Cedar Valley College Institutional Effectiveness Plan

Cedar Valley College Institutional Effectiveness Plan February 14, 2012 1 P a g e

2 P a g e Table of Contents Introduction 3 Strategic Planning at CVC 3 Mission and Vision Statements 6 Strategic Plan and Priorities 6 College-Wide Institutional Effectiveness Cycles 9 Effectiveness of Administrative and Non-Instructional Units 11 Administration 13 Fiscal Effectiveness Unit Evaluation and Outcomes Assessment President s Office Office of Vice President of Instruction Office of Vice President of Student Services and Enrollment Mgmt Office of Vice President of Business Services Administrative Suite Community and Resource Development Institutional Effectiveness and Research Sustainable Communities Institute Business and Industrial Technology Division Liberal Arts Division Math, Science, and Allied Health Division Continuing Education Division Business Services 18 Unit Evaluation and Outcomes Assessment Athletics Budget Office Business Office Facilities Health Services Human Resources Information Technology and Media Services Police Student Services 21 Unit Evaluation and Outcomes Assessment Admissions and Registrar Advising and Counseling Disability Services Financial Aid Marketing and Public Information Office of Student Life Recruitment Testing Center Upward Bound Effectiveness of Instructional Units 23 Instruction Instructional Support and Distance Education General Education Competencies Program-Level Student Learning Outcomes Developmental Education Course-Level Student Learning Outcomes Program/Discipline Review Appendices 36

Introduction Cedar Valley College (CVC), one of the seven colleges within the Dallas County Community College District (DCCCD) is committed to continuous improvement of programs and services dedicated to the students and communities we serve. CVC is also committed to institutional alignment. We strive to maintain alignment between the DCCCD mission, vision, and strategic objectives and our college mission and every function performed to fulfill that mission. From the mission to the strategic plan, to department action plans, and to individual action plans for improvement, CVC demonstrates strategic planning and continuous improvement through outcomes-based assessment. This institutional effectiveness (IE) plan is designed as a roadmap for continuous improvement, as a guide for all CVC workgroups to engage in evaluation, assessment, and improvement practices leading to performance excellence. The plan provides detailed information on the following key strategic planning and institutional effectiveness documents and processes: Mission and Vision Statements CVC Strategic Plan and College Priorities Institutional effectiveness cycles o Administrative and non-instructional assessment Administration Business services Student services o Instructional assessment General education competencies Program-level student learning outcomes Developmental education Course-level student learning outcomes Program/discipline review In the third edition of Core Indicators of Effectiveness for Community Colleges, author Richard Alfred points out that the learning environment is changing, shifting emphasis from teaching to learning and from local to global. Distinctions between teacher and learner, secondary and postsecondary learning, local and global markets, and the boundaries of heretofore discrete entities are in flux. Cedar Valley College exists today in an environment of constant change characterized by record enrollment increases, increased accountability from state, regional, and national stakeholders, and unprecedented budgetary challenges. It is only within a framework of continuous improvement and outcomes-based institutional effectiveness that we can achieve our mission to provide exemplary teaching and learning experiences that prepare students for success in a dynamic world while strengthening communities. Strategic Planning at CVC Strategic planning at CVC follows an annual cycle which includes a mission statement review process that occurs every five years. Based on a systematic broad-based review, the mission statement is revised or re-crafted to ensure comprehensiveness, relevance, and merit. After the mission statement is agreed upon and formally approved by the CVC President s Cabinet and the DCCCD Board of Trustees, the Strategic Planning Sub-Team of the College Management Team updates the annual strategic plan to maintain congruence with the mission (see Appendix A for CVC s planning calendar and Figure 1: CVC Strategic Planning Cycle, below). During this phase, strategic targets are updated; progress toward 3 P a g e

