Revised August 2013 Revised March 2006 Presented to Planning Council December 1993

Transcription

1 1 Revised August 2013 Revised March 2006 Presented to Planning Council December 1993

2 Table of Content Mission, Vision, and Core Values... 3 Institutional Goals... 4 Historical Perspective and Current View... 5 Overview of Model... 6 Institutional Effectiveness Model... 7 Annual Planning Model... 8 Institutional Planning and Evaluation Council Institutional Planning Structure Membership Terms of Membership Meetings Officers Functions Planning Schedules Five Year Strategic Planning Process Comprehensive Program Review Angelina College Strategic Planning Model Guidelines 2

3 INSTITUTIONAL MISSION, VISION, AND CORE VALUES Mission Statement The mission of Angelina College is to provide quality educational opportunities and services to aid students in the service area in reaching their full potential. Vision Angelina College will be the first choice in value and quality education leading to diverse career pathways throughout its service area. Core Values Angelina College is accountable throughout the community for the core values of: Integrity Honesty, respect, fairness, and ethical conduct; Diversity Individual differences and cultural acknowledgement in the learning and working environment; Excellence and Success Lifelong learning through quality teaching and service experiences for personal, social and economic development; Collaboration and Partnerships Communication which leads to shared goal attainment and connections within the institution and throughout the service area; Institutional Vigor Fiscal accountability, personnel development, growth and improvement in programs, services and learning environment; Innovation Exploration, inquiry and changes to define relevant and services. programs Angelina College Strategic Planning Model Guidelines 3

4 INSTITUTIONAL GOALS Access - Angelina College will promote, deliver, and expand accessible and affordable educational opportunities both in the classroom and through distance learning modalities. The college will provide physical, economic and academic opportunities for post-secondary education and for lifelong learning. Quality Instructional Outcomes - Angelina College will emphasize quality instruction, rate of students transferring to four-year institutions, degree and certificate completion, job placement and personal growth through value added to students lives. Partnerships, Quality Of Life - Angelina College will build community partnerships that will improve economic development, promote educational opportunities through articulation with other educational institutions, and provide opportunities for educational and cultural experiences to enrich the lives of individuals and improve quality of life for East Texans through lifelong learning. Learning Environment - Angelina College will maintain a learning environment designed to enhance intellectual, social and physical development. Resource Management - Resources and fiscal matters of Angelina College will be managed in a sound and prudent manner while enhancing educational offerings and the physical environment to meet student and community needs. Personnel Leadership - Angelina College will provide leadership for our service area through a diverse, competent, dedicated faculty and staff who reflect the educational expectations of our community. Image - Angelina College will project a positive image to its students and to the community at large. Angelina College Strategic Planning Model Guidelines 4

5 Historical Perspective and Current View Angelina College (AC) has always participated in planning and evaluation activities as the general administration believed in the value to this institution. In 1993, the institution invited a planning and evaluation consultant to conduct workshops for administrators, faculty and staff. The goal was to enhance the appreciation and understanding of all participants regarding what must be done to strengthen the institutional planning process. Subsequently a model was developed and presented to the Long Range Planning and Building. Approval by the Board of Trustees was attained on November 8, Over the past two decades this model has been utilized to review institutional data annually and support continuous improvement. While institutional effectiveness was not a new notion, it garnered added attention in higher education when the Commission on Colleges of the Southern Association of Colleges and Schools (SACS) revised accreditation requirements reflecting the inclusion of the concept in 1984 (Head, 2011). In 2005, the importance of institutional effectiveness was strengthened by the provision of a more definitive description of institutional effectiveness and its coverage in both the core requirements (Core Requirement 2.5) and comprehensive standards (Comprehensive Standard 3.3.1). The emphasis continues with the publication of The Principles of Accreditation: Foundation for Quality Enhancement from the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). Although accreditation does drive institutional effectiveness efforts in many instances, it is important to understand its value in fostering an environment focused on student success and institutional improvement. An effective institution uses data, assessment, and analysis to improve its programs and services. The process of engaging in ongoing, integrated, and institution-wide planning and evaluation is referred to as institutional effectiveness (Commission on Colleges, 2011). Specifically, this practice should include the cyclical evaluation of programs and services, assessment of unit outcomes to include student learning outcomes, and making an informed decision based on data and assessment results. With a renewed commitment to ensure institutional processes reinforce the focus of student success and institutional quality, AC joined the Student Success by the Numbers Initiative (SSBTN) in SSBTN is supported by the Greater Texas Foundation and directed by the Community College Leadership Program at the University of Texas at Austin. This initiative is designed to assist Texas community and technical colleges in understanding and communicating data on institutional performance and student success. More specifically this initiative has helped Angelina College to evaluate and Angelina College Strategic Planning Model Guidelines 5

