aqip systems portfolio
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AQIP Systems Portfolio. January Convocation 2008. PEAQ vs. AQIP Accreditation. Source: www.nhcc.edu/mydocs/1000058/AQIPPEAQ.doc. Types of Questions. Context for Analysis (C) - PowerPoint PPT PresentationTRANSCRIPT
PEAQ vs. AQIP Accreditation PEAQ vs. AQIP Accreditation PEAQ PEAQ
(Program to Evaluate and Advance (Program to Evaluate and Advance Quality)Quality)
AQIPAQIP
(Academic Quality Improvement (Academic Quality Improvement Program)Program)
College assembles evidence every 10 years to College assembles evidence every 10 years to demonstrate it meets HLC criteria demonstrate it meets HLC criteria
College determines what matters most to it and College determines what matters most to it and adopts projects to improve in those areas. The adopts projects to improve in those areas. The work/success/implementation regarding those work/success/implementation regarding those projects serves as evidence of meeting the AQIP projects serves as evidence of meeting the AQIP criteria criteria
HLC offers no direction or guidance during the 10 HLC offers no direction or guidance during the 10 year cycle, but expects corrective action when it year cycle, but expects corrective action when it determines that there is a failure to meet its criteria. determines that there is a failure to meet its criteria.
Guidance, suggestions, resources are available to Guidance, suggestions, resources are available to maximize the potential for success and improvement. maximize the potential for success and improvement.
Self Study is done once every 10 years. Sits on a Self Study is done once every 10 years. Sits on a shelf afterward and not available for review shelf afterward and not available for review electronically by other schools. electronically by other schools.
Reports must be prepared annually and posted to a Reports must be prepared annually and posted to a web site for review by other institutions web site for review by other institutions
Works well in a top down decision making Works well in a top down decision making environment. Silo mentality does not affect the PEAQ environment. Silo mentality does not affect the PEAQ process. process.
Not appropriate for top down decision making Not appropriate for top down decision making environment. Processes and decision making cross environment. Processes and decision making cross all employee groups. all employee groups.
Retrospective in nature Retrospective in nature Forward thinking Forward thinking
Compliance model Compliance model College sets its own goals and assistance is readily College sets its own goals and assistance is readily available to help achieve those goals available to help achieve those goals
PEAQ compliance does not require ongoing attention PEAQ compliance does not require ongoing attention – do it and forget it until next time for reaccredidation – do it and forget it until next time for reaccredidation
Energy must be sustained and the college must Energy must be sustained and the college must continually keep employees engaged continually keep employees engaged
PEAQ not affected by leadership change – i.e. PEAQ not affected by leadership change – i.e. retirements, new hires, interim placements. retirements, new hires, interim placements.
Schools engaged in presidential searches are not Schools engaged in presidential searches are not eligible for AQIP – AQIP wants leadership in place eligible for AQIP – AQIP wants leadership in place when the process is first implemented when the process is first implemented
President of college must be willing to accept input President of college must be willing to accept input from the college and act upon the suggestions made. from the college and act upon the suggestions made.
Source: www.nhcc.edu/mydocs/1000058/AQIPPEAQ.doc
Types of QuestionsTypes of Questions Context for Analysis (C)
1C1 What are the common student learning objectives you hold for all of your students (regardless of their status or particular program of study) and the pattern of knowledge and skills you expect your students to possess upon completion of their general and specialized studies?
Processes (P) 1P1 How do you determine your common student
learning objectives as well as specific program learning objectives? Who is involved in setting these objectives?
Results (R) 1R1 What are your results for common student
learning objectives as well as specific program learning objectives?
Improvement (I) 1I1 How do you improve your current processes and
systems for helping students learn and develop?
Systems Portfolio TimelineSystems Portfolio Timeline
October 1, 2007 – Contextual Analysis and October 1, 2007 – Contextual Analysis and results footprint due for all categories. results footprint due for all categories. Focus group work due to VPs.Focus group work due to VPs.
February 1, 2008 – VPs - process sections February 1, 2008 – VPs - process sections duedue
May 2008 – College input and feedback on May 2008 – College input and feedback on first drafts of all sections of each categoryfirst drafts of all sections of each category
Summer 2008 – Prepare draft of final Summer 2008 – Prepare draft of final versionversion
August 2008 – Welcome Back – final August 2008 – Welcome Back – final version presentedversion presented
November 1, 2008 – submission to HLCNovember 1, 2008 – submission to HLC
Helping Students LearnHelping Students Learn
identifies the shared purpose of all higher identifies the shared purpose of all higher education organizations, and is accordingly education organizations, and is accordingly the pivot of any institutional analysis.the pivot of any institutional analysis.