goals is documented, and new goals and targets are considered in support of our overall mission (see Figure 3: CVC 2011-12 Strategic Plan). Targets are reviewed and updated annually through a data-driven process including analysis of trends, projections, and consideration of other key factors that may impact each sub-goal. Data for each sub-goal on the strategic plan is gathered and updated by the Office of Institutional Effectiveness & Research (OIER) annually. See Appendix C for CVC s Annual Indicator Report. Figure 1: CVC Strategic Planning Cycle 1) Revision of CVC Mission and Vision (Every 5 Years: 2010 and 2015) 5) Assessment/Use of Results for Improvement (September - August) 2) Annual Strategic and Budget Planning (February-June) 4) Individual Action Plans: Faculty, Admin, & Support Staff (September-October) 3) College-wide Team Planning and Department Action Plans (July-August) After the strategic plan is finalized during late spring, a deadline is established for submission of action plans at the department level, typically by July 31 st. Action plans include strategies for improvement based on assessment of student learning outcomes and program review. For each activity listed on action plans, departments indicate which of the CVC strategic goals the activity will support. Also at this time, college-wide teams such as the College Management Sub-Teams (which are assigned to President s Cabinet members, see below), the Enrollment Management Team, Instructional Council and others connect strategic planning strategies and action plans aligned with the College. Following submission of team and department action plans, the individual improvement planning process begins and individual plans for improvement are developed. The individual improvement process takes several forms for employee groups including the Strategic Performance Management System (SPMS) for administrators, the individual action plan (IAP) for faculty, and the employee development plan (EDP) for professional support staff. It is critical at each step that departmental and individual plans are congruent with the mission and strategic plan. Activities included on individual action plans for improvement should clearly support department action plans, which support the strategic plan, which supports the college mission and vision (see Figure 2: CVC Vertical Alignment, page 5). After individual plans for improvement are submitted and deployed, a mid-year review is conducted in January to measure progress toward individual, department, and institutional goals. This provides a renewed focus and opportunity to adjust actions to the changing needs of our students and community. The primary college leadership groups that oversee strategic planning are the President s Cabinet and our College Management Team. The President s Cabinet includes the President, the Vice President of Instruction, the Vice President for Student Services and Enrollment Management, the Vice President for 4 P a g e

Business Services, the Executive Dean of Community, Resource, and Economic Development, the Executive Director of Human Resources, and the Dean of Institutional Effectiveness & Research. Consisting of all budget managers at the college, the College Management Team serves a vital role in decision-making and communication to departments related to planning and budget matters. Faculty and student representation are also present on either the College Management Team or College Management Sub-Teams or both. Within the College Management Team five sub-teams operate, each under the leadership of one President s Cabinet member, to provide college leadership in the areas of Budget and Staffing (led by the Vice-President of Business Services), Strategic Planning (led by the Dean of Institutional Effectiveness & Research), Communication (led by the Vice-President of Student Services and Enrollment Management and the Director of Marketing and Public Information), Practices, Procedures and Guidelines (led by the Vice-President for Instruction), and Professional Development and Rewards and Recognition (led by the Executive Dean of Human Resources). In addition to the primary leadership and planning structure that President s Cabinet and the College Management Team provide, CVC has formed teams responsible for critical efforts related to SACSCOC compliance for our 2012 reaffirmation of accreditation. Those teams include the Steering Team, Compliance Certification Committee, Assessment Committee, QEP Committee, and the On-Site Host Committee. Each of these teams has primary responsibility for leadership and preparation of related documentation. Figure 2: CVC Vertical Alignment Mission and Vision Mission: To provide exemplary teaching and learning experiences that prepare students for success in a dynamic world while strengthening communities. Vision: A premier college transforming lives and communities. Strategic Plan Goal 1: Student Success Goal 2: Employee Success Goal 3: Economic and Workforce Development Goal 4: Community Development Goal 5: Business and Fiscal Affairs Goal 6: Organizational Effectiveness Goal 7: Sustainability Department and Team Action Plans Intended Outcome 1 Intended Outcome 2 Intended Outcome 3 Individual Action Plans Individual Action Plans (IAPs) 5 P a g e Employee Development Plans (EDPs) Strategic Performance Management System (SPMS)

As the planning year closes at the end of August, individuals and departments report on accomplishments and progress toward achieving department-level targets for the prior year. Information for each department is collected and summarized in an annual progress report. At the institutional level an annual indicator report or scorecard is prepared and published each fall to indicate college-wide progress in achieving our strategic goals. The annual indicator report results are used in action planning for the upcoming year, thus continuing the process to institutionalize continuous improvement and performance excellence. At the department and individual levels, summaries of action plan accomplishments are compiled and unmet outcomes are considered for continuation and/or refinement. CVC Mission and Vision Statements Mission The mission of Cedar Valley College is to provide exemplary teaching and learning experiences that prepare students for success in a dynamic world while strengthening communities. Our strategic goals are: Vision Student Success: Our primary focus is student success through a broad curriculum that includes academic, workforce, and continuing education offerings in a variety of instructional modes. Employee Success: We are committed to hiring, retaining, and developing successful employees as a key to the positive impact we have on our students and communities we serve. Economic and Workforce Development: We positively and significantly impact economic workforce initiatives key to the prosperity of Dallas County, North Texas, the state, and the nation. Community Development: We add value to lives and build communities by continually strengthening and expanding our connections with civic, community, and educational organizations. Business and Fiscal Efficiency: We maintain the public trust by being fiscally responsible & accountable at all times. Organizational Effectiveness: We meet our goals based on continual evaluation and improvement of programs and services in relation to student and community needs. Sustainability: We promote practices supporting sustainability including environmental, economic, and social vitality including openness and mutual respect within the diverse population we serve. Cedar Valley College: A premier college transforming lives and communities. As indicated above, the CVC mission and vision statements are reviewed every five years through a broad-based, systematic process. See Appendix B on page 24 for a full description of our last mission and vision review that occurred in 2010-11. Strategic Plan and College Priorities The CVC strategic plan contains seven overall goals including student success, employee success, economic and workforce development, community development, business and fiscal affairs, organizational effectiveness, and sustainability. The seven major goals were identified for strategic focus to maintain alignment with our college mission, and to complement and support DCCCD strategic objectives. At the onset of a new planning cycle in spring leading up to the new academic year, a systematic review of the CVC mission and DCCCD strategic objectives is conducted to determine any changes needed to the strategic plan. 6 P a g e

