using instructional program and administrative unit review to accomplish institutional effectiveness...

Using Instructional ProgramUsing Instructional Program and Administrative Unit Review to and Administrative Unit Review to

Accomplish Institutional EffectivenessAccomplish Institutional Effectiveness

AIR Conference, June 1, 2004AIR Conference, June 1, 2004Boston, MABoston, MA

Terri M. Manning, EdDTerri M. Manning, EdDDenise H. Wells, MSDenise H. Wells, MS

Central Piedmont Community CollegeCentral Piedmont Community CollegeCharlotte, North CarolinaCharlotte, North Carolina

Some history….Some history….

CPCC is the largest community college in CPCC is the largest community college in both the Carolinas with approximately both the Carolinas with approximately 60,000 students.60,000 students.

We have over 100 instructional program We have over 100 instructional program areas including for-credit, continuing areas including for-credit, continuing education and literacyeducation and literacy

We have almost 50 administrative and We have almost 50 administrative and student affairs unitsstudent affairs units

Some history….Some history….

When we started this process (1998), the When we started this process (1998), the College had done nothing truly “IE related” since College had done nothing truly “IE related” since the last SACS visit in 1992 when they received a the last SACS visit in 1992 when they received a recommendation for every must statement in recommendation for every must statement in section III.section III.

The IR office staff had rolled over and all The IR office staff had rolled over and all institutional memory was gone.institutional memory was gone.

We had less than 5 years to put every program We had less than 5 years to put every program and unit through a review process.and unit through a review process.

Institutional Effectiveness and the Institutional Effectiveness and the Southern Association of College Southern Association of College

and Schoolsand Schools

At the heart of SACS’ philosophy is the concept At the heart of SACS’ philosophy is the concept of institutional effectiveness (IE)of institutional effectiveness (IE)

IE involves a process of planning, evaluation, IE involves a process of planning, evaluation, assessment and use of resultsassessment and use of results

SACS requires that in addition to providing SACS requires that in addition to providing evidence of planning and evaluation in its evidence of planning and evaluation in its educational program, the institution must educational program, the institution must demonstrate planning and evaluation in its demonstrate planning and evaluation in its administrative and educational support servicesadministrative and educational support services

IE at Central PiedmontIE at Central Piedmont

CPCC established an IE committee in CPCC established an IE committee in 1998 and an IE website in 2000 (1998 and an IE website in 2000 (http://inside.cpcc.edu/IEhttp://inside.cpcc.edu/IE))

Committee members were from various Committee members were from various instructional departments, student services instructional departments, student services and administrative/business officesand administrative/business offices

The committee established an IE plan for The committee established an IE plan for the collegethe college

1: InitiateEnvironmental

Scan

Quality Improvement

5: Assess Outcomes& Measure Goal Achievement

8 Step Institutional Effectiveness Cycle

6: Utilize Resultsto Plan Improvements

2: Establish CollegePriorities & Goals

3: Allocate &Integrate Budget

4: Deliver Programs & Services

Conduct Unit Reviews

Conduct Teaching EvaluationsGeneral Education Assessment

College Surveys

7: Reallocate Budget

8. Make Changes

Visual of the IE PlanVisual of the IE Plan

Four Major Overlapping Pieces of Four Major Overlapping Pieces of the IE Planthe IE Plan

Program/Unit Review

College Assessment

Process

Annual GoalSetting Cycle

General Education

Assessment

Annual goal setting and Annual goal setting and follow-up required by all follow-up required by all unitsunits

Program/unit review on a Program/unit review on a 3-5 year cycle3-5 year cycle

College assessment College assessment plan involving surveys, plan involving surveys, assessment and data assessment and data analysisanalysis

The evaluation of The evaluation of general education general education

Developing the ProcessDeveloping the Process

We wanted to create a meaningful We wanted to create a meaningful program/unit review processprogram/unit review process

We wanted programs to complete the We wanted programs to complete the process having learned something process having learned something valuable (not a document to set on a valuable (not a document to set on a shelf)shelf)

We wanted the process to be “outcome-We wanted the process to be “outcome-based” to stand the test of timebased” to stand the test of time

Developing the ProcessDeveloping the Process

The first review process was created for The first review process was created for instructional programs (main focus at most instructional programs (main focus at most institutions)institutions)

During the 1998-99 year, 18 programs were During the 1998-99 year, 18 programs were reviewed (approximately 100 programs over five reviewed (approximately 100 programs over five years) years)