This Category focuses on the teaching-This Category focuses on the teaching-learning process within a formal learning process within a formal instructional context, yet also addresses instructional context, yet also addresses how your entire institution contributes to how your entire institution contributes to helping students learn and overall student helping students learn and overall student development.development.
It examines your institution's processes It examines your institution's processes and systems related to:and systems related to:
Learning objectivesLearning objectives Mission-driven student Mission-driven student
learning and learning and developmentdevelopment
Intellectual climateIntellectual climate Academic programs Academic programs
and coursesand courses Student preparationStudent preparation Key issues such as Key issues such as
technology and technology and diversitydiversity
Program and course Program and course deliverydelivery
Faculty and staff rolesFaculty and staff roles Teaching and learning Teaching and learning
effectivenesseffectiveness Course sequencing Course sequencing
and schedulingand scheduling Learning and co-Learning and co-
curricular supportcurricular support Student assessmentStudent assessment MeasuresMeasures Analysis of resultsAnalysis of results Improvement effortsImprovement efforts
Accomplishing Other Distinctive Objectives
addresses the processes that contribute to the achievement of your institution’s major objectives that complement student learning and fulfill other portions of your mission.
Depending on your institution’s character, it examines your institution's processes and systems related to:
Identification of other distinctive objectives
Alignment of other distinctive objectives
Faculty and staff roles Assessment and review of objectives Measures Analysis of results Improvement efforts
Understanding Students’ and Other Stakeholders’ Needs
examines how your institution works actively to understand student and other stakeholder needs.
It examines your institution's processes and systems related to: Student and stakeholder identification Student and stakeholder requirements Analysis of student and stakeholder needs Relationship building with students and
stakeholders Complaint collection, analysis, and
resolution Determining satisfaction of students and
stakeholders Measures Analysis of results Improvement efforts
Valuing People
explores your institution’s commitment to the development of your faculty, staff, and administrators since the efforts of all are required for institutional success.
It examines your institution's processes and systems related to:
Work and job environment
Workforce needs Training initiatives Job competencies and
characteristics Recruitment, hiring,
and retention practices Work processes and
activities Training and
development
Personnel evaluation Recognition, reward,
compensation, and benefits
Motivation factors Satisfaction, health
and safety, and well-being
Measures Analysis of results Improvement efforts
Leading and Communicating
addresses how your institution’s leadership and communication structures, networks, and processes guide your institution in setting directions, making decisions, seeking future opportunities, and building and sustaining a learning environment.
It examines your institution's processes and systems related to: Leading activities Communicating activities Alignment of leadership system practices Institutional values and expectations Direction setting Future opportunity seeking Decision making Use of data Leadership development and sharing Succession planning Measures Analysis of results Improvement efforts
Supporting Institutional Operations
addresses the variety of your institutional support processes that help to provide an environment in which learning can thrive.
It examines your institution's processes and systems related to:
Student support Administrative support Identification of needs Contribution to student learning and
accomplishing other distinctive objectives Day-to-day operations Use of data Measures Analysis of results Improvement efforts
Measuring Effectiveness
examines how your institution collects, analyzes, and uses information to manage itself and to drive performance improvement.
It examines your institution'sprocesses and systems related to: Collection, storage, management, and use
of information and data – at the institutional and departmental/unit levels
Institutional measures of effectiveness Information and data alignment with
institutional needs and directions Comparative information and data Analysis of information and data Effectiveness of information system and
processes Measures Analysis of results Improvement efforts
Planning Continuous Improvement
examines your institution’s planning processes and how your strategies and action plans are helping you achieve your mission and vision.
It examines your institution'sprocesses and systems related to: Institutional vision Planning Strategies and action plans Coordination and alignment of strategies
and action plans Measures and performance projections Resource needs Faculty, staff, and administrator capabilities Measures Analysis of performance projections and
results Improvement efforts
Building Collaborative Relationships
examines your institution’s relationships – current and potential – to analyze how they contribute to the institution’s accomplishing its mission.
It examines your institution's processes and systems related to:
Identification of key internal and external collaborative relationships
Alignment of key collaborative relationships
Relationship creation, prioritization, building
Needs identification Internal relationships Measures Analysis of results Improvement efforts
Focus Group Categories Focus Group Categories
FacilitiesFacilities SupplierSupplier ArticulationArticulation Professional Professional
DevelopmentDevelopment RecruitmentRecruitment Advisory Advisory
CommitteeCommittee Contests/TourneyContests/Tourney NetworkingNetworking
Community ProjectsCommunity Projects Internships/Internships/
Clinicals /Work Clinicals /Work experienceexperience
PoliticalPolitical Field Trips/Tours/Field Trips/Tours/ Speakers/Career-Speakers/Career-
Job-College FairsJob-College Fairs GiftsGifts Grants/FundingGrants/Funding