Included on CVC s Strategic Plan (Figure 3: CVC 2011-12 Strategic Plan with Accountability and Team Connections) are specific, measurable sub-goals with accompanying improvement targets. Targets are set and updated annually through a comprehensive data-driven process including analysis of trends, projections, and consideration of other key factors that may impact each sub-goal. Data for each sub-goal on the strategic plan is gathered and updated by the Office of Institutional Effectiveness & Research (OIER) annually. The annual indicator report published each fall by OIER is a report on progress CVC has made on each sub-goal. Finalization and approval of the strategic plan by the President s Cabinet each year initiates cross-functional team and division planning followed by department and individual planning for the upcoming academic year. Figure 3: CVC 2011-12 Strategic Plan with Accountability and Team Connections 2011-12 Strategic Goals Accountability Groups Goal 1: Student Success Our primary focus is student success through a broad curriculum that includes academic, workforce, and continuing education offerings in a variety of instructional modes. Sub-goal 1A: Enrollment Primary Accountability Teams Involved 1.1 Increase total student enrollment for credit and CE 1.2 Increase enrollment of White, Hispanic, and male students to match service area Vice President of Student Services and Enrollment Management (VPSSEM) President s Cabinet; Enrollment Management; Sub-goal 1B: Retention/Persistence Primary Accountability Teams Involved 1.3 Increase course completion (all grades except W s and I s) 1.4 Increase pass rate (grades of C or better) 1.5 Increase fall to spring persistence 1.6 Increase fall to spring FTIC persistence Vice President of Instruction (VPI) VPI, VPSSEM Instructional Council; Faculty Coordinators; Dean of Retention/Title III Enrollment Management 1.7 Increase core curriculum completers VPI Instructional Council 1.8 Increase degrees awarded VPI Enrollment Management 1.9 Increase certificates awarded Sub-goal 1C: Student Learning Primary Accountability Teams Involved 1.10 Increase mean score on MAPP general education assessment test 1.11 Increase percent of achieved student learning outcomes VPI VPI Assessment Team; Instructional Council Assessment Team; Instructional Council; IE Committee Goal 2: Employee Success We are committed to hiring, retaining, and developing successful employees as a key to the positive impact we have on our students and communities we serve. Sub-goals Primary Accountability Teams Involved 2.1 Increase employee diversity to match Dallas County (FT Employees) 2.2 Increase percent FT/LFT employees completing 30 hours of professional development 2.3 Maintain employee turnover rate for full-time employees at district average President /Dean of HR President /Dean of HR President /Dean of HR President s Cabinet; Human Resources Human Resources; Professional Development; Human Resources 7 P a g e

2.4 Increase percent of employees satisfied with employment at CVC President /Dean of HR President s Cabinet Goal 3: Economic and Workforce Development We positively and significantly impact economic workforce initiatives key to the prosperity of Dallas County, North Texas, the state, and the nation. Sub-goals Primary Accountability Teams Involved 3.1 Increase contract training revenues 3.2 Increase number of contact hours generated from contract training 3.3 Increase number of reimbursable technical-occupational credit contact hours Community Resource and Economic Development (CRED) VPI CRED Team, Future/Visioning Team Instructional Council Goal 4: Community Development We add value to lives and build communities by continually strengthening and expanding our connections with civic, community, and educational organizations. Sub-goals Primary Accountability Teams Involved 4.1 Increase percent of service area enrolled as students (service area penetration) VPSSEM President s Cabinet, Enrollment Management 4.2 Increase the number of business CRED President s Cabinet partnerships that align and support our mission and goals 4.3 Increase the number of CVC leaders involved in community groups and activities 4.4 Increase the number of service learning VPI Instructional Council hours produced annually Goal 5: Business and Fiscal Affairs We maintain the public trust by being fiscally responsible & accountable at all times. Sub-goals Primary Accountability Teams Involved 5.1 Increase credit and continuing education contact hours VPSSEM President s Cabinet; Enrollment Management; 5.2 Increase CE net revenues VPI, CRED President s Cabinet; Enrollment Management; 5.3 Increase amount of new grant funding 5.4 Increase amount of new fund-raising and CVC scholarships CRED CRED Team 5.5 Maintain fund balance Vice President of Business College Management Services (VPBS) Goal 6: Organizational Effectiveness We meet our goals based on continual evaluation and improvement of programs and services in relation to student and community needs. Sub-goals Primary Accountability Teams Involved 6.1 Increase percent of econnect eligible VPSSEM Enrollment Management students who register via econnect 6.2 Increase percent of classes with certified VPI Enrollment Management enrollments within 80% of capacity 6.3 Increase instructional and noninstructional WEAVE inventory/compliance score President, VPI, VPSSEM, VPBS, OIER Instructional Council, Non-Instructional IE Review Committee Goal 7: Sustainability We promote practices supporting sustainability including environmental, economic, and social vitality including openness and mutual respect within the diverse population we serve. 8 P a g e