The perception at the beginning was that “this is The perception at the beginning was that “this is just another academic exercise”just another academic exercise”

But the results were very different than any But the results were very different than any review process previously completedreview process previously completed

Organizational Stages of Organizational Stages of Outcome EvaluationOutcome Evaluation

Disbelief & Denial

Paralysis - Passive resistance

Anger and antagonismResistant & Reactive

Stage 1

Stage 2

Stage 4

Depression - exhaustionCompliance - Passive reactive

Acceptance & adaptationChallenge & competitionCatalyst - Proactive

Stage 5

Stage 3Bargaining - no time/no moneySeek outside sources

Instructional Program ReviewInstructional Program Review

The review process contained five The review process contained five sections:sections: I.I. The Program ProfileThe Program Profile II.II. Program ContentProgram Content III.III. Student Learning Outcomes Student Learning Outcomes IV.IV. Need for Change Need for Change V.V. Future Issues Future Issues


Tasks accomplished through review:Tasks accomplished through review: Defined their programDefined their program Detailed faculty and staff (credentials, prof. dev, accomplishments)Detailed faculty and staff (credentials, prof. dev, accomplishments) Unit mission or purposeUnit mission or purpose Link unit mission to the college missionLink unit mission to the college mission Defined the content of their program Defined the content of their program Defined the population servedDefined the population served Determined student learning outcomes specific to their programDetermined student learning outcomes specific to their program Set outcome objectivesSet outcome objectives Performed some means of assessmentPerformed some means of assessment Analyzed resultsAnalyzed results Determined strengths and weaknessesDetermined strengths and weaknesses Created strategies for improvementCreated strategies for improvement Determined future needs (including curricular change, needed Determined future needs (including curricular change, needed

resources, future trends, staff and space)resources, future trends, staff and space) All units had to complete a one-year follow-upAll units had to complete a one-year follow-up

We focused on measuring…We focused on measuring…

Administrative or service objectivesAdministrative or service objectives

Outcomes (student learning outcomes and Outcomes (student learning outcomes and outcome objectives)outcome objectives)

Administrative ObjectivesAdministrative Objectives

"Administrative Objectives" are "Administrative Objectives" are measurable descriptions of what a unit measurable descriptions of what a unit hopes they or their clients will achieve hopes they or their clients will achieve through the delivery of servicesthrough the delivery of services


Many units do not directly serve students Many units do not directly serve students or they want results within their units that or they want results within their units that are not truly outcomes.are not truly outcomes.

They want to improve services or They want to improve services or approach an old problem in a new way.approach an old problem in a new way.

They want to become more efficient and They want to become more efficient and effective.effective.

They will set administrative objectives.They will set administrative objectives.


Objectives set for the program (has Objectives set for the program (has nothing to do with students outcomes)nothing to do with students outcomes)ExampleExample

to recruit one new faculty memberto recruit one new faculty memberto seek and gain accreditationto seek and gain accreditationto increase retention by 10%to increase retention by 10%to send each faculty member to at least one to send each faculty member to at least one

professional conference per yearprofessional conference per yearto gain funding for an innovative program through to gain funding for an innovative program through

a grant proposala grant proposal

OutcomesOutcomes

""Outcomes" are benefits for people: changes in Outcomes" are benefits for people: changes in knowledge, values, position, skills, behavior or knowledge, values, position, skills, behavior or statusstatus. More simply stated, outcomes are typically what . More simply stated, outcomes are typically what service providers hope recipients achieve once they service providers hope recipients achieve once they complete a program or receive services. This is not the complete a program or receive services. This is not the “what” but the “why” of education.“what” but the “why” of education.

Student learning outcomes are outcomes related to the Student learning outcomes are outcomes related to the learning that takes place in the classroom… what are learning that takes place in the classroom… what are the benefits to a student who receives an associate the benefits to a student who receives an associate degree in Nursing or completes a math class?degree in Nursing or completes a math class?

Outcome objectives are just objectives that relate to the Outcome objectives are just objectives that relate to the identified outcomes.identified outcomes.

Program Outcome ModelProgram Outcome Model

Resources Services Products or Results of

Activities

Staff Education (classes) Numbers servedBuildings Services FTE (input next year)Facilities Counseling Classes taughtState funds Student activities Students recruitedFTE

ConstraintsLawsState regulations

INPUTS ACTIVITIES OUTPUTS

Program Outcomes ModelProgram Outcomes Model

> > >

Benefits for People

*New knowledge *Increased skills

*Changes in values *Modified behavior *Improved condition *Altered status

INPUTSINPUTS ACTIVITIES OUTPUTS OUTCOMES


Rules for the process included:Rules for the process included: Involvement on the part of all faculty in the Involvement on the part of all faculty in the

department under review (not just one person). It department under review (not just one person). It is recommended that the program begin with a is recommended that the program begin with a brief faculty retreat to discuss and divide tasks.brief faculty retreat to discuss and divide tasks.

