Columbia-Greene Community College Institutional Assessment Plan

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

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. 1

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). 2

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 3

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. 4

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) 5

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. 6

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. 7

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 IAPG meets monthly to review AAC, NAC, and SPC assessment activities and progress made toward strategic goals 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 IR compiles Institutional Effectiveness Report Card (IERC) data and results IAPG and SPC collaborate with the President to develop the upcoming year s strategic objectives for the IERC Complete Assessment of the Major (ATOM) process IERC and strategic priorities are shared with the campus at All College Day Faculty participate in assessment activities at "All College Day" Begin non-academic assessment planning process Non-academic units collect data and submit plans 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. Nonacademic units submit assessment plan results to NAC, then to IAPG Proposed budget submitted to Board of Trustees for approval An annual Non-Academic Assessment Event is planned by NAC, in collaboration with IAPG Dean of Administration gathers evidence from recent budget hearings used in decision making. The proposed budget is submitted to county sponsors for approval. Nonacademic units participate in assessment activities at "All College Day" Department heads review progress on action plans and align their program and department goals with strategic goals and priorities

Appendix 1: Institutional Effectiveness Report Card Template <STRATEGIC GOAL> Objective Standard <Objective description> (measureable representation of the strategic goal) <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.) Figure # or Table #: <Title of Figure or Table> *Source: Vanderbilt University Assessment, 2010 <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> 4.3 4.24 Example Figure 4.2 4.1 4.0 4.17 C-GCC 2% 3.9 Peer Institutions 3.8 3.7 2010 2013 <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)

Appendix 2: Strategic Plan 2012-2016 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., nonacademic 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.

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 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

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 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.

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 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.)

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 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

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 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, Nonacademic assessments, comparable financial statements.

Appendix 3: Academic Assessment Plan ACADEMIC ASSESSMENT Plan Columbia-Greene Community College 2014

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 threeyear 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

Appendix 4: Non-academic Assessment Plan 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 October 1 November 1 November April May NAC meets monthly Unit Assessment Plans due to NAC and respective Dean NAC Approval of Unit Assessment Plans NAC support of assessment efforts Completed Unit Assessment Reports due to NAC 2014-2015 Membership Nicole Strevell, Chair Casey O Brien Harold Lansing Leslie Rousseau Diana Smith Jan Winig Jen Colwell Karen Fiducia Faculty Institutional Research Facilities & Maintenance Advising Institutional Research CIS Business Office Student Activities

Appendix 5: Budget Justification Worksheet

Appendix 6: Assessment of the Major Data List 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