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<< Institutional Effectiveness and Advancement
Adoption Date: January 22, 2018 - Revised
PLANNING AND EVALUATION
The institution’s planning process follows the Procedural Calendar for Planning and Evaluation (see Intranet under Forms/Documents – Procedural Calendar for Planning and Evaluation). This calendar outlines the various activities, committees, and processes that make up the IE process. The Board of Trustees reviews the calendar annually. Each area of the college participates in the IE process as outlined below.
Mission / Vision / Values and Motto are reviewed by the college district every three years and modifications are made as needed. The administrative cabinet reviews information collected and makes recommendations to the board of trustees for final approval. The institution’s goals and strategies are also reviewed every three years. These are established by the administrative cabinet and shared with all faculty and staff. They are submitted to the board of trustees for final approval.
The administrative and student support services implement their planning activities throughout the academic year (September through August). These objectives are directly related to the institution’s goals and strategies and are based upon identified areas in need of improvement within each department. The expected outcomes, assessment measures, actual results and use of results are documented for each objective. The Academic and Student Affairs Council reviews the report of administrative support and student support service outcomes twice a year. The council returns any formal recommendations for inclusion in the support service development of objectives for improvement.
Instructional programs assess student learning outcomes and program outcomes on an annual basis. The faculty learning communities assess results reported from each discipline and develop plans of action based upon analysis of results. These action plans and assessment results are reviewed by the Assessment Team for Instruction (ATI) twice a year. The ATI returns any formal recommendations for inclusion in the learning community’s plan of action.
The process for faculty evaluation is also included on the Procedural Calendar for Planning and Evaluation. Classroom observations and student evaluations of instructors are completed during each academic year following the employee evaluation schedule. Any suggestions for improvement are put in the instructor’s personnel file.
Student input is also gathered at various intervals throughout the academic year. A student satisfaction survey is administered each fall semester. The graduate survey is given to all students filing an intent to graduate from Howard College. Additionally, Howard College participates in two national surveys: Survey for Entering Student Engagement (SENSE) administered in the fall of odd years and Community College Survey of Student Engagement (CCSSE) administered in the spring of even years. Each program and or department may also administer various student surveys based upon objectives or needs identified through the assessment process. Student roundtables are held with the President at each site every fall and spring semester.
Program Reviews are completed on a three-year cycle. The initial program review is completed by December of each year. The program review committee completes their review and formalizes recommendations in February of each year. The recommendations are then reviewed and approved by the administrative cabinet and returned to the program directors in May. The program directors develop a plan of improvement by June. This plan of improvement is reviewed annually and reported to the program review committee. Some components of the plan of improvement may result in objectives being established in the planning process.
Employee evaluations are completed by February 28. Any suggestions for improvement are put in the personnel file. Employee’s participation in the planning process is a specific component of the employee evaluation.
The budgeting process is conducted on an annual basis across the district and addresses needs of each department and program. The program directors and/or department heads may include budget requests that are a result of their planning process if they have included documentation of the objective outcomes and assessment results.
The office of institutional effectiveness distributes timely facts to college employees throughout the year. These facts can be used for planning and evaluation purposes and to assist with data driven decision-making. This office also distributes accurate information and statistics about the college in a timely manner as needed by internal and external units. This information is included in formats such as a Quick Facts Brochures, federal and state reports, other internal and external surveys, along with individual specific reports as needed.
The office provides reports and assists with institutional planning and effectiveness by helping departments with appropriate surveys to measure outcomes and performance. This information ultimately aids in their growth, improvement strategies, and success.
QUALITY ENHANCEMENT PLAN
As part of the accreditation process administered by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), Howard College is required to develop a Quality Enhancement Plan (QEP). The QEP is a component of the accreditation process that demonstrates a commitment to enhancing the quality and effectiveness of higher education. The QEP describes a carefully designed course of action that addresses a well-defined topic or issue(s) related to enhancing student learning. The plan is forward-looking and moves Howard College into a future characterized by a creative, engaging, and meaningful learning environment for students. Every employee will be involved at varying levels with the QEP. Critical components of the QEP include:
- Focus - The institution identifies a significant issue(s) related to student learning and justifies its use for the QEP.
- Institutional Capability for the Initiation and Continuation of the Plan - The institution provides evidence that it has sufficient resources to implement, sustain, and complete the QEP.
- Assessment of the Plan - The institution demonstrates that it has the means for determining the success of its QEP.
- Broad-Based Involvement of the Community - The institution demonstrates that all aspects of its community were involved in the development of the QEP.
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