All programs must use at least one external All programs must use at least one external committee (advisory groups are fine) to provide committee (advisory groups are fine) to provide feedback to programs.feedback to programs.

All programs must utilize feedback from All programs must utilize feedback from students.students.

During the first few years…During the first few years…

Planning and Research conducted training Planning and Research conducted training on “how to conduct program review” with on “how to conduct program review” with each unit scheduled to go up for review each unit scheduled to go up for review that year.that year.

A staff member from Planning and A staff member from Planning and Research served as a liaison to each Research served as a liaison to each program being reviewed to help them with program being reviewed to help them with the process.the process.

What We Learned….What We Learned….

The first group was dragged kicking and The first group was dragged kicking and screaming through the processscreaming through the process

Faculty had very little time for the detailsFaculty had very little time for the detailsFaculty had trouble identifying “student Faculty had trouble identifying “student

learning outcomes”learning outcomes”The results produced great marketing The results produced great marketing

materialsmaterialsOnce they saw the results, faculty Once they saw the results, faculty

embraced the processembraced the process

What HappenedWhat Happened

Deans used the results to make a case for Deans used the results to make a case for resourcesresources

The administration became interested in The administration became interested in what was learned through the review what was learned through the review processprocess

Instruction created a position to deal Instruction created a position to deal mainly with program review and IE issues mainly with program review and IE issues within instructionwithin instruction

Faculty knew their programs were workingFaculty knew their programs were working

IE Committee DecisionIE Committee Decision

The instructional program review process The instructional program review process was successfulwas successful

The review of instructional units was The review of instructional units was important – but administrative/student important – but administrative/student services units helped create an environment services units helped create an environment conducive to learning at the college and conducive to learning at the college and supported the learning processsupported the learning process

Administrative units should go through a Administrative units should go through a similar processsimilar process

IE Committee Decision, cont.IE Committee Decision, cont.

Create a committee to draft a similar process Create a committee to draft a similar process for the administrative and student services for the administrative and student services areas of the collegeareas of the college

Administrative units were spread across three Administrative units were spread across three VP areasVP areas

Two representatives from each VP area Two representatives from each VP area participated in drafting the new review participated in drafting the new review processprocess

We spent approximately six months creating We spent approximately six months creating a workable processa workable process

Timeline for Administrative UnitsTimeline for Administrative Units

During the:During the: 1999-2000 year – six units went through 1999-2000 year – six units went through

the reviewthe review2000-2001 year – 2000-2001 year – eight units went eight units went

through the reviewthrough the review2001-2002 year – 2001-2002 year – nine units went nine units went

through the reviewthrough the review Vice Presidents set an annual timeline for Vice Presidents set an annual timeline for

their units with due dates for each sectiontheir units with due dates for each section

The Administrative Unit Review The Administrative Unit Review Design Design

I.I. The Unit/Program ProfileThe Unit/Program ProfileA.A. The Mission/PurposeThe Mission/Purpose

1.1. Role unit plays in the college missionRole unit plays in the college mission2.2. Unit/program goals as they relate to the Unit/program goals as they relate to the

college’s mission college’s mission B.B. The Staff The Staff

1.1. Professional and administrative staff (ftProfessional and administrative staff (ft since the last review)since the last review)

a.a. Position description/dutiesPosition description/dutiesb.b. Credentials (full and part-time, if any)Credentials (full and part-time, if any)c.c. Accomplishments (if applicable)Accomplishments (if applicable)d.d. Service to college, community and Service to college, community and

nationnation

The Administrative Unit Review The Administrative Unit Review (continued)(continued)

B.B. The Staff (continued)The Staff (continued)

e.e. Professional development Professional development activitiesactivities

2.2. Classified StaffClassified Staff

a.a. List of names and positionsList of names and positions

b.b. List of required credentials (if List of required credentials (if any)any)

C.C. The Customer/Client ServedThe Customer/Client Served

1.1. Breakdown of students/faculty or staff Breakdown of students/faculty or staff by by type or demographic information type or demographic information

(thorough explanation of who is served)(thorough explanation of who is served)