Sub-goals Primary Accountability Teams Involved 7.1 Decrease campus usage of energy and natural resources; 7.1a Reduce electricity consumption (KWh) 7.1b Reduce natural gas consumption (MCF) 7.1c Reduce water consumption (gallons) 7.2 Increase number of courses that teach VPBS VPI Sustainability Steering Team Green Team Sustainability Steering Team sustainability theory principles (CR and CE) *Outcomes for the goals and sub goals in the Cedar Valley Strategic Plan can be found in the Annual Indicator Report on Appendix C. 2011-12 College Priorities As part of the planning process the college sets several major priorities for special focus each academic year. The annual college priorities are derived from the strategic plan and include topics that are timely or of critical importance over the coming year. College priorities are set by President s Cabinet and our College Management Team and are posted on a concise and informative one-page communication flyer that provides the foundation for discussions about ways to improve programs and services related to the most critical initiatives for a given year. Below are the most current strategic plan and college priorities. For 2011-12, the college priorities include student success, preparation for SACSCOC reaffirmation, and sustainability and strategic economic workforce development. For student success, we are highlighting the strategic plan enrollment targets for underserved populations, course completion, pass rates, persistence, degree/certificate completion, increasing our overall score on the ETS Proficiency Profile, and achieving a high percentage of our student learning outcomes. For SACSCOC preparation, we are targeting increased alignment, creating awareness, a focus on continuous improvement down to the individual level, documentation, and the QEP. For sustainability, we are focusing specifically on infusing sustainability theory into all programs and aspects of college life at CVC and we are working to incorporate sustainability theory principles into more core curriculum courses. For strategic economic workforce development, we are focusing on increasing contract training revenue, number of contact hours in continuing education, and number new business partners. College-Wide Assessment Cycles Annual Assessment Cycle Connected to Strategic and Budget Planning Cedar Valley College follows an annual assessment cycle with each instructional and non-instructional unit beginning a new cycle each fall. The cycle begins with internal evaluation to access areas needing improvement. Described in more detail below, instructional units begin with program review data and previous assessment results to identify areas of needed improvement in student learning. Noninstructional units begin with defining critical functions, alignment to the CVC Strategic Plan, and reviewing current priorities and assessment methods. All information for assessment is captured in WEAVEonline from year to year which began in 2009-10. 9 P a g e

Desired outcomes are chosen or reviewed each spring semester in conjunction with the strategic and budget planning process. During the fall, the first assessment takes place to establish baseline information on the chosen improvement areas. To complete the cycle, action steps and strategic, measurable, relevant, and timely (SMART) targets for desired outcomes are established and included in the strategic plan action plan for the upcoming year. To begin the next phase, action plans are implemented and improvement initiatives deployed in the following fall semester. Implementation of improvement initiatives continues until the end of the second spring semester, followed by the second round of assessments to determine if the desired outcomes were achieved. Based on the assessment results, action plans are developed in areas where outcomes were not achieved. These follow-up action plans are implemented in the following fall semester to close the loop and to document use of assessment results for improvement. See Figure 4 for the CVC Annual Assessment Cycle. Figure 4: CVC Annual Assessment Cycle 1) Spring Review of Strategic Plan Results and Budget Spring 5) Assessment/Use of Results for Improvement Spring 2) Annual Strategic and Budget Planning Spring 4) Unit Assessment of Objectives with Findings from Previous Year (WEAVE input) Fall 3) Department Action Plans Updates to WEAVEonline in Goals, Objectives and Targets Summer and Fall Three-Year Program Review Cycle Each instructional and non-instructional unit is also reviewed formally before either the CVC Instructional Council or the Non-Instructional Institutional Effectiveness Review Committee every three years. All instructional and non-instructional areas of the college were last assessed together in the spring of 2010. This was done to blend the annual strategic planning cycle with the three-year program review cycle and implement WEAVEonline. Therefore, the next cycle for some areas may take up to four or five years to complete. After this initial cycle starting in fall 2012, all areas will be back on an actual threeyear program review by 2016. The program review process will begin with areas in the most need of improvement. Starting in the fall of 2012, one third of each instructional or non-instructional unit will be asked to prepare reports for program review with a presentation made before the Instructional Council and Institutional Effectiveness Review Committee in spring 2013. After the Instructional Council and IE Review Committee, the teams forward recommendations to the President s Cabinet for review and action items for improvement. This program review includes, revising their mission statement if needed, and review of annual assessment results with improvement plans captured in WEAVEonline. See Figure 5 for 10 P a g e