6 expand the capacity to collect and utilize institutional data and identify strategies to foster a culture of evidence that promotes an effective student success agenda. Overview of Model Angelina College is committed to being an effective institution and accomplishing the goals and objectives identified in the strategic plan. The accomplishments should be evident in the programs and services provided and the operations implemented. However, these must be responsive to internal and external forces as assessed in the planning and evaluation process. A successful planning system requires a more formal structure to document that all steps are known and implemented at an institution of higher education. The model should answer five basic questions (Seymour, 2011): 1. Mission Question: Why do we exist? 2. Vision Question: What do we want to create? 3. Strategy Question: How are we going to get there? 4. Metric Question: How will we know we are successful? 5. Organizational Learning Question: What do we do now? Angelina College s model for planning and evaluation is designed to address these questions and promote institutional effectiveness (Figure 1). The model reflects the institution s commitment to continuous improvement and is in alignment with planning priorities prescribed by McClenney (2013): 1. Commitment to ongoing internal and external assessment 2. A credible, representative group to lead the conversion of all the available data into useful information for planning and decision making. 3. A way to identify strategic or critical issues through the assessment (environmental scanning) activity. 4. Establishment of priorities for the most important next steps flows out of an understanding of the strategic or critical issues. 5. Strategic thinking (vision) is linked to operational planning for the next year. 6. Operational plans drive the way resources are allocated or reallocated. 7. A simple format for planning and a way to involve all units in the annual evaluation of outcomes and the update of plans. 8. Institutional research provides data and useful information at the appropriate time in the planning cycle. Angelina College Strategic Planning Model Guidelines 6

7 9. Plans are utilized to make decisions about staffing, equipment, and special projects. 10. Processes in place to inform and involve constituent groups in planning and budgeting. 11. A way to learn from the evaluation of outcomes and to apply the understandings to alter practices and processes. Institutional Effectiveness Model Figure 1 Angelina College is guided by its mission, vision and core values. This model for planning and evaluation is designed to promote institutional effectiveness. The systematic approach involves collecting data from a variety of sources and involves all personnel areas at Angelina College. The institution s strategic plan serves as the roadmap to how the institution works to fulfill its vision. Angelina College Strategic Planning Model Guidelines 7

8 Utilizing the strategic plan and annual priorities, all units (academic and non-academic) identify expected outcomes, assess the extent to which those outcomes are met and through analysis determine areas for improvement. This process is cyclical in nature. Outcome data from each unit is reviewed annually by the Institutional Planning and Evaluation Council (see Figure 2). Annual Planning Model Figure 2 Angelina College Strategic Planning Model Guidelines 8

9 The execution of the planning and evaluation process filters from the bottom up. All assessment and evaluation data from the previous year is due by August 31 st. Data is maintained in the online assessment management system WEAVEonline. This system allows for the alignment of assessment and planning processes with the strategic plan and institutional priorities. The system also supports the ability to monitor progress and generate reports that will assist in the institutional review of data by the Institutional Planning and Evaluation Council and the Long Range Planning and Building. During the month of September unit planning meetings are conducted in each area to review data from the previous year and to set the agenda for the current year. Each unit is required to produce a unit plan for the current year by October 31 st. The unit plan identifies goals and delineates plans or strategies that will be executed to meet those goals. Action plans are incorporated to address gaps in meeting expected outcomes and promote continuous improvement. The Office of Institutional Effectiveness prepares an institutional effectiveness report and a summative assessment report card reflecting the outcomes from the previous year. The data is first reviewed by the Institutional Planning and Evaluation Council (IPEC) each November. The AC Institutional Needs Assessment is distributed to all employees (administrators, faculty and staff) in February. This assessment facilitates obtaining feedback throughout the institution regarding the needs of the college. The information is collected by the Office of Institutional Effectiveness and reviewed by IPEC in April. Subsequent to recommendations from IPEC, the institutional effectiveness report and summative assessment scorecard is finalized in May. The IPEC review should result in the identification of strengths, weaknesses, opportunities and threats; analysis of internal/external environmental factors; level of institutional goal attainment; and the evaluation of outcome indicators. The Executive Council and the Institutional Research reviews the recommendations from IPEC to identify and propose institutional priorities which are reflected in annual budget development. Based on recommendations from the Long Range Planning and Building, internal and external input, and approval from the Board of Trustees, the annual priorities are set for the upcoming year. Angelina College Strategic Planning Model Guidelines 9