II.II. Definition of Services or ProgramDefinition of Services or ProgramA.A. Definition of day-to-day duties of the unit Definition of day-to-day duties of the unit B.B. Innovations, new projects, new Innovations, new projects, new

initiatives, initiatives, local, state-wide or national local, state-wide or national effortsefforts

C.C. Required functions of unit (description Required functions of unit (description and and status of compliance)status of compliance)

1.1. SACS "must" statementsSACS "must" statements2.2. State mandatesState mandates3.3. Federal mandatesFederal mandates4.4. OtherOther


III.III. Administrative Objectives and Student Administrative Objectives and Student Outcomes Outcomes (where appropriate)(where appropriate)

A.A. Administrative Objectives (2-3 Administrative Objectives (2-3 objectives)objectives)

B.B. Outcomes (or status if incomplete) of Outcomes (or status if incomplete) of innovations, new projects, new innovations, new projects, new

initiatives, initiatives, local, state or national effortslocal, state or national effortsC.C. Assessment explanation (what was Assessment explanation (what was

assessed, who, when, how many) assessed, who, when, how many) D.D. Results of Administrative Objectives Results of Administrative Objectives

based on assessmentbased on assessment

Assessment of Administrative Assessment of Administrative UnitsUnits

During the year of program review, the During the year of program review, the “Annual Faculty/Staff Survey” contained “Annual Faculty/Staff Survey” contained questions from those units being reviewed.questions from those units being reviewed.

Results were given to each unit and Results were given to each unit and broken out by campus and job typebroken out by campus and job type

http://inside.cpcc.edu/planninghttp://inside.cpcc.edu/planningClick on “survey results”Click on “survey results”


IV.IV. Need for Change Need for Change A.A. Strengths identified by external Strengths identified by external

sources, sources, faculty, staff and studentsfaculty, staff and studentsB.B. Weaknesses identified by external Weaknesses identified by external

sources, faculty, staff and studentssources, faculty, staff and studentsC.C. Recommendations by faculty, staff, Recommendations by faculty, staff,

external sources and students to external sources and students to improve improve the unit's services and programsthe unit's services and programs

D.D. Strategies for change (based on input Strategies for change (based on input from A, B & C above) - closing the loopfrom A, B & C above) - closing the loop

E.E. A one-year follow-up brief report to the A one-year follow-up brief report to the Unit VP reporting on the progress of D Unit VP reporting on the progress of D above (dueabove (due April 15, the year following April 15, the year following review)review)


V.V. Future Issues - Resources needed for future Future Issues - Resources needed for future effortsefforts

A.A. Market trends within the broad service unit Market trends within the broad service unit or or program area (based on best-practices, the program area (based on best-practices, the

literature or training received)literature or training received)B.B. Anticipated future changes and needs Anticipated future changes and needs

(based on market trends) (based on market trends) C.C. Resources, equipment, space, staffing and Resources, equipment, space, staffing and

work load changes needed for future growth work load changes needed for future growth or continuationor continuation

D.D. Future plans of unitFuture plans of unit

Assistance from the WebsiteAssistance from the Website

The IE website:The IE website:http://inside.cpcc.edu/IEhttp://inside.cpcc.edu/IE

Explanation of IE processExplanation of IE processTemplates and forms for reviewTemplates and forms for review ““Solid” examples for clarificationSolid” examples for clarificationSchedule for reviewSchedule for review

Unit Review – Lessons LearnedUnit Review – Lessons Learned

To do this well you need several critical To do this well you need several critical pieces:pieces:

1.1. Support from the top (President or Chancellor, Support from the top (President or Chancellor, Vice Presidents or Vice Chancellors)Vice Presidents or Vice Chancellors)

2.2. Buy in from the grassroots level (participation Buy in from the grassroots level (participation in the development of the process)in the development of the process)

3.3. Across-the-college participation (no one is Across-the-college participation (no one is exempt)exempt)

4.4. Technology to make it easy (web page and Technology to make it easy (web page and review templates)review templates)

5.5. Technical support from institutional researchTechnical support from institutional research

Overall BenefitsOverall Benefits #1#1 No recommendationsNo recommendations in the area of Institutional in the area of Institutional

Effectiveness from SACS during the October Effectiveness from SACS during the October 2002 2002 re-accreditation visitre-accreditation visit

The college became change-oriented The college became change-oriented Units had to define strategies for changeUnits had to define strategies for change Didn’t have to be perfect but rather making continuous Didn’t have to be perfect but rather making continuous

progressprogress Strategies for change helped identify needed resources for Strategies for change helped identify needed resources for

unitsunits Units had to “close the loop” with the one-year follow-up Units had to “close the loop” with the one-year follow-up

(couldn’t promise and not deliver)(couldn’t promise and not deliver) Once they started, we couldn’t get them to stop doing it.Once they started, we couldn’t get them to stop doing it.

