Institutional Assessment Plan And Handbook
INSTITUTIONALASSESSMENT PLAN ANDHANDBOOK3rd Edition, September 2014Office of Institutional Research, Assessment & PlanningThe institutional effectiveness process measures how well we fulfill the College’sMission and demonstrates continuous improvement in student learning,educational programs, and administrative and educational support services.2013-2018
TABLE OF CONTENTSInstitutional Effectiveness at Mercer County Community College .3A Requirement for Accreditation . 3Institutional Assessment Plan @ MCCC . 3Academic Assessment: Academic Program Review Process and Timeline .5The Annual Academic Program Review . 6Curriculum Mapping . 8The Five-Year Academic Program Review . 8General Education Assessment .9Service and Administrative Area Assessment . 13Service and Administrative Area Assessment Review Process . 14Institutional Effectiveness Support . 17MShare: MCCC’s Repository for Systematic Tracking and Reporting . 19Institutional Effectiveness: Planning and Resource Allocation . 20Appendix I: 5-Year Academic Program Review Schedule: 2013-2018 . 23Appendix II: Curriculum Mapping: Academic Program Review and Gen Ed Assessment . 27Appendix III: MCCC General Education Goals and Objectives. 312
INSTITUTIONAL EFFECTIVENESS AT MERCER COUNTYCOMMUNITY COLLEGEINTRODUCTIONInstitutional effectiveness assessment is an iterative model for improving the programs and processes through whichwe carry out the College’s mission and implement strategic planning. Institutional assessment at MCCC is tied to theinstitutional mission, is comprehensive of all college operations, uses multiple sources and types of evidence, andinvolves faculty and staff throughout the institution. The institutional effectiveness process demonstrates continuousimprovement in student learning, educational programs, and educational support and administrativeservicesOne of the most important components of good institutional assessment is its capacity to inform and evaluate change.Information gleaned from assessment shall be used to improve programs and processes at the college. This aspect ofassessment has become more important at Mercer as the culture of assessment for improvement has become a moreintrinsic part of all college operations. The goal of this plan is to support systemic and sustained assessment forimprovement of all college programs and procedures.A REQUIREMENT FOR ACCREDITATIONThe demonstration of institutional effectiveness and the assessment of student learning are required components ofthe Middle States Commission on Higher Education (MSCHE) accreditation process. Although elements of institutionaleffectiveness can be found throughout the Characteristics of Excellence, Standards 7 and 14 are specifically devoted tothe institutional effectiveness requirement.Standard 7. Institutional AssessmentThe institution has developed and implemented an assessment plan and process that evaluates its overalleffectiveness in achieving its mission and goals and its compliance with accreditation standards.Standard 14. Assessment of Student LearningAssessment of student learning demonstrates that, at graduation, or other appropriate points, theinstitution’s students have knowledge, skills, and competencies consistent with institutional goals andappropriate higher education goals.Current Institutional Effectiveness ProcessINSTITUTIONAL ASSESSMENT PLAN @ MCCCThe MCCC Institutional Assessment Plan was originally developed in AY 2003-2004 (under the leadership of Dr.Gianna Durso-Finley, Director of College Effectiveness Assessment, 2003-2006) and underwent a major revision in AY2009-2010 (under the leadership of Deborah Kell, Dean for Instructional and Institutional Effectiveness, 2009-2012).The Assessment Plan has two tracks: Academic Assessment and Service and Administrative/Operational AreaAssessment:3
I.Academic Assessment:A. Academic Program Review (degree and certificate programs)i. Course-Level Student Learning Outcomes Assessmentii. Program-Level Student Learning Outcomes Assessmentiii. Institutional Core Competencies Assessmentiv. Quality and Viability Measuresv. Curriculum Mapping (Courses to Program SLOsB.General Education Assessment (newly revised process and guidelines go into effect in AY2014-2015)i. Annual Assessment of Gen Ed SLOsii. Curriculum Mapping (Courses to Gen Ed SLOs)II. Service Area Assessment:A. Educational Support Units/Service AreasB. Administrative/Operational Areas4
