ࡱ> 796 bjbj΀ 4*66yyyyy$3555555r65y5yyJ yy33cPH{9/`07,JJcJyc55J6 ?: Institutional Assessment Plan, Draft Outline of Format 鶹ӰԺ, April 2011 This document presents an outline for consideration in finalizing a formal 鶹ӰԺ Institutional Assessment Plan. As part of the regional accreditation process, 鶹ӰԺ must actively engage in institutional assessment. To provide evidence of assessment, we must have a formal Institutional Assessment Plan. By institutional, it is implied that assessment must systematically engage all levels and functions within the college. This ranges from the large scale issues that we deal with as a college whole to how we deliver classes. Assessment is not just for academic programs (degrees and departments), but for every functional service performed (functions such as Financial Aid, Controllers Office, Computing Services, Distance Education, etc.). In the broadest view, accreditation and assessment is based on mission fulfillment. This is the 鶹ӰԺ mission statement: Treating everyone we encounter with dignity and respect, 鶹ӰԺ provides superior, student-centered, post-secondary education in rural Nevada. There is a related list of commitments that accompanies this mission, and these can be found in the college catalog. In addressing and fulfilling our mission, we are required by the new regional accreditation process to identify institutional themes that reflect our mission. These themes are to be recognized in everything we do. 鶹ӰԺ has four themes, listed here: Student Success Planning and Performance Sustainability Serving Rural Nevada The 鶹ӰԺ Mission Statement, Commitments, and Themes were formally adopted by 鶹ӰԺ and approved by the NSHE Board of Regents in 2008. These accompanied the adoption of the current Long-term Strategic Plan that we are documenting online. Institutional assessment contains two basic components: Strategic Plan: unique plans with specific end times, as 鶹ӰԺ has addressed in its long-term plan Ongoing activities assessment: all academic and functional areas 鶹ӰԺ has also adopted a 鶹ӰԺ Structural Framework for Planning and Assessment, which is represented graphically in another document. Within this framework four levels of planning and assessment are identified, and these are described below. For each frame listed below, both strategic planning and ongoing activities must be regularly assessed (at least annually). Frame 1, Institutional This includes all plans and activities overseen by the President, Vice Presidents, Chief Officers, and certain other administrators or designees that affect the institution as a whole. Frame 2, Departments and Programs (both academic and functional) These include all academic departments and programs, and also all functional and support areas of the college. Oversight is by department chairs, program supervisors and coordinators, and functional directors and coordinators. This frame addresses the performance of departments, programs, and the various service units, and not necessarily the performance of individual students participating within them. Frame 3, Students in Programs This addresses how well students perform as individuals within programs and how well services are being delivered to students. There is a strong relationship to Frame 2. Expected academic program outcomes for students are addressed here, along with the expected outcomes for students in regard to college functions. There should also be a clear tie between Frames 3 and 4. Frame 4, Courses and Services This frame addresses student achievement in courses and the effectiveness of specific services in functional areas. Expected outcomes should be stated for each course and service along with the measurements to be evaluated. There should be a clear tie between Frames 3 and 4. For each frame listed above the following should be determined or provided as assessment every year for each of the four 鶹ӰԺ Themes. Many of these are already being addressed, but are not being adequately documented institution-wide. A consistent format for recording needed information is being developed. The goal for developing the format will be that it is based in common types of forms, comment boxes, and things of this nature, with ease of access and brevity and focus for the required information and responses. Expected outcomes must be identified together with appropriate metrics/measurements/ indicators to gauge them. Relevant metrics should be gathered and documented. An analysis should be made of the metrics. A short summative narrative should be written to acknowledge successes and identify areas for improvement. Appropriate action is planned and implemented if necessary for improvement. Assessment should occur regularly and systematically, and be documented in a form easily accessible. The Accreditation Liaison Officer (VPAA) and Director of Institutional Research and Effectiveness will devise a systematic format for recording and archiving all information related for assessment in a manner that can be easily retrieved, reviewed, and updated. %067<GH]^|~ s * , 3 9 U _ , b B C D O T   ? 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