10 Institutional Planning and Evaluation Council The Institutional Planning and Evaluation Council (IPEC) is a vehicle for institutional engagement and provides oversight of evaluative and quality processes which impact budget and resource allocation. The planning structure of the council (Figure 3) is reflective of shared governance reinforcing the commitment by trustees, administrators, faculty, staff and students to improve the institution. The council includes six subcommittees representing the major areas inherent in the mission statement of Angelina College. Institutional Planning Structure Figure 3 Board of Trustees Long Range Planning and Building, Finance, Policy Review President Institutional Planning and Evaluation Council Institutional Research Educational Programs Curriculum Honors and Awards Director of Testing and Student Development Division Director Faculty Staff VP and Dean of Instruction Student Services Student Activities and Athletics Scholarship Communications and Publictions Coordinator PHED Coordinator Coordinator of Records Division Director Faculty Student Staff Learning Resources Library and Instructional Media Technology Division Director Faculty Students Staff Library Director Administrative Processes Beautification and and Safety Admissions Institutional Research Division Director Director Physical Plant Faclty Students Staff Coordinator of IT Coordinator of Institutional Effectiveness Human Resources Faculty Forum Wellness Coordinator of Human Resources Division Director Faculty Students VP pf Business Services Partnerships/ Quality of Life on s Marketing and Development Coordinator Grants Director of Enrollment Services Teaching Center Coordinators Faculty Student VP of Community Services Angelina College Strategic Planning Model Guidelines 10

11 s and Subcommittees Board of Trustees - composed of seven elected persons representing the taxing district, Angelina County. The board has created three committees to facilitate efficient operation: Long Range Planning and Building - focuses on strategic guidelines Finance focuses on annual audit Policy Review focuses on Policy and Procedure Manual All members participate in annual approval of programs, faculty, investment activities and operating budget. Executive Council - composed of the Vice President and Dean of Instruction, Vice President of Business Services, and Vice President of Community Services. This council meets with the President to review general institutional issues, operations, and planning and policy guidelines. Educational Programs Advisory Council - composed of all directors of the instructional divisions and other administrative personnel designated by the Vice President and Dean of Instruction. This council reviews state and national issues and policies impacting instruction. Issues addressed by the council may be related to students, faculty, instructional and support services. Institutional Research - composed of seven members representing major college functions and sources of data. members include the President, VP and Dean of Instruction, Coordinator of Informational Technology and Systems Analyst, Coordinator of Institutional Effectiveness, Coordinator of Records and Reports, and Director of Financial Aid. The operations and/or activities of each of the six subcommittees include the following: Educational Programs - Vocational Certificates, Adult Community Services/Lifelong Learning, Compensatory Education, Instructional Laboratories, Concurrent Program, Distance Learning Student Services Retention, Admissions & Recruiting, Academic Advising, Counseling & Career Development, Student Government, Student Activities & Publications, Student Behavior, Student Records, Financial Aid/Scholarships, Health Services, Athletics, Testing & Student Placement, Student Housing Angelina College Strategic Planning Model Guidelines 11

12 Learning Resources Library, Audio Visual, Telecommunications Administrative Processes - Public Information, Organization & Administration, Financial Resources/Grants & Contracts, Physical Plant (Learning Environment, Maintenance & Construction), Safety & Security, Institutional Research & Reporting, Institutional Effectiveness, Bookstore/Food Service Human Resources - Faculty/Staff Development, Employment Services, Access & Equity (students & employees) Partnerships/Quality of Life - Cultural Events, Small Business Development Center, Public School Partnership, Economic Development Membership The IPEC membership includes the Executive Council, Educational Program Advisory Council, Institutional Research, faculty, non-faculty, classified staff and students (see Figure 3). The committee of 59 includes the following: 1. Executive Council Division Directors Faculty 22 (chairs of 10 faculty standing committees and 12 at-large faculty) 4. Grant Supported Professional staff, non-faculty Classified Staff Students Institutional Research - 2 The Executive Council serves in an ex-officio capacity only. All of the other members of the council are voting members, each with one (1) vote, although most items of business will be decided by consensus procedures. The on s assigns at-large faculty and staff to the council. The 12 at-large faculty will be assigned two to each of the functional areas. Terms of Membership Members are appointed for one or two year terms which may be consecutive. Provisions are made for a staggered replacement to insure continuity. The on s usually determine the rotation process and maintains up-to-date service records for the council. Angelina College Strategic Planning Model Guidelines 12