ACADEMIC ASSESSMENT : ACADEMIC PROGRAM REVIEW PROCESSAND T IMELINEThe goal of the academic program evaluation process at Mercer County Community College is to maintain a vitalcredit-bearing educational program through continuous improvement of degree and certificate programs and ofcourse offerings within discipline/program areas.BACKGROUNDPrior to 2008, the Academic Program Review (APR) process involved an in-depth program review every five years.The self-evaluation process called for the responsible faculty and staff members to assess available data on operationsand outcomes, to reach conclusions on the extent to which the program was consistent with the applicablecharacteristics of program excellence (Mission, Objectives, Program Outcomes, Program Logistics), and torecommend how the identified issues should be addressed and the program’s strengths maintained. After an externalconsultant reviewed the self-evaluation, the self-study team proposed an action plan for program improvement thatwas approved by the Division Dean, the Curriculum Committee, and the Vice President for Academic and StudentAffairs.From 2006-2008, the College Effectiveness Assessment Committee (CEAC) analyzed the APR process and currentbest practices. CEAC members sought a new process that would have two purposes:1. Focus more on student learning outcomes and success measures2. Reduce the burden on program coordinators to prepare an extensive program review every five years.After reviewing a number of models, a task force of the College Effectiveness Assessment Committee (BettinaCaluori, Gianna Durso-Finley, and Linda Scherr) proposed a re-envisioned and streamlined Academic Program Reviewprocess that was approved by the CEAC in Spring 2008. The process was revised and approved by the AcademicAffairs Council in Summer 2008 and implemented in Fall 2008.ACADEMIC PROGRAM REVIEW, 2008-PRESENTAcademic Program Review is intended to be an objective self-study of the academic program in support of thecollege’s mission and goals. The review also serves as a historical document for the college, identifying changes madeover time in relation to the program’s mission and goals and the college’s strategic plan. Critical to the document is anoverall assessment of the program’s student learning outcomes and plans to improve student success.Objectives: To improve student learning outcomes To identify strengths, concerns, and recommendations for improvement To document changes since the previous review To serve as a plan of action for budget development, curriculum development, faculty hiring, anddepartmental change To increase retention and graduation rates (as appropriate) To improve transfer and job placement rates (as appropriate) To improve student and employer satisfaction with MCCCThe 2008 APR process shifted academic program review from a five-year cycle to an annual process wherein annualreports are short and the five-year review document represents a summation of and reflection on the annual data,including an action plan. The process is designed to produce annual data that will support continuous improvement.There are three major components of the APR process: student learning outcomes, viability and quality. Objective,data-driven metrics are used to determine both the quality and viability pieces of the analysis.5
THE ANNUAL ACADEMIC PROGRAM REVIEWAnnually, each program is responsible for up to seven metrics. Annual measures must include the assessment ofprogram-level, course-level and core competency student learning outcomes, a minimum of two quality measures(selected by program faculty), and a minimum of two viability measures. The five-year review includes a discussionand analysis of the data gathered over the previous five years, as well as a comprehensive action plan.STUDENT LEARNING OUTCOMES ASSESSMENT(PROGRAM -LEVEL, COURSE -LEVEL, CORE COMPETENCIES ):Program DataSLO1. Program-level Student learning outcomes(minimum of one per year; all Program-level SLOs must beassessed within the five year cycle)SourceFrequencyProgram facultyAnnualSLO2. Course-level Student learning outcomes(minimum of one per discipline per year)Program facultyAnnualSLO3. Core Competency Student learning outcomes(minimum of one per year)Program facultyAnnualQUALITY MEASURES ASSESSMENT :Program DataQ1. Full-time to part-time faculty ratios (by course)*Q2. Student to faculty ratios*Q3. Individual course completion ratesSourceIRAPIRAPIRAPIRAP (SURE and National StudentClearinghouse data)Program facultyQ4. Transfer rates for transfer program graduates*Q5. Accreditation status (where applicable)FrequencyAnnualAnnualAnnual1-3 yearsQ6. Advisory commission input (where applicable)Program facultyQ7. Industry and workforce connectivityProgram facultyQ8. Placement rates for career program graduatesProgram faculty & IRAPQ9. Appropriately credentialed facultyProgram facultyQ10. Growth and strategic plansProgram facultyQ11. AdvisementProgram facultyQ12. Maintenance of appropriate library resources toProgram faculty in consultationsupport the programwith library staff*Data for these categories will be reported for both program totals and institutional totals.6
