columbia-greene community college institutional ... - cgcc · presidents. after all budget requests...

Columbia-Greene Community College

Institutional Assessment Plan

(updated August 2015)

I. Vision Statement .................................................................................................................... 1

II. Introduction ............................................................................................................................ 1

III. Assessment Committees ........................................................................................................ 2

A. Institutional Assessment Planning Group (IAPG) ......................................................... 2

B. Strategic Planning Committee (SPC) ............................................................................. 3

C. Academic Assessment Committee (AAC) ..................................................................... 3

D. Non-Academic Assessment Committee (NAC) ............................................................ 4

IV. Assessment Process ............................................................................................................... 4

A. Institutional Effectiveness .............................................................................................. 5

1. Strategic Planning ............................................................................................. 5

2. Integration of Planning and Assessment ........................................................... 5

3. Resource Allocation (Budget) Related to Planning and Assessment ............... 5

B. Learning Outcomes ........................................................................................................ 6

1. General Education Assessment ......................................................................... 6

2. Program Level Assessment ............................................................................... 6

3. Course Level Assessment ................................................................................. 6

V. Integrated Strategic Planning, Assessment, and Budgeting Timeline ................................... 7

V1. Assessing Assessment............................................................................................................ 7

Appendices

Appendix 1: Institutional Effectiveness Report Card Template

Appendix 2: Strategic Plan 2012-2016

Appendix 3: Academic Assessment Plan

Appendix 4: Non-Academic Assessment Plan

Appendix 5: Budget Justification Worksheet

Appendix 6: Assessment of the Major Data List

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I. Vision Statement

Institutional Effectiveness at Columbia-Greene Community College is accomplished through a

comprehensive and on-going process of active assessment of all operational areas of the College.

II. Introduction

The Institutional Assessment Plan (IAP) describes the mechanisms the College uses to assess the

institution as a whole and its component programs, courses, and services with emphasis on the

support of student learning.

The Middle States Commission on Higher Education’s Standards for Accreditation and

Requirements of Affiliation (2015) defines academic and institutional assessment:

Educational Effectiveness Assessment (Standard 5): “Assessment of student learning

and achievement demonstrates that the institution's students have accomplished

educational goals consistent with their program of study, degree level, the institution's

mission, and appropriate expectations for institutions of higher education.”

Planning, Resources, and Institutional Improvement (Standard 6): “The institution’s

planning processes, resources, and structures are aligned with each other and are

sufficient to fulfill its mission and goals, to continuously assess and improve its

programs and services, and to respond effectively to opportunities and challenges.”

Columbia-Greene Community College’s assessment stems from its Strategic Plan based on the College

Goals. All Academic and Non-Academic Programs and Services outcomes align with the Strategic Plan.

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III. Assessment Committees

The following assessment committees are involved in the execution of institutional assessment.

A. Institutional Assessment Planning Group (IAPG)

IAPG oversees assessment for all areas and generates the Institutional Effectiveness Report

Card. IAPG membership consists of the Vice President and Dean of Academic Affairs, chair(s)

of the Strategic Planning Committee (SPC), chair(s) of the Academic Assessment Committee

(AAC), chair(s) of the Non-Academic Assessment Committee (NAC), the Director of

Institutional Research and Assessment, and one at-large member. One member continues as a

Middle States advocate.

IAPG reports directly to the President and is charged to:

Update the Institutional Assessment Plan and oversee its implementation

Promote and encourage meaningful, authentic, and sustainable assessment

Collaborate with the SPC to create the annual Institutional Effectiveness Report Card

Guide the activities of the Academic and Non-Academic Assessment Committees

Ensure accreditation compliance

Support and communicate with the campus in assessments

Be responsive to the needs of various stakeholders

Report regularly to the President on progress with the assessment process

IAPG meets monthly to facilitate communication between the other three committees involved in

institutional assessment (SPC, AAC, and NAC). It makes recommendations to the President

concerning ongoing institutional, department, and program/course level assessment of student

learning and institutional effectiveness. Assessment results from AAC, NAC, and Institutional

Research are used to create the Institutional Effectiveness Report Card, which is presented to the

President in August of each year. The Report Card is disseminated to the campus community

through the College Intranet, at the All-College Meeting, and at the Board of Trustees meetings

(Appendix 1: Institutional Effectiveness Report Card Template).