Overall BenefitsOverall Benefits

Units became empowered to perform their Units became empowered to perform their functions in an optimal manner and to ask functions in an optimal manner and to ask for what they needed (no one noticed them for what they needed (no one noticed them before, now they do)before, now they do)Created data to support needsCreated data to support needsAccomplishments were reported to major Accomplishments were reported to major

administrative groups across the college administrative groups across the college (President’s Cabinet, Planning Council, IE (President’s Cabinet, Planning Council, IE Committee, etc.)Committee, etc.)

Overall BenefitsOverall Benefits

The college community understood the The college community understood the purpose and function of every unitpurpose and function of every unit

Senior administration realized the benefits Senior administration realized the benefits and became strong supportersand became strong supportersData are reported annually from program/unit Data are reported annually from program/unit

reviewreviewVPs became stronger advocates for their units VPs became stronger advocates for their units

making changes to improve servicesmaking changes to improve services

Administrative Units ReviewedAdministrative Units Reviewed Security Security Health and Safety OfficeHealth and Safety Office Human ResourcesHuman Resources Professional DevelopmentProfessional Development Resource DevelopmentResource Development The FoundationThe Foundation EEO OfficeEEO Office President’s Office President’s Office Facilities Management Facilities Management Distribution Services Distribution Services Facilities Design and ConstructionFacilities Design and Construction Financial Services Financial Services PayrollPayroll BudgetingBudgeting Financial Reporting Financial Reporting Purchasing Purchasing Accounts PayableAccounts Payable CashieringCashiering Audit and ComplianceAudit and Compliance Basic Skills ReportingBasic Skills Reporting Inventory ControlInventory Control BookstoreBookstore Campus Printing Campus Printing VendingVending Information TechnologyInformation Technology Administrative Computing ServicesAdministrative Computing Services Planning and ResearchPlanning and Research Marketing and Marketing and

Community Community RelationsRelations

Students Affairs Units Reviewed Students Affairs Units Reviewed Counseling and AdvisingCounseling and Advising Financial Aid/Veteran’s AffairsFinancial Aid/Veteran’s Affairs Career ServicesCareer Services Disability ServicesDisability Services ““Campus-based” student services (6 campuses)Campus-based” student services (6 campuses) Admissions and RecordsAdmissions and Records Registration ServicesRegistration Services The LibraryThe Library The Academic Learning Center (tutoring)The Academic Learning Center (tutoring) Testing CenterTesting Center Graduation OfficeGraduation Office Student LifeStudent Life

Six UnitsSix Units

Some Brief ResultsSome Brief Results

Planning and Research Planning and Research Weaknesses Identified:Weaknesses Identified:

Data/information needs to be disseminated to the grass Data/information needs to be disseminated to the grass roots level of the College (not just administration)roots level of the College (not just administration)

Data needs to be made more accessible and easier to Data needs to be made more accessible and easier to understandunderstand

Strategy for ChangeStrategy for Change:: Make improvements in the department’s webpageMake improvements in the department’s webpage Place more information on the webpagePlace more information on the webpage

ResultResult:: Units are using data to make decisionsUnits are using data to make decisions Planning and Research has a heavily used website with Planning and Research has a heavily used website with

user-friendly spreadsheets, tables and an online Fact user-friendly spreadsheets, tables and an online Fact Book. In-person requests for data have dramatically Book. In-person requests for data have dramatically declined because faculty/staff are using the webpagedeclined because faculty/staff are using the webpage

Professional DevelopmentProfessional Development

Weaknesses IdentifiedWeaknesses Identified:: Instructors could not attend training sessions due to the times Instructors could not attend training sessions due to the times

they were scheduled (top of the hour when classes were they were scheduled (top of the hour when classes were scheduled on the half hour)scheduled on the half hour)

Strategy for ChangeStrategy for Change:: Starting times for all training sessions will be adjusted to begin Starting times for all training sessions will be adjusted to begin

on the half hour rather than the houron the half hour rather than the hour ResultsResults::

More faculty were able to attend trainings and numbers More faculty were able to attend trainings and numbers increased in some areasincreased in some areas

Health and Safety OfficeHealth and Safety Office Weaknesses IdentifiedWeaknesses Identified::