13 Meetings Two council meetings are held each academic year. In the fall, the agenda focuses on evaluation activities and the meeting in the spring is dedicated to planning. If the need dictates, additional meetings may be called by the chairperson. The number of meetings for each sub-committee may vary. Officers The officers shall include a council member to preside at the council meetings. executive secretary for administration will take the minutes. The Functions Broadly stated, the function of this council is to compile assessment data and evaluate outcomes. More specifically, these functions include: Previous year Assessing the accomplishments of all functional areas, correlating these to goals and objectives and support of the mission. Current year 1. Receiving and reviewing all needs assessment data which includes all proposals and suggestions. 2. Assisting in the establishment of short term goals which includes reviewing current long range goals and those which were accomplished. 3. Recommending appropriate responses to all reports received as follows: a. Refer to standing or ad hoc committee b. Refer to a division c. Request additional information d. Discard 4. Serving as a communication channel to decision making and budget development. Appreciation for Services Rendered Written appreciation for services given is sent to the council members at the conclusion of the service periods. Angelina College Strategic Planning Model Guidelines 13

14 Planning Schedules In regard to strategic planning, Angelina College has two planning schedules: annual and five year. Annual the annual planning model (Figure 2) is the most active and involves planning, assessment, analysis, budget planning, and continuous improvement. Five Year the five year planning model (Figure 4) is dedicated to the evaluation and development of the strategic plan. The cycle begins with a review of the mission, vision and core values. An environmental scan, SWOT, and Gap Analysis are also conducted. As a result of the review and analyses, the institutional goals are defined and an implementation plan is executed. The institution is then engaged in the annual planning model that involves the review of data and the needs assessment by the Institutional Planning and Evaluation Council (IPEC). During the final year the focus becomes goal completion. While the five year planning cycle is coming to an end, emphasis is placed on the continued applicability of goals and outcomes as assessment and evaluation must be continuous. In preparation for developing the new strategic plan, the preliminary findings of the current plan are reviewed and the success of the process is evaluated. Recommendations from IPEC are also reviewed. Five Year Strategic Planning Process at Angelina College Figure 4 Planning Cycle Begins 5 YEARS Annual Review of Progress End of Plan Review Pre-Planning for New Plan Angelina College Strategic Planning Model Guidelines 14

15 Comprehensive Program Review The program assessment schedule runs in conjunction with the 5 year strategic plan schedule. The non-academic units are directly correlated to the strategic plan. The unit plans in these areas are developed in both a tactical and operational manner to support the institution s efforts to sustain the mission. Programs in academic units review outcomes annually and focus on assessing all program learning outcomes in a three year period. The purpose of the comprehensive program review is to perform an internal review of the programs and services offered to students. It is an in depth evaluation of how well programming and services are delivered. Comprehensive reviews are conducted during Year 4 for the academic and non-academic units. Five Year Strategic Plan Schedule Year 1 Year 2 Year 3 Year 4 Year 5 Planning Cycle Begins New Strategic Plan Implemented Annual Analysis of Outcomes (Academic and Non- Academic) Annual Analysis of Outcomes (Academic and Non- Academic) Annual Analysis of Outcomes (Academic and Non- Academic) Annual Analysis of Outcomes (Academic and Non- Academic) Non-Academic Comprehensive Program Review Academic Comprehensive Program Review Planning Cycle is Nearing Completion Annual Analysis of Outcomes (Academic and Non- Academic) Pre-Planning for New Cycle For the purpose of review, program is defined as a group of courses, services or activities designed and implemented by a specific group of people with a common purpose or core set of outcomes. Angelina College Strategic Planning Model Guidelines 15

