared understanding f student learning, student achievement, and accmplishment f missin. Page 13 f 18

14 Observable Outcmes Phase 1: Clarificatin f Expectatins & Evaluatin f Practices By Fall 2016 Mre detailed plans fr APs are develped Expectatins are dcumented and bradly cmmunicated Slutins have been identified and shared Structures and practices fcus n SL, SA, and missin Campus cmmunity has a shared understanding f the visins and expectatins fr the three APs Phase 2: Implementatin f Slutins By Spring 2018 Shared understanding f strengths and weaknesses at institutinal level particularly regarding SL and SA SL data and analysis at level cmparable t SA data Assessment is nging at all levels f the institutin Increased use f data and evidence t infrm decisinmaking Annual reprts n SL, SA, missin, and results f planning and resurce allcatin prcesses Mre rbust evaluatin f existing resurces including analysis f need, in rder t accmplish identified plans Regular reprts cnveying results f evaluatin prcesses (plicy, decisin-making, gvernance) Phase 3: Integratin & Expansin f Practices By Fall 2019 Increased awareness f strengths, weaknesses, and needs Widespread dialgue abut SL, SB, and SA at all levels Institutinal reprts summarizing results f assessment and dialgue abut SL and SA, tailred t apprpriate audiences Cncrete examples f imprvements f SL and SA based n data and dialgue Rbust evaluatin activities incrprated int the culture f the institutin (nging, regular activity) Regular evaluatin f plicies, prcesses, structures fcused n SL, SA, missin, academic quality, and institutinal effectiveness Bdy f evidence t supprt midterm evaluatin (nging, regular activities t infrm subsequent cmprehensive accreditatin review) Page 14 f 18

15 B. Structures t Mnitr Prgress T help mnitr prgress and implement imprvements, NVC will assign a team f apprximately 8-10 faculty and staff members t crdinate each AP. As utlined in the table belw, team members will be identified based n a cmbinatin f tw existing structures cmmittee membership and President s Cabinet. Actin Prject fr Cntinuus Imprvement Administrative Crdinatr(s) Representatin frm Campus Cmmittees/Grups Student Learning Assessment VP, Instructin Learning Outcmes VP, Student Services Assessment Cmmittee (LOAC) Cnstituent Grup Representatives Instructin Cuncil Student Services Cuncil Integrated Planning & Resurce VP, Administrative Services Budget Cmmittee Allcatin Dean, RPIE Planning Cmmittee Facilities Cmmittee Technlgy Cmmittee Staff Develpment Cmmittee President s Cabinet Regular Review & Evaluatin President Cuncil f Presidents Academic Senate The APs will als be incrprated int planning prcesses at the institutinal and prgram/service levels (where apprpriate), and it is anticipated that the QFE itself will guide planning ver the next several years. T mnitr prgress and crdinate between each AP team, the Accreditatin Steering Cmmittee will cntinue. Each AP team will prvide regular written updates n the status f the imprvement plans identified abve. A summary f implementatin status will be prvided each fall semester, with a larger annual update prvided at the end each academic year. These reprts will be cmpiled by team members and cmmunicated t the campus cmmunity, and will include evaluatin against the timeline and visin maps as well as nging prjectin f the timeline. Page 15 f 18