the CVC Three-Year Program Review Cycle. More detail specific to non-instructional and instructional units is provided below. See Appendix D for College-Wide Detailed Three-Year Cycle Review. Figure 5 CVC Three-Year Program Review Cycle 1) One Third of Instructional and Non-Instructional Units selected for Review -- Fall 5) Results Presented to President's Cabinet with Resulting Actions Spring 2) Report prepared from WEAVEonline Assessments and Effectiveness Questions Fall 4) Instructional Council and IE Review Committee Provide Feedback and Findings Spring 3) Presentation to Instructional Council or IE Review Committee Spring Effectiveness of Administrative and Non-Instructional Units Annual Assessment During the fall semester each unit executes their newly developed action plan through implementation of defined action steps and individual planning for improvement. Action plan goals are then integrated into individual employee goals. They are developed and discussed between employees and supervisors through the Strategic Performance Management System (SPMS) for administrators, Individual Action Plans (IAPs) for faculty, and Employee Development Plans (EDPs) for professional support staff. Assessment of desired outcomes at the institutional, departmental, and individual level then continues throughout the academic year. Departments continue to develop executive summaries through the summer as assessment results are collected. An electronic repository of all IE forms is maintained by Institutional Effectiveness & Research on the shared network directory (P: drive). Workgroups forward completed electronic versions of IE forms to maintain the most current information per cycle. In addition to the electronic document repository, in 2009 CVC purchased and implemented the WEAVEonline Assessment Management System for tracking and reporting of unit desired outcomes, assessment plans, assessment results, and improvement plans based on those results. Each workgroup is required to input information into WEAVEonline as part of their IE cycle work. Detailed assessment reports that document outcomes and assessment efforts are available in WEAVEonline for each unit. 11 P a g e

Three-Year Program Review Administrative and other non-instructional units at CVC follow a comprehensive evaluation and assessment process that begins each fall with an annual process of evaluation of internal processes and services. The Office of Institutional Effectiveness & Research facilitates a Strengths, Weaknesses, Opportunities, and Threats (SWOT) analysis and critical function sessions with each unit that is part of the three-year program review cycle. In these sessions, a careful review of all unit activities is conducted in an effort to continuously improve services to students, employees, and external stakeholders. The workgroup s mission statement is discussed in relation to the college mission and strategic plan to ensure alignment between the workgroup and the college as a whole. Revisions to the college mission through the five-year college mission review process and/or college operational changes result in revisions to department mission statements as needed. For each unit, a list of critical functions is developed and each critical function is linked to at least one goal from the strategic plan. In many cases, workgroups can link their critical functions to multiple goals. For example, a goal to increase the number of students who access support service information and register online may impact both goal (1) student success and goal (5) organizational effectiveness. After critical functions are defined and alignment between the college mission and the unit mission is established, a SWOT analysis is conducted to identify areas of opportunity for improvement. Strengths, weaknesses, opportunities, and threats are identified and discussed broadly among the workgroup in an effort to develop three or four improvement ideas. Following the initial session, workgroups collect internal process data and external benchmarking information related to the identified improvement ideas. Non-Instructional units document benchmarking efforts, and each workgroup is responsible for maintaining proper benchmarking documentation as part of their continuous improvement efforts. While the initial discussions allows workgroups to focus in on several improvement ideas, it is then critical to collect additional information related to those ideas and to ensure that the proper processes are in place to establish and maintain quantitative measures for each improvement idea. Follow-up work sessions are scheduled as needed to develop data-driven goals for continuous improvement. After improvement ideas are agreed upon, the workgroup meets to establish desired outcomes and to complete the action plans for the upcoming year. To complete the action plan, the workgroup must reach consensus on 3-4 desired outcomes for the upcoming cycle (a combination of the improvement ideas and data-informed SMART targets for each). They also agree on action steps to support achievement of those outcomes, timelines and accountability persons involved, and resources needed to support each outcome. Departmental action plans are due by July 31 st for implementation at the beginning of the fall semester. Workgroups then develop assessment methods to measure the extent to which outcomes are achieved at the end of the institutional effectiveness cycle. Assessment maps are also created to show desired outcomes and both indirect and direct assessment methods to reveal any potential weaknesses between desired outcomes and chosen methods of assessment. Assessment maps are also created to get an effective one-page summary of improvement plans and measurement methods. Ultimately, cycles of institutional effectiveness for improvement are documented. This cycle summary includes areas to document desired outcomes, assessment methods and results, and post-assessment improvement plans for each cycle. At the end of each second spring semester, the executive summary is produced for each non-instructional unit. The executive summary is a report documenting all phases of the completed cycle of institutional 12 P a g e