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B. Strategic Planning Committee (SPC)

The SPC monitors the use of the Strategic Plan with a focus on determining its effect on

institutional assessment, resource allocation, and decision-making regarding the attainment of

College goals. The SPC operates in conjunction with IAPG, and reports to the College President.

The College President appoints the SPC membership (Appendix 2: Strategic Plan 2012-2016).

SPC membership consists of the Director of Institutional Research and Assessment, VP of

Academic Affairs, VP of Students & Enrollment Management, VP of Administration, Director

of Computer Information Systems, Director of Building & Grounds, a faculty representative, and

other members appointed by the President as needed.

The SPC reports directly to the President and is charged to:

Create a plan for the upcoming years in conjunction with the President

Develop strategic plan objectives and benchmarking for the Institutional Effectiveness

Report Card, in conjunction with IAPG

Assign responsibility for the plan’s objectives and accountability

Monitor the use of the strategic plan:

o Through review of assessment results, and reporting of data in the Institutional

Effectiveness Report Card, in conjunction with IAPG

o To assure that assessment is used in resource allocation, in conjunction with the

President and President’s Staff

Recommend new planning initiatives and activities as necessary

Report strategic planning progress to the President

C. Academic Assessment Committee (AAC)

AAC oversees academic assessment activities and reports to the VP and Dean of Academic

Affairs. Membership consists of the Dean of Academic Affairs, Outcomes Assessment

Coordinator, five faculty members and one staff member (3 year appointments). The committee

charge includes an active role in the Assessment of the Major (Program Review), assessment of

the College’s general education requirements, and course assessment, including overseeing

plans, schedule, reports, and use of results. AAC seeks out and encourages participation in

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professional development opportunities on assessment, and communicates activities and progress

to IAPG on a monthly basis (Appendix 3: Academic Assessment Plan)

D. Non-Academic Assessment Committee (NAC)

NAC monitors and supports non-academic assessment and reports directly to IAPG. The eight

members include: Director of Institutional Research and Assessment, member of the VP of

Academic Affairs staff, member of the VP and Dean of Students staff, member of the VP of

Administration’s staff, one faculty member, and three staff and/or administrator representatives.

The President makes all appointments from recommendations provided by the Vice-Presidents.

Members have three year staggered appointments. NAC communicates information regarding

internal and external data sources to all non-academic units while providing information,

training, and guidance regarding unit assessment processes. NAC promotes the use of assessment

data as a mechanism to support the College’s planning, assessment, and budget cycle. NAC

collects and disseminates assessment plan information and results to IAPG (Appendix 4: Non-

Academic Assessment Plan).

IV. Assessment Process

The following diagram describes the cyclical nature of the assessment process for Columbia-

Greene Community College.

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A. Institutional Effectiveness

1. Strategic Planning

The Strategic Plan guides the development of initiatives to further the goals of the College and to

support the connection between allocation of resources and institutional assessment.

Institutional Effectiveness is guided by IAPG, which provides input into the development of

objectives for each of the goals in the Strategic Plan. The Plan reflects consideration of assessment

results and identifies measures of assessment and benchmarks that will be used to determine

progress towards meeting the objectives.

2. Integration of Planning and Assessment

Progress on the objectives in the Strategic Plan is reviewed annually using the Institutional

Effectiveness Report Card produced by IAPG. The President uses the information from the report

card to set priorities and directs new and continuing initiatives for the next assessment cycle.

Members of IAPG communicate the President’s priorities to their respective committees (SPC,

AAC, NAC), who work with academic departments and unit leaders to align area goals and

priorities and guide their annual assessment activities. All assessments relate to the goals and

objectives of the Strategic Plan and the priorities set by the President.

Assessment reports include an analysis of assessment results and action plans for unmet objectives.

After implementation of the action plans, objectives are measured again. Reports are submitted to

AAC and NAC and brought to IAPG for review and incorporation into the Institutional

Effectiveness Report Card.

