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Do the goals address program services quality, effectiveness and efficiency issues?

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[Unit/Program Outcomes/Objectives]

SMARTer (specific, measurable, achievable, realistic, Timebound) outcomes/objectives should be used.

All outcomes/objectives should include specific criteria to determine success.  This could be the percent improvement goal (say 75%) on a student satisfaction survey or what per cent students in course will meet the SLOs.  At the institution and campus levels this should reflect critical quality indicators and key results (graduate and retention rates, employer satisfaction with graduates, successful external transfers, etc.)

Instructional programs

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See IAP handbook appendix B for details on developing program learning outcomes.

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Strategies - key points:

Do the improvement strategies represent best practices?

Do the improvement strategies represent previous assessment/evaluation findings and recommendations?

Administrative and students services see the section of the handbook for administrative and student services)

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At least one objective is recommended to address college wide improvement needs in the service area

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At least one objective is recommended relate to immediate improvement needs of the office or service area or address needs of the specific site and address quality, effectiveness and efficiency issues

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Some key points:

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Can the objectives be related to student learning and success?

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Do the objectives reflect institutional/department priorities?

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Do the objectives address quality, effectiveness and efficiency issues?

o

Strategies - key points:

Do the improvement strategies represent best practices?

Do the improvement strategies represent previous assessment/evaluation findings and recommendations?

1-10

[Outcome (Instructional) Program Review Improvement Outcome]

Outcome resulting from program review (Instructional).  Ex. A program that is experiencing low enrollment or retention may develop an outcome to improve program enrollment levels through improved marketing.  A program with low retention, progression or persistence levels may seek to improve those rates through specific strategies designed to keep student in school.

Review, endorsement and approval process

1.

Improvement plans are developed by the appropriate unit/office/program/campus/vice president etc. and submitted to their immediate supervisor for endorsement to the assessment committee.  The supervisor should follow the Worksheet # 1 checklist in his/her review of the improvement plan.  

2.

The assessment committee reviews the improvement plan to ensure it complies with quality standards for development of improvement plans across different departments, programs and campuses.  The assessment committee does not review the improvement plan for actual content.  The assessment committee endorses the improvement plan to the appropriate oversight committee for the program or returns the improvement for modification and improvement.

3.

The appropriate oversight committee reviews the improvement plan for both format and content and either endorse the improvement plan to the President for approval or returns it for modification and improvement.

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