effectiveness including evaluation, development of desired outcomes, outcomes assessment, assessment results, and evidence of closing the loop through implementation of improvement plans associated with assessment results. See Appendix E: Non-Instruction Executive Summary Form. In addition, each unit completes a checklist summary and an executive summary documenting all IE efforts for a given cycle. Checklist summaries are completed prior to spring presentations to the Noninstructional IE Review Committee. The IE Review Committee is composed of a cross-functional group of college administrators representing all functional areas. In the spring of 2012, a faculty and support staff representative was added to the committee. The function of this group is to review unit evaluation, outcomes, and assessment plans prior to implementation in the fall semester. The IE Review Committee uses a checklist for department presentations that addresses data collection and improvement plans based on assessment. The checklist is used as a communication tool for workgroups. Feedback and questions are also allowed following presentations to ensure a consistent level of high quality results across the noninstructional units of the college. To facilitate a smooth presentation, workgroup managers are asked to complete a summary that addresses each item on the checklist. Administration Administrative offices at CVC are defined as those that report directly to the President as well as instructional division offices. Administrative offices at CVC follow the non-instructional evaluation and outcomes assessment process together with student services and business services. The process begins at the unit-level with a discussion concerning the unit s critical functions, writing or revising a mission statement as needed, SWOT analysis, linking all critical functions to at least one major goal on the strategic plan, and developing ideas for improvement based data and benchmarking. See Effectiveness of Administrative and Non-Instructional Units above for more detail about the non-instructional evaluation and assessment process. Fiscal Effectiveness The Vice President of Business Services develops the budget planning calendar annually based on the schedule from DCCCD. The process begins with the President s Cabinet and the Budget/Staffing Team reviewing the strategic goals and outcomes. They also review the State of Texas and the DCCCD/College financial outlook and planning assumptions along with the budget allocation from the District. The President s Cabinet and the Budget/Staffing Team with input from the College Management Team set the strategic goals for the following year and determine the strategic initiatives and budget planning priorities. Special funds are allocated for improvement of strategic goals where targets are not met. The Vice President of Business Services develops appropriate budget guidelines and distributes them to all budget managers. The budget managers then complete and compile the requests for resources to present to the College Management Team for consideration and decision-making. The Vice President of Business Services balances the budget and shares it with the college community through various meetings forums, emails and other communication vehicles. The President and Vice President of Business Services present the budget and strategic initiatives to the DCCCD Board for approval. The IT Director works with the Strategic Information Technology Advisory Committee to develop the annual plan for technology based on strategic priorities and available funding. The annual plan is reviewed and approved by the College Management Team. 13 P a g e

Unit Evaluation and Outcomes Assessment Each administrative unit is listed below followed by a brief description of critical functions provided to students and/or employees and key elements of their evaluation and outcomes assessment activities to support continuous improvement. Unit Critical Functions Current Priorities Assessment Methods President s Office leadership provide team structure balanced budget Strategic Plan accomplishments compliance with district, state, national, and SACSCOC requirements sustainability outcomes of strategic goals balanced budget compliance partnerships and relationships teams customer friendly and professional atmosphere percent completion of strategic goals year to year maintain 5% rainy day fund (fund balance) percent compliance with audit reports establishment of sustainability (state, national, relationships and outcomes etc) partnerships percent participation of full-time employees on teams (all employee groups) satisfaction surveys for events and sustainability efforts 14 P a g e

Office of the Vice President of Instruction program review process Core curriculum student learning outcomes assessment administration of state House Bill 2504 faculty credentials completion of program review incorporation of new Core into instructional areas student learning outcomes for all credit courses assessment of technical programs, academic disciplines, and general education posting faculty vita and syllabic to website maintenance of faculty credentials for all technical and academic disciplines number completion of program review of instructional areas percent of instructional areas that reviewed and updated to new Core percent completion of credit courses with student learning outcomes number completion of assessment of student learning outcomes percent completion of general education assessment (ETS, MAPPS, in-house writing samples) percent/number complete of faculty vita and syllabi posted to web percent complete of faculty credential files and meeting district and SACSCOC requirements 15 P a g e