VIABILITY MEASURES ASSESSMENT:Program DataV1. Headcount trend for the past 3-5 yearsV2. Full-time equivalent trend for the past 3-5 yearsV3. Fall to Spring student retention ratesV4. Fall to Fall retention ratesV5. Graduation and completion rates for the past 3-5 yearsV6. Numbers of degrees or certificates grantedV7. Transfer rates to four-year institutions (including programgraduates and students who transfer prior to program completion)V8. Service courses that are required by other programs (e.g., Englishand math)V9. Occupational outlook at least five years outV10. The program’s relationship to the college’s Strategic nnualAnnualAnnualAnnualAnnualIRAP (see Q4)AnnualProgram facultyProgram faculty, IRAP,Advisory Commissions,EMSI, NJ DOL projections(http://lwd.dol.state.nj.us/)Program facultyTIMELINE FOR ANNUAL APR:Fall StartSpring StartOctober 1February 1November 1March 1November 1April 1December 1ActivityProgram Coordinator and appointed/invited work group (if desired) decidesStudent Learning Outcomes, Viability and Quality areas to evaluate andappropriate measures. [Note: The assistance of a work group may not bepractical or appropriate for all programs.]Program Coordinator and work group develop specific measures/assessmentsfor SLOs.Program Coordinator sends request for data, research, or survey needs toIRAP (and, where appropriate, library staff)Distribution of IRA&P data (prior AY)By end of FallsemesterBy end ofSpring semesterAssessment of SLOsFebruary 1October 1Program Coordinator and work group review and analyze dataMarch 15November 15Documentation of findings, recommendations, action plan (if warranted) andfuture goals. Documentation will consist of a summary grid and a narrativesummary. (Templates are under development and will be supplied).April 1December 1Program Coordinator and work group meet with the Dean to review findingsAprilDecemberDean reviews budget and makes budget requests (as appropriate)AprilDecemberProgram Coordinator and work group begin to identify SLOs and assessmentsfor use in the next semesterMayJanuarySummary presented to VPAA and CEAJuneFebruaryExecutive Summary of all program reviews presented to President7
CURRICULUM MAPPINGCurriculum mapping shows where (in which courses) each program-level learning objective is addressed, in one of thefollowing ways: introduced, reinforced, mastered and assessed. Use the Curriculum Map Template (Appendix II)to map courses to program-level outcomes. All program coordinators will review their Curriculum Maps annually.THE FIVE-YEAR ACADEMIC PROGRAM REVIEWThe five-year Academic Program Review is primarily a summation and reflection on the annual data. The five-yearProgram Review also includes a comprehensive curriculum map and an action plan for the program. As appropriate,the five-year Program Review might also address the following questions and elements:I.Mission What is the overall purpose/mission of this program and how does it relate to the overall objectivesof the division and the college? Are updates of revisions needed to program SLOs? Are program goals clearly and accurately articulated in all college publications? Provide evidence of how the department/program publicizes its curriculum and related services.Attach samples of brochures, advertisements, and other publications promoting the department.II.Faculty and Staff Describe professional growth activities within the department.III.Interdepartmental Communications Identify what other departments or disciplines support this program. Discuss how the program/department communicates with departments that provide courses foryour program OR programs that send students to your department.IV.Institutional Resources (i.e., linking programs and budgets to the Strategic Plan, College Mission, Values,Goals) How does your department/program use the funding currently allocated for thedepartment/program? What are your anticipated needs? Do the current facilities, resources, and equipment meet the needs of the department/program? What do you see as your limitations or opportunities for improvement of the facilities? What efforts if your department/program making to contain costs while achieving effectiveness? How has your department/program integrated technology into the classroom? What direction do you see the department/program moving toward with regard to technology?What needs to be done to move the department/program toward this goal?I.Additional elements Pass rates on state/national exams Class size Academic Support (e.g., library resources, availability of tutoring) Survey data (advisory commission surveys, current student surveys, graduating student surveys,alumni surveys, employer surveys) Maintenance of articulation agreements; oversight of dual admissions students Effectiveness of placement tests in identifying student course placement Description of how prior learning is appropriately assessed and credit awarded8