3. Resource Allocation (Budget) Related to Planning and Assessment

Directors and department heads complete a budget request form for each budget cycle. Budget

requests relate to the goals and objectives of the Strategic Plan and are supported by assessment

results. Initially the appropriate Vice-President approves budget requests, and then each

director/department head presents requests at a hearing before the College President and Vice-

Presidents. After all budget requests have been heard, the President and Vice-Presidents use the

Strategic Plan priorities as well as assessment results to make resource allocation decisions. The

President brings the final budget recommendation to the Board of Trustees and county sponsors

for approval. (Appendix 5: Budget Justification Worksheet)

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B. Learning Outcomes

Along with institutional measures of effectiveness, the College also assesses student learning at

three levels: (1) the institutional level through the General Education requirements, (2) the

program level, and (3) the course level.

1. General Education Assessment

Students fulfill the 20-credit general education requirements via the College’s institutional

degree requirements (EN 101, EN 102, and at least one Math, Science, Humanities, Social

Science, and Physical Education/Health course).

The Academic Assessment Committee reviews assessment results from the previous three-year

cycle in the rotating 10 SUNY Knowledge and Skills areas plus the two competencies. The

analysis of those results are shared with faculty, examined for recommendations in course

presentation, used for divisional direction, and integrated into the data used for the Assessment

of the Major.

2. Program Level Assessment (Assessment of the Major)

The College follows the SUNY process for the Assessment of the Major, reviewing each

program every five-years.

All assessments of the major include review of program outcomes, program retention, graduation

rates, performance after transfer, data from support services (Library, Academic Support Center,

Advising Team), Student Opinion Survey (SOS) results, and the input of external reviewers.

The Assessment of the Major process is a collaboration of the division and the Academic

Assessment Committee. (Appendix 6: Assessment of the Major Data List)

3. Course Level Assessment

Annual course assessment results include action plans for the continual improvement of student

learning. In addition, course assessment results are discussed in monthly division meetings,

shared with adjuncts, and used for the Assessment of the Major. Course assessment plans,

sample grading rubrics, assessment webinars, AAC committee minutes, and other assessment

resources are posted on the College’s Blackboard assessment course site which is available to all

faculty.

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V. Integrated Strategic Planning, Assessment, and Budgeting Timeline

The strategic planning, assessment, and budgeting functions of the College create a process from

goal setting to the allocation of resources. The College uses the outcome assessment data to

ensure appropriate funding of the institution’s priorities. Strategic planning is conducted on an

overall five-year cycle. The Strategic Plan is annually assessed for progress, and budget

decisions are based on the results of assessment and progress on strategic goals. The Integrated

Strategic Planning, Assessment, and Budgeting Timeline is provided on the following page.

VI. Assessing Assessment

At the close of each annual and five-year comprehensive assessment cycle IAPG coordinates the

evaluation of all institutional assessment. IAPG, with the SPC, makes recommendations and

suggestions for future assessment and this information is brought back to programs and services

through AAC and NAC.

IAPG will review the Institutional Assessment Plan to coincide with the five-year comprehensive

assessment cycle.

Integrated Strategic Planning, Assessment, and Budgeting Timeline

Fall Spring Summer

September October November December January February March April May June July August

IR provides ATOM data to division chairs

Institutional Research (IR) data collection IR compiles Institutional Effectiveness Report Card (IERC) data and results

IAPG meets monthly to review AAC, NAC, and SPC assessment activities and progress made toward strategic goals IAPG and SPC collaborate with the President to develop the upcoming year’s strategic objectives for the IERC

IERC and strategic priorities are shared with the campus at “All College Day”

Begin Assessment of the Major (ATOM) process

Course instructors submit Fall semester outcomes assessments to AAC

Course instructors submit Spring semester outcomes assessments to AAC

Complete Assessment of the Major (ATOM) process

Faculty participate in assessment activities at "All College Day"

Begin non-academic assessment planning process

Non-academic units collect data and submit plans Non-academic units submit assessment plan results to NAC, then to IAPG

An annual “Non-Academic Assessment Event” is planned by NAC, in collaboration with IAPG

Non-academic units participate in assessment activities at "All College Day"

Finance office distributes budget request form to budget managers

Budget managers submit next year's fiscal budget requests, supported by assessment results

President’s Staff presides over budget hearings, develops a balanced budget, and aligns resources by establishing goals and priorities for the upcoming year. A tentative budget is submitted to Board of Trustees' Finance Committee.