Office of the Vice President of Student Services and Enrollment Management administer student services programs college enrollment support student self efficacy completion of degree plans meet financial aid application processing deadlines restructure Student Services and Enrollment Management Organization implement Strategic Marketing Plan Expand offering of student success courses econnect proficiency students declaring field of study analysis of staffing timely processing of financial aid percent completion of restructure of Student Services percent in diversity reflective of the service area percent contact hours and headcount number of new courses added for HDEV 092 (Human Development) and EDUC 1300 (Learning Frameworks) percent econnect registration percent program of study chosen by students percent of timely financial aid applications processed benchmarking against all DCCCD locations (deficits by division) employee satisfaction surveys budget allocation and fund balance dollars (5% of total budget percent completion of Business Office Procedures Manual total expenditures within target amount efficient turnover rate in VPBS office number of processes mapped Vice President of Business Services fiscal awareness staff development maintain fund balance (rainy day fund) balanced budget succession planning reduction of deficits by 5% inclusiveness survey develop training maintenance of fund balance process mapping 16 P a g e

Administrative Suite customer service travel arrangements schedule maintenance internal and external event planning outcomes related to event satisfaction event attendance reduction of scheduling errors related to travel employee satisfaction survey event surveys completion of complaint form processing frequency of travel and schedule tracking errors grant funding revenues fundraising and scholarship dollars employee fund development dollars alumni tracking number of professional partnerships employee satisfaction survey number of reports online number and rate of response for research requests online request system usage STARS tracking and rating program Climate Action Plan using ACUPCC guidelines employee and student satisfaction surveys number of course that use sustainability in the classroom Community and Resource Development research resource procurement grant writing, grant management compliance new funding opportunities increasing revenues from contract training and continuing education alumni development number of partnerships Institutional Effectiveness and Research coordinates strategic planning institutional effectiveness assessment, research, and reporting decision-making data through automated processes better web presence automated request process for campus research needs Sustainable Communities Institute develop training programs education awareness activities develop resources that promote the national and state agenda for sustainability awareness of sustainability initiatives completion of needed research for benchmarking and participation in national programs sustainability in the classroom 17 P a g e

Business and Industrial Technology Division faculty contracts purchasing administrative tasks related to division office needs administrative support for the Dean of Business and Industrial Technology non-reported grades, student/teacher ratios, amount of professional development hours completed by staff maintaining grade rolls for campus and hybrid courses faculty credentials process and compliance errors in load calculations student complaint process percent of timely submissions of grade reports percent of timely of grade rolls number of employees meeting 30 hours of professional development number of workload recalculations percent resolution of student complaints percent of faculty meeting credential audit percent of workload error building capacity usage baseline data percent of faculty meeting credential audit employee satisfaction survey Liberal Arts Division Office faculty contracts purchasing administrative tasks related to division office needs administrative support for the Dean of Liberal Arts Math, Science, and Allied Health Division Office faculty contracts purchasing administrative tasks related to division office needs administrative support for the Dean of Math, Science, and Allied Health research development generating revenue through economic and workforce development advising students contracts Purchasing administrative tasks related to division office enhance space utilization faculty credential compliance employee satisfaction Continuing Education Division Office economic and workforce revenues continuing education contact hours grades that are not reported revenue generated from contract training and workforce net revenue tracking number of contact hours for CE number of CE students enrolled percentage of grades not report and successful completion satisfaction surveys 18 P a g e

Human Resources payroll employee orientation organizational and professional development hiring recruitment benefits time sheet errors participation and timely submission of strategic performance management system (SPMS) progress discussion documents satisfaction with services among employees percent of timesheet errors percent completion of performance evaluations employee satisfaction survey Business Services Business services strive for performance excellence in order to promote the best possible learning and working environment for students and employees. Business services contribute to the achievement of institutional goals such as organizational effectiveness and business and fiscal affairs, as well as our overall college mission. The business services division follows the same non-instructional evaluation and outcomes assessment process together with the administration and student services. See Effectiveness of Administrative and Non-Instructional Units above for more detail about the non-instructional evaluation and assessment process. Unit Evaluation and Outcomes Assessment Each business services unit is listed below followed by a brief description of critical functions provided to students and/or employees and key elements of their evaluation and outcomes assessment activities to support continuous improvement. Unit Critical Functions Current Priorities Assessment Methods Athletics administrative duties compliance with National Junior College Athletic Association (NJCAA) practices promotion fundraising transfer for student athletes from CVC to fouryear institutions retention and GPA recognition and game day involvement across the college student satisfaction survey post season athletic survey percent of student retained and successful completion athletic attendance at games 19 P a g e