16 Appendix t QFE: Student Learning Assessment Actin Prject Timeline Actin Prject Phase 1: Clarificatin f Expectatins & Evaluatin f Practices thrugh Fall 2016 General Expand cnceptual/visin maps t include mre detail Clarify rles and expectatins fr three Actin Prjects Identify slutins/what needs t Student Learning Assessment be dne t implement the visin Update 5+1 Assessment Cycle, define expectatins fr nging assessment Explre mechanisms fr cllecting student-level data (unifrm, centralized cllectin) Pilt data cllectin t develp sample reprts Integrate Inquiry Grups/ILO assessment int existing structures Develp central repsitry t share effective practices and results Implement PLO template acrss instructinal prgrams Phase 2: Implementatin f Slutins Spring 2017 thrugh Implement imprvements/ slutins t apprach the visin utlined in the cnceptual maps Evaluate as changes are implemented Develp/Update assessment plans at all levels (accrding t new cycle and new structure) Implement data cllectin acrss prgrams and services Disaggregate data by curse characteristics and subppulatins f students Prvide regular pprtunities fr discussin f SL, SB, and SA Cmmunicate results f assessment at all levels t a variety f audiences Phase 3: Integratin & Expansin f Practices thrugh Fall 2019 Expand effective practices Strengthen integratin between three cmpnents f Actin Prject Discussins f SL, SB, and SA directed at imprving SL and SA Strengthen integratin with planning and resurce allcatin Page 16 f 18

17 Appendix t QFE: Integrated Planning and Resurce Allcatin Actin Prject Timeline Actin Prject Phase 1: Clarificatin f Expectatins & Evaluatin f Practices thrugh Fall 2016 General Expand cnceptual/visin maps t include mre detail Clarify rles and expectatins fr three Actin Prjects Identify slutins/what needs t Integrated Planning & Resurce Allcatin be dne t implement the visin Implement changes t planning and budget cycle (nging) Cnsider develpment f cnceptual map(s) Identify pssible slutins/strategies and priritize amng them Establish fcused annual planning pririties and measurable bjectives (based n data/evidence) Explre mechanisms fr develping resurce inventries Develp mechanism t distinguish different levels f need Identify methds t incrprate student learning assessment mre explicitly int resurce allcatin Cnduct cmprehensive review f PEP Refine definitin f prgram Phase 2: Implementatin f Slutins Spring 2017 thrugh Implement imprvements/ slutins t apprach the visin utlined in the cnceptual maps Evaluate as changes are implemented Evaluate and refine prcesses t strengthen effectiveness (nging) Implement strategies identified Integrate resurce inventries int planning prcesses Adjust planning structures based n findings Review and update planning and resurce allcatin prtins f Decisin-Making Guide Cmmunicate pririties, plans, and results regularly including use f data/evidence t infrm each step Phase 3: Integratin & Expansin f Practices thrugh Fall 2019 Expand effective practices Strengthen integratin between three cmpnents f Actin Prject Evaluate integratin f planning and resurce allcatin prcesses at prgram and institutinal levels (nging) Strengthen integratin with planning and resurce allcatin [Implement changes t PEP (fr 3 rd PEP cycle)] Page 17 f 18

18 Appendix t QFE: Institutinal Effectiveness, Evaluatin, and Review Actin Prject Timeline Actin Prject Phase 1: Clarificatin f Expectatins & Evaluatin f Practices thrugh Fall 2016 General Expand cnceptual/visin maps t include mre detail Clarify rles and expectatins fr three Actin Prjects Identify slutins/what needs t Institutinal Effectiveness, Evaluatin, and Review be dne t implement the visin Clarify rles, respnsibilities, and prcesses Fcus n effectiveness and results Expand and cmplete Decisin- Making Guide, including rles f cmmittees in accreditatin Develp effective methds fr cmmunicating purpse f evaluatin activities, anticipated utcmes, and results f evaluatin Phase 2: Implementatin f Slutins Spring 2017 thrugh Implement imprvements/ slutins t apprach the visin utlined in the cnceptual maps Evaluate as changes are implemented Apply evaluatin cycle t institutinal review and evaluatin prcesses Review Decisin-Making Guide (nging) and refine t clarify practices, prcesses, plicies as changes are implemented Implement effective cmmunicatin methds Phase 3: Integratin & Expansin f Practices thrugh Fall 2019 Expand effective practices Strengthen integratin between three cmpnents f Actin Prject Evaluate effectiveness f imprvements implemented Expand evaluatin and cmmunicatin mechanisms t ther areas, as apprpriate Page 18 f 18