Proposed budget submitted to Board of Trustees for approval

Dean of Administration gathers evidence from recent budget hearings used in decision making. The proposed budget is submitted to county sponsors for approval.

Department heads review progress on action plans and align their program and department goals with strategic goals and priorities

<STRATEGIC GOAL>

Objective <Objective description> (measureable representation of the strategic goal)

Standard <Standard description> (acceptable level of performance)

Measure #: <Measure title> (measure may be direct or indirect)

Direct Measures: require individuals or entities to demonstrate their knowledge, skills, and/or a

behavior that reflects achievement of the stated goal (e.g. standardized exams, retention rate, etc.).

Indirect Measures: rely on individual perceptions to determine if a goal/objective has been achieved

(e.g. surveys, interviews, course grades, etc.)

*Source: Vanderbilt University Assessment, 2010

Figure # or Table #: <Title of Figure or Table>

<Data source>

<Figure or Table notes> Future Direction

<Paragraph that indicates any changes to how the Strategic Goal will be measured in the

following year’s Report Card> (i.e. whether it will be measured using a different objective,

standard, and/or measure)

4.17

4.24

3.7

3.8

3.9

4.0

4.1

4.2

4.3

2010 2013

C-GCC

Peer Institutions

2%

<Introductory paragraph that includes an explanation of how the measure assesses

the stated objective as well as any information necessary for the interpretation of

data that follow>

Example Figure

Appendix 1: Institutional Effectiveness Report Card Template

STRATEGIC PLAN – SEPTEMBER 1, 2012- AUGUST 31, 2016

Focus:

2011 2012 2013 2014 2015 2016 Enrollment & Retention Enrollment, Retention, and Completion

Objective = Outcome

Standard = Indicator

Measurement = Data Source

( ) Information in brackets are only examples and not inclusive lists

Goal 1: Quality Education (VP/Dean Academics)

Objective 1: Students will attain core academic proficiencies as defined in our Academic

Philosophy

Standard: All programs are in alignment with the academic philosophy.

Measurement: Assessment of the Major, with SUNY GED review, Student Opinion Survey

(S.O.S.) with local questions for Academic Philosophy, graduate survey N.C.C.B.P., non-

academic assessments.

Objective 2: Student Academic Support Services will reflect the College’s commitment to

excellence.

Standard: The College’s Academic Support Services will compare favorably with peer

institutions.

Students and faculty will report that Student Academic Support Services meet or exceed

expectations.

Measurement: S.O.S., Graduate Survey, N.C.C.B.P., non-academic assessments, retention rate,

SUNY reports.

Objective 3: The teaching and learning environment will meet or exceed student expectations.

Standard: Students report they are satisfied with the teaching and learning environment.

The Transferability of the College’s Academic Programs will compare favorably with peer

institutions.

College graduation rates will compare favorably with peer institutions.

Measurement: S.O.S., Student evaluations of teaching, Transfer and Graduate rates, Academic

Performance of Transfers, graduate survey.

Appendix 2: Strategic Plan 2012-2016


Focus:


Objective = Outcome




Goal 2: Accessibility (VP/Deans Administration, Academics, Student)

Objective 1: Affordability

Standard: Maintain tuition and fees comparable to SUNY peers

Maintain or increase scholarship opportunities for students

Students will report satisfaction with cost of College.

Measurement: SUNY peer benchmarking, S.O.S., non-academic assessment (Foundation,

Business Office)

Objective 2: Prepare academically challenged students for College success.

Standard: Increase long-term academic performance of students taking transitional courses.

Measurement: N.C.C.B.P., SIRIS reporting of grades, and course assessments.

Objective 3: Diversify the student population

Standard: Maintain optimum level of students by recruiting in new markets

Measurement: SIRIS reporting of # of registered students (who are early admits, distance

learning, veterans, international, etc.); DOL referrals, Enrollment Management non-academic

assessment, monthly admissions reports, S.O.S., non-traditional student population


Focus:


Objective = Outcome




Goal 3: Excellent Facilities (VP/Deans Administration, Academics, Student)

Objective 1: Provide a physical infrastructure that supports the College’s commitment to educational

excellence.

Standard: Maintain adequate availability of teaching environments.

Measurement: Room usage statistics, OAS (Office of Accessibility Services) reports, equipment in classroom

data, community use satisfaction survey.