Not all employees are sure what Health and Not all employees are sure what Health and Safety doesSafety does

Health and Safety Officer title is confusing Health and Safety Officer title is confusing (perception of enforcement, relative to security)(perception of enforcement, relative to security)

Strategy for ChangeStrategy for Change:: Change the department’s name to Occupational Change the department’s name to Occupational

Health and SafetyHealth and Safety ResultsResults::

Clear understanding of who is responsible for Clear understanding of who is responsible for security and who is responsible for occupational security and who is responsible for occupational safety safety

The BookstoreThe Bookstore Weaknesses IdentifiedWeaknesses Identified::

Communication between faculty and staff and the Communication between faculty and staff and the bookstore management needs improvementbookstore management needs improvement

Strategies for ChangeStrategies for Change:: A bookstore advisory committee has been formed. A bookstore advisory committee has been formed.

Action items identified will be followed up to insure Action items identified will be followed up to insure that the bookstore is meeting the needs of that the bookstore is meeting the needs of faculty/stafffaculty/staff

ResultsResults:: Decided to outsource the bookstoreDecided to outsource the bookstore Worked with faculty to ensure an adequate number Worked with faculty to ensure an adequate number

of books were available at the beginning of the termof books were available at the beginning of the term Created a process to move books from campus to Created a process to move books from campus to

campus to accommodate student needscampus to accommodate student needs Created more buy-back centers on the campuses to Created more buy-back centers on the campuses to

improve servicesimprove services

Information Technology ServicesInformation Technology Services

Weaknesses IdentifiedWeaknesses Identified:: Better follow-up is needed on Help Desk requestsBetter follow-up is needed on Help Desk requests Requests need to be answered fasterRequests need to be answered faster Have knowledgeable people at the Help DeskHave knowledgeable people at the Help Desk

Strategies for ChangeStrategies for Change:: Employ students with pertinent certification to man Employ students with pertinent certification to man

the Help Deskthe Help Desk Empower Help Desk staff with decision-making Empower Help Desk staff with decision-making

ability that helps provide the required level of ability that helps provide the required level of serviceservice

ResultsResults:: Help Desk created a tracking system that has Help Desk created a tracking system that has

radically improved time from request to completionradically improved time from request to completion

Financial ServicesFinancial Services Weaknesses IdentifiedWeaknesses Identified::

Lack of training on various financial services areas Lack of training on various financial services areas (payroll, budgeting, purchasing)(payroll, budgeting, purchasing)

Strategies for ChangeStrategies for Change:: Work with Professional Development to establish a Work with Professional Development to establish a

comprehensive training schedulecomprehensive training schedule Announced training in advance and held them at Announced training in advance and held them at

different campusesdifferent campuses ResultsResults::

Less calls with questionsLess calls with questions Less errors in formsLess errors in forms People have more confidence in ability to manage People have more confidence in ability to manage

budgetbudget

Major Benefits for IR OfficeMajor Benefits for IR Office

We created work for ourselves with We created work for ourselves with great payoff.great payoff.

Each unit being reviewed had a Each unit being reviewed had a liaison from IR to help them with liaison from IR to help them with surveys, objectives, etc.surveys, objectives, etc.

Now, everyone knows us.Now, everyone knows us. They think we are very helpful and a They think we are very helpful and a

great asset to the institution.great asset to the institution. They call us for information and then They call us for information and then

listen to what we say.listen to what we say.

““Best” Results of “Best” PracticeBest” Results of “Best” Practice

Better use of data across the college Better use of data across the college We have become more student/customer We have become more student/customer

focusedfocused Review gives direction for goals and needed Review gives direction for goals and needed

changeschanges Departments are empowered to do their jobs Departments are empowered to do their jobs

(can’t slip through the cracks and be unnoticed)(can’t slip through the cracks and be unnoticed) Problems must be resolved (there is no hiding Problems must be resolved (there is no hiding

and no excuses)and no excuses) Surveys provide needs assessment data as well Surveys provide needs assessment data as well

as evaluation which gives departments directionas evaluation which gives departments direction

For a copy of this presentationFor a copy of this presentation

Contact Terri ManningContact Terri Manning [email protected]@cpcc.eduDownload or print presentation:Download or print presentation:http://inside.cpcc.edu/planninghttp://inside.cpcc.edu/planning

Click on “studies and reports”Click on “studies and reports”Listed as SAIR PresentationListed as SAIR Presentation

using instructional program and administrative unit review to accomplish institutional effectiveness...

Documents