16 Specifications for Comprehensive Program Review 1. All programs must use at least one external committee to provide feedback. 2. All programs must utilize feedback from students. 3. The following tasks should be completed by the following dates of the designated review year: December 1 Submission of survey to obtain outcome data for each program December 14 Draft of Section I (Program Profile) January 31 Students surveyed by the Office of Institutional Effectiveness January 31 Draft of Section II (Program Content) February 15 Draft of Section V (Future Issues Resources Needed for Future Efforts) February 15 Meeting to discuss Sections I and II March 1 Draft of Section III (Student Outcomes data from Assessment year 1 3 for Academic Units; Administrative Outcomes for Non-Academic Units) March 15 Draft of Section IV ( Strengths, Weaknesses and Recommendations) April 15 Meeting to discuss Sections III and IV May 31 Final document due to the Office of Institutional Effectiveness Outline for Comprehensive Program Review for Academic Units I. The Program Profile A. The Mission/Purpose each unit should describe their program in some detail. Ensure the unit s goals are in line with the institution s mission and goals. 1. Role programs play in the institutional mission 2. Program goals (administrative objectives and student learning outcomes) as they relate to the institution s mission. B. The Faculty this section should include the accomplishments of the faculty and the professional development activities of the faculty (courses taken, special training, conferences attended) 1. Faculty credentials (full and part-time) 2. Accomplishments of faculty 3. Professional development activities of faculty C. The Students this section should address the type of student the program serves to include headcount, demographics, trends in enrollment etc. The importance is to have an understanding of who programs serve and how the characteristics of those they serve impact programs. Angelina College Strategic Planning Model Guidelines 16

17 1. Demographic information on students (gender, ethnicity, age, FT/PT) 2. Enrollment 3. Capacity 4. Contact Hours 5. Number of Sections (Full-time,part-time) 6. Average Class Size 7. Passing, Failing, Attrition, Incomplete 8. Graduates II. III. Program Content this section should define the program in terms of function. A. Definition of Program 1. For Whom is it Intended 2. Criteria for admission to program (if any) B. Curriculum or coursework C. External Accreditation the process and status (if applicable) D. Innovations, new programs, new courses, state-wide or national efforts, diversity applied to curriculum. E. Testing and Remedial Coursework (if applicable) F. Distance Education Offerings and Use of Technology G. Funding for curricular changes or offerings (if applicable) Measuring Outcomes this section should provide information on the results of Assessment Year 1-3. Each Workforce Program should have data completed for five program learning outcomes. Assessment for the General Education/Transfer Program should include all courses in the core to include required Core Objectives. IV. Need for Change/Improvement using the outcome assessment results as well as feedback from students and external sources, this section should include information on the strengths and weaknesses identified and the plan for improvement. A. Strength identified by external sources and students B. Weaknesses identified by external sources and students C. Recommendations by program faculty to improve the program D. Strategies for change V. Future Issues (Resources needed for future efforts) - this section should provide information on the perceived need for future growth, where the program is going and anticipated future changes. A. Anticipated future curricular changes and needs (based on market trends) B. Market trends within the program area C. Equipment, space and faculty needs for future growth or continuation Angelina College Strategic Planning Model Guidelines 17

18 D. Future plans Outline for Non-Academic Program Review (Administrative/ Student Services Units) I. The Program Profile A. The Mission - each unit should describe their program/service in some detail. Ensure the unit s goals are in line with the institution s mission and goals. B. The Staff 1. Professional and administrative staff (credentials, accomplishments, service, professional development). 2. Classified Staff (names, titles, and qualifications for the job) C. The Customers/Clients Served II. Services Provided A. Definition of Day-to-Day Duties B. Innovations, New Projects, New Initiatives, Local, State, National Efforts C. Required Functions of the Unit/Department (description and status of compliance) III. Administrative Outcomes Progress of Unit (should reflect unit plan progress) IV. Need for Change A. Strength identified B. Weaknesses identified C. Recommendations for improvement D. Strategies for change V. Future Issues (Resources needed for future efforts) A. Anticipated future changes and needs based on market trends B. Equipment, space and staffing needs for future growth or continuation D. Future plans of department Angelina College Strategic Planning Model Guidelines 18

19 References Center for Community College Student Engagement. Student Success by the Numbers Initiative. The University of Texas at Austin. Retrieved May 22, 2013, from SSBTN/index.cfm. Commission on Colleges. Principles of accreditation: Foundations for quality enhancement (2012 ed.) Decatur, Ga.: Southern Association of Colleges and Schools. Retrieved May 20, 2013, from Head, R.B. (2011). The evolution of institutional effectiveness in the community college. New Directions, McClenney, B. (2013, April). Focus on student success: Institutional planning, priority setting, and resource allocation. Paper presented at the Student Success By the Numbers Institute, San Antonio, TX. Seymour, D. (2011). Bottom line: Tough times: Strategic planning as a war canoe. About Campus, 16(4) Angelina College Strategic Planning Model Guidelines 19