TIMELINE FOR THE FIVE -YEAR mber fication of programs to be reviewed (as per schedule)Notification of selected program coordinators.Identification of work group members and support as needed and desired (IRAP,director of transfer services, librarians, consultant).Internal and External consultant(s) identified/recruited (Internal consultants includeMercer faculty from other divisions/programs who rely on the courses of the targetprogram. For example, the Science programs could have a Business faculty member asan internal consultant.) A library staff member should be included.Program Coordinator and work group review and analyze data from the prior 4 yearsof annual reviews and action plansDistribution of IRAP data (Fall & Spring of prior year)Draft self-study, recommendations and action planInternal and External consultant visitMeeting with the Dean to review findingsSummary presented to VPAA and CEADean reviews budget implicationsExecutive Summary of all program reviews presented to President and Board ofTrusteesFollow up on action plan itemsSee Appendix I for the Schedule of 5 Year APRs.GENERAL EDUCATION ASSESSMENT(new guidelines go into effect in AY 2014-2015)Until AY 2014-2015, the assessment of General Education Goals and Objectives was embedded as part of theAcademic Program Review process. To make General Education assessment more systemic and sustained, in Spring2014, Gen Ed assessment was separated from the APR process and a new process was developed to make Gen Edassessment more prominent within the College’s overall assessment initiatives. The new process reflects a systemicapproach to ensure the quality and rigor of MCCC’s General Education Program. The assessment process reflectsboth the integral relationship between the assessment of student learning and quality educational experiences as wellas the understanding that the knowledge and skills reflected in the General Education Goals are complex skills thatrequire repeated, embedded opportunities for students to practice and demonstrate mastery.In removing General Education assessment from the Academic Program Review process and developing acomplementary process and timeline, the new assessment format encourages a shared responsibility andunderstanding of General Education assessment throughout the college. It reflects the college-wide value that GeneralEducation is a core to all academic and career programs at the College.9
GEN ED ASSESSMENT PROCESS1.2.3.4.5.Annually, the course coordinator for each Gen Ed course develops an assessment plan that incorporatesopportunities for students to practice – and for faculty to assess – the students’ mastery of the SLOs assignedfor that year. The course coordinator assists in communicating the assessment plan with all full-time and parttime faculty who teach the course. If there is no recognized “course coordinator” for the Gen Ed course, thefull-time faculty members who teach that course will collaborate on an assessment plan.General Education assessment will be on-going; each semester faculty in the discipline will plan to assess 1-2Gen Ed learning outcomes (see table, below).Assessment data will be collected every semester (short form in MShare) and systematically analyzed everyyear.Disciplines will be expected to use assessment data to improve General Education courses by creatingrecommendation actions based on the
The five-year Academic Program Review is primarily a summation and reflection on the annual data. The five-year Program Review also includes a comprehensive curriculum map and an action plan for the program. As appropriate, the five-year Program Review might also address the following questions and elements: I. Mission
resident institutional units. 1. Institutional units 4.2 An institutional unit is an economic entity that is capable, in its own right, of owning assets, incurring liabilities and engaging in economic activities and in transactions with other entities. The main attributes of institutional units may be described as follows: a.
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continued use of, Institutional Controls. The primary goal of a management review is to ensure that the Institutional Controls continue to be used and continue to be effective for their intended purpose. The management review process allows senior managers to (1) assess the existing Institutional
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Institutional Plan for Fall 2020 Restart – Revised Submission Addendum #2 August 13th, 2020 The following revisions and additions have been made to Stockton’s original Institutional Plan, initially submitted to the Office of the Secretary of Higher Education on July 6, 2020. Revised language regarding in-person and remote work protocols