Budget Office fiscal awareness accounting budget management reporting billing deficit reduction develop training maintain fund balance balanced budget process mapping benchmarking against all 7 DCCCD colleges employee satisfaction survey fund balance at 5% of annual operating budget total expenditures less than total budget allocation percent of students paid percent of online payment thru econnect percent vendors billed on time number of account shortages employee satisfaction survey number of FMAX users trained volume of recycling materials employee and student satisfaction surveys number of employees meeting 30 hours of professional development number of hits to online website, Health 101 Magazine employee and student satisfaction surveys Business Office processing requests for purchase orders payment services for students and employees budget management student receivables processing billings in a timely manner reducing account shortages distributing monthly budget reports Facilities provide safe and functional facilities in a fiscally responsible manner grounds maintenance maintaining campus infrastructure maintenance of equipment internal/external compliance trained users on FMAX (facilities request system) recycling and sustainability programs employee participation in specified professional development Health Services provides health counseling first aid for accidents, injury, and illnesses referrals for community health services health education and screenings tracking methods for use of services increasing satisfaction with services awareness regarding health/safety issues 20 P a g e

Information Technology and Media Services provide media infrastructure desktop support web development minimum hardware standards customer satisfaction implementing power-saving technology for campus efficiency percent of computers meeting minimum standards ticket issue tracking system successful completion student and employee satisfaction surveys number of escorts provided pre and post test of training for safety and security percent of officers meeting TCLOSE training hours Police safety and security maintain peace and order patrol including escorts of students and employees communication training security escorts establishing new training maintaining officer TCLOSE mandated training hours Student Services High-quality student services are critical to the success of CVC and our students. Student services directly contribute to the achievement of many of our institutional goals and our overall college mission. Student services, along with business services and administrative functions, follow the non-instructional evaluation and outcomes assessment process. All Student Services & Enrollment Management Division departments use the Council for the Advancement of Standards in Higher Education (CAS Professional Standards for Higher Education) standards and guidelines as part of their self-assessment process. For those areas (Marketing and Testing) that did not have CAS templates in the CAS Self-Assessment Guide, a template was modeled based upon the same recommended process. Unit Evaluation and Outcomes Assessment Student learning outcomes for the Student Services & Enrollment Management Division were developed as a result of review of the critical functions of Student Services disciplines, discussions with other DCCCD college student services personnel, and an internal analysis of the major barriers to student success and self-sufficiency. The three common student learning outcomes are reinforced with students across the Division in various ways by different departments. A comprehensive assessment of the student learning outcomes, including statistical data that is tracked each year, is completed annually. Student satisfaction surveys are also administered to students and results used in development of department action plans. 21 P a g e

Learning Outcomes for Student Services: Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 By participating in student services, students will actively participate in decision making about their academic career by declaring a program of study and/or a degree plan. By participating in new student orientation and financial aid counseling, students will be accountable in completing the Financial Aid process prior to the start of each semester. By participating in campus initiatives such as orientations, student success classes (HDEV and EDUC 1300), the Cedar Valley Achievers program and workshops, students will be able to utilize the econnect system in order to acquire services. As a result of prior assessments, materials have been developed to supplement activities and services that reinforce the importance of declaring a program of study and degree plan. Currently, multiple forms of communication (web site, emails, and printed materials) emphasize the importance of continued enrollment, degree or certificate completion and financial aid. Statistics on financial aid applications and awards show a 75% annual increase in financial aid applications and an 84% increase in federal Pell grant awards from 2009 to 2011. A current emphasis on applying early for Financial Aid is being communicated via multiple means, including web site information, emails, printed materials, workshops and advising. Each student services unit is listed below followed by a brief description of critical functions provided to students and key elements of evaluation and outcomes assessment activities to support continuous improvement. Unit Critical Functions Current Priorities Assessment Methods Admissions and Registrar managing and processing all incoming applications registration transcript evaluation and processing degree audit and graduation maintenance issuance of academic records residency verification state reporting compliance with the Texas Success Initiative assistance to international students econnect usage implementation of College Connections Process Manual Military student transcripts percent of econnect online registration number of graduates from service area high schools percent completion of Process Manual time to process military transcripts CAS Standards Student satisfaction survey 22 P a g e

Advising and Counseling degree planning schedule planning orientation university transfer student success workshops Human Development and Learning Frameworks courses referrals to campus services student decision making on program of study timely completion of financial aid student success of special populations equitable case management loads participation in professional development number of students that declare major percent of students meeting priority financial aid deadline successful completion data for special populations percent of case load distribution number of employees meeting 30 hours of development CAS Standards Survey of Entering Student Engagement (SENSE) Student satisfaction survey number of FTIC students who declare major percent of students utilizing econnect online registration percent of students with disability retained number of students enrolled with disability number of employees meeting 30 hours of development CAS Standards Survey of Entering Student Engagement (SENSE) student satisfaction survey Disability Services academic advisement registration, case management, academic accommodations referral to community students choosing a program of study econnect proficiency persistence of Disability Students enrollment of disabled students participation in professional development 23 P a g e