Objective 2: Provide effective technology that support teaching and learning outcomes.

Standard: Adhere to the academic and administrative technology plans.

Students will report satisfaction with technology.

Measurement: Assessment of the Major, Program Accreditations (for example Automotive,

Computer Science), Non-academic assessments (CIS, Library, ASC) S.O.S

Objective 3: Maintain a Safe and Secure Campus

Standard: Students report they are satisfied with the College environment in that they feel safe.

Measurement: Campus safety statistics, Incident Reports, Emergency Management Plan,

S.O.S., Non-academic assessments.


Focus:


Objective = Outcome




Goal 4: Student Centered (VP/Deans Academics, Student)

Objective 1: The College will foster an atmosphere where students feel connected to the

learning environment (in achieving goals for graduation and/or career and/or successful transfer.)

Standard: Maintain current faculty/student contact structure.

Measurement: Retention data, IPEDS, SIRIS reporting on Faculty/Student ratio; Transfer and

Graduate rates, Academic Performance of Transfers, N.C.C.B.P., SOS.

Objective 2: The College will foster an atmosphere where students feel connected to the College

in a personal way.

Standard: College services will remain accessible and provide effective service.

Measurement: S.O.S., Graduate Survey, Non-academic assessments (Student Development.)


Focus:


Objective = Outcome




Goal 5: Service to the Community (VP/Deans Administration, Academics, Student)

Objective 1: The College will effectively serve the social, cultural needs of its local community.

Standard: The College will offer a variety of programs and services responsive to the

community. (Non-credit course offerings, Lectures, Concerts, Outside Group Facilities Use,

Summer Camps, etc)

Measurement: Board of Trustees Facilities Use Report, Non-academic assessments (CS, AV

Media, Library, PR, Student Services), non-credit instructional activities survey (NCIA).

Objective 2: The College will provide business and industry training needs for its local

community.

Standard: The College will offer a variety of training responsive to the community.

Measurement: Non-academic assessments


Focus:


Objective = Outcome




Goal 6: Sound Management (President)

Objective 1: The College will maintain its public trust.

Standard: Continuous “no-exception” Third-Party Review Audit Reports/State & Federal

Regulation Compliance

Measurement: Audit Reports Compliance, Non-academic assessments (Business Office,

Financial Aid)

Objective 2: The College will meet its mission efficiently and effectively.

Standard 2.1: Maintain Positive Fund Balance equivalent to the Government Standard Board of

5-15%

Measurement: Fund Balance, Consistent Positive votes on College budget by the two County

sponsors

Standard 2.2: The College will maintain compliance with the standards set forth by relevant

accrediting bodies.

Measurement: Accreditation Reports; Maintain accreditations

Objective 3: The College will increase development efforts for outside and non-traditional

resources.

Standard: Adhere to the College Foundation’s strategic plan to create a major fundraising event.

The event will generate $50,000 in new revenue.

Measurement: Foundation board minutes related to discussion of the fundraising events, Non-

academic assessments, comparable financial statements.

ACADEMIC ASSESSMENT

Plan

Columbia-Greene Community College

2014

Appendix 3: Academic Assessment Plan

General Education Requirements

Students fulfill the 20 credit general education requirements via the institutional degree requirements

(EN 101, EN 102, Math, Science, Humanities, Social Science and Physical Education/Health).

The Academic Assessment Committee reviews the assessment results from the previous three-

year cycle. The results are shared with faculty, posted on the Blackboard assessment website, examined

for recommendations in course presentation, divisional direction, and will be integrated into the data

used for the Assessment of the Major.

Program Level-Assessment - Assessment of the Major

The College follows the SUNY process for the Assessment of the Major, reviewing all programs over a

five-year cycle.

Currently all assessments of the major include measurement of program outcomes, in addition to

the standard assessments of program retention, graduation rates, performance after transfer, Student

Opinion Survey (SOS), and includes the input of external reviewers.

The Academic Assessment Committee (AAC) reviews all program and related course learning

outcomes. The Committee collaborates with program leaders to create a curriculum grid linking

program and course learning outcomes. The Committee also reviews the course assessment results from

the previous 5 years. This process is following a complete cycle of program assessment.

Course Assessment

Faculty assess each course on their schedule at least once per academic year. Course assessment results

are discussed in monthly division meetings, shared with adjuncts, and used in the Assessment of the

Major. Course assessment plans, sample grading rubrics, assessment webinars, AAC committee

minutes, and other assessment resources are posted on the College’s Blackboard assessment course site,

available to all faculty.

Plan

A course assessment plan is required of every course taught at C-GCC. The plan includes:

Learning outcomes

The method by which each outcome is assessed

The procedure for determining the standards by which a student exceeds, meets, approaches, or

does not meet each outcome

Instructions for completing a course assessment plan, as well as a blank template, can be

obtained on the Outcomes Assessment Blackboard site.

All completed course assessment plans can be accessed on the Outcomes Assessment

Blackboard site.

Report

Faculty assess each course on their schedule at least once per academic year. Assessment results

are documented on an assessment report form. Assessment results consist of the number and

percent of students who exceed, meet, approach, or do not meet each outcome for the course and

section described.

The form also asks for an action that may be taken to improve student learning as well as

comments on the implementation and effectiveness of any previous actions. A blank form

template can be obtained on the Outcomes Assessment Blackboard site.

Preparation for Course Assessment

Go to the College’s Blackboard website to ensure any existing plan is current and meets your

course needs

Revise/update or create a course assessment plan as needed. This should be done in collaboration

with the Division Chair and other faculty teaching the same course

Submit revised/created plans to your Division Chair and OA Coordinator

Check that your course outline includes the outcomes as stated on the course assessment plan

Submit the plan along with your course outline to the Academic Dean’s office before the start of

classes

Practice

Refer to the learning outcomes when preparing exams and assignments to ensure face validity

(the exam/assignment is a good measure of the outcome)

Assess student performance relative to each learning outcome

Complete an assessment report for each course

Submit report to your Division Chair and OA Coordinator

Submission Deadlines:

For fall semester, Assessment Report is due by January All-College Meeting

For spring semester, Assessment Report is due by Graduation

For summer semesters, Assessment Report is due by August All-College Meeting

Analysis of Results

Review results and action statements with section colleagues and chair

Conduct norming sessions to evaluate any rubrics used

Ensure that the learning outcomes reflected the major goals of the course, and were measurable,

hence assessing the plan.

Take appropriate action

General Education Schedule

2013-2014 The Arts

Humanities

Other World Civilizations

Natural Science

2014-2015 Western Civilization

Social Science

Basic Communications

Critical Thinking

Information Management

2015-2016 Mathematics

American History

Foreign Language

Non-academic Assessment Plan

Phase 1 – Collecting Data

Phase 2 – Reviewing, analyzing, and developing assessment plans

Phase 3 – Action

Phase 4 – Review and timelines

Phase 5 – Refining, repeating, and reflecting

Phase 6 – The review cycle continues

Annual Schedule

August – June NAC meets monthly

October 1 Unit Assessment Plans due to NAC and respective Dean

November 1 NAC Approval of Unit Assessment Plans

November – April NAC support of assessment efforts

May Completed Unit Assessment Reports due to NAC

2014-2015 Membership

Nicole Strevell, Chair Faculty

Casey O’Brien Institutional Research

Harold Lansing Facilities & Maintenance

Leslie Rousseau Advising

Diana Smith Institutional Research

Jan Winig CIS

Jen Colwell Business Office

Karen Fiducia Student Activities

Appendix 4: Non-academic Assessment Plan

Appendix 5: Budget Justification Worksheet

Data Provided for Assessment of the Major

The Office of Institutional Research and Assessment provides the following data for each

program being assessed. This information is used to guide and support institutional as well as

programmatic decisions and recommendations.

Student Demographics

‒ Full/part-time status

‒ Gender

‒ Age

‒ Race

‒ Residence

Enrollment & Retention

‒ 5-year enrollment

‒ 1-year retention rates

Graduate & Transfer

‒ Degrees granted

‒ Average GPA of graduates

‒ Transfer schools and programs for graduates as well as non-graduates

SUNY Student Opinion Survey

‒ Frequency distribution of responses to Academic Philosophy question items

‒ Frequency distribution of responses to questions pertaining to a program’s core

course

Appendix 6: Assessment of the Major Data List

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