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STRATEGIC PLANNING SESSION 1:USING HLC STANDARDS AS PART OF THE FRAMEWORK FOR PLANNING
Criteria and Core Components Evidence File
2A : The institution operates with integrity in its financial, academic, personnel, and auxiliary functions: It establishes and follows fair
and ethical policies and processes for its governing board, administration, faculty, and staff.
2:A
Financial operations
Annual financial audit
UA system link
Annual risk mgmt assessment report
Ar state salaries right to know
Open ck book expenditures online
Rotary
Vending machines
Kiwanis
Cosmetology
Auxiliary/personnel
Cafeteria
Grand prairie center
Ar course transfer system
Course syllabus
Academic calendar college catalog p.10
Consolidated standard policy 610-670
Budget policy
Plagiarism/dishonesty student handbook p.9
Faculty senate
Academic regulations college catalog p.23
Program reviews-Dr. King
Faculty grievance
Sexual harassment
Pillow Thompson House
Follet book store
Cafeteria
Equal opportunity employer
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Annual statement of affirmative action inside payroll stub
Employer agreement procedures benefits admin
ADHE program reviews
State enrollment audit
Individual program reviews
Flags 2A
-Auxiliary
-Space rental fees are not published in Helena
-Notification of affirmative action
2B: The institution presents itself clearly and completely to its
students and to the public with regard to its programs,
requirements, faculty and staff, costs to students, control, and
accreditation relationships.
2:B
College website
Accreditation
Degree sheets
Divisions web pages
Flip charts in every classroom
Faculty/staff review
College catalog
Faculty transcripts/human resources
Documentation is clear
Costs to students
Class schedules
Information packets
Board of Trustees
Board of Visitors
U of A Board
U of A Fraud Hotline
Emergency Response Crisis Plan
Individual letter from accreditation agencies p. 8
Student handbook
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Public program requirements
Institution presents itself clearly to students
Brochures
Website
HR faculty transcript
Degree audits
Information packets
Accreditation agency
Accreditation relationships
Flags 2:B
-Faculty/staff professional reports
-Faculty/staff background check for employment
-0Faculty does not require MMR
2C: The governing board of the institution is sufficiently
autonomous to make decisions in the best interest of the institution
and to assure its integrity.
1.The governing board’s deliberations reflect priorities to preserve and
enhance the institution.
2:C1
Bylaws
Minutes
Operating policies
Policy manual 130,210,220-EEO
Organizational charts
Faculty staff handbooks
Intranet updated every year
Governing board enhanced
Board of Trustees policy 130,210,220 revised
Revisit organizational charts
Board of Visitors and who serves p.80
College website
Cost containment report
Brochures
Departmental web
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2. The governing board reviews and considers the reasonable and
relevant interests of the institution’s internal and external constituencies
during its decision-making deliberations.
Flags 2:C:1
-Assure Integrity
-Update organizational chart
2:C:2
UA board/minutes
Board of Visitors provide input to UA Board
Report agenda
Advisory committees
AR Co Foundation
PC Foundation
DeWitt, Stuttgart, Helena foundations council
U of A not correct
Board of Visitors not correct policy 120
Career technical center programs required to have local
advisory board members, AP Tech
Governing board policy 210,220
External constituencies
Flags 2C2
-Governing board decision making is it a contradiction if Board of
Visitors approve policies & they are not forwarded to the Board of
Trustees, policy 400
-Community notification by board members
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3. The governing board preserves its independence from undue
influence on the part of donors, elected officials, ownership interests, or
other external parties when such influence would not be in the best
interest of the institution.
4. The governing board delegates day-to-day management of the
institution the administration and expects the faculty to oversee
academic matters.
2:C:3
They shouldn’t have a personal agenda
Political endorsements
Political activity 340.03
Policy 230
Public is aware of board meetings
Policies and procedures manual
U of A Board of Trustees
Annual financial disclosure for AR secretary of state all
college administrators are on each campus
Board of Visitors. UA Board Trustees
Both Board of Visitors & U of A Board 0 Political
Flags 2:C:3
-Do Board of Visitors sign a conflict of interest?
2:C:4
Governing board oversees academic matters
Board policy 210
Organizational chart
Committee meeting minutes 220-220.01
Flags 2:C:4
2D: The institution is committed to freedom of expression and the
pursuit of truth in teaching and learning.
2:D
U of A Board Policy400 college catalog
Freedom of expression/responsibility
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Flags 2:D
-Instructor responsibility handbook p.8
2E:The institution ensures that faculty, students, and staff acquire,
discover, and apply knowledge responsibly.
1. The institution provides effective oversight and support services to
ensure the integrity of research and scholarly practice conducted by its
faculty, staff, and students.
2:E:1
Academic honesty/intergrity Course syllabi/plagiarism Achieving the Dream Student research Academic/institutional ADHE reports AR research center Student audit committee Monthly check which includes enrollment in audit report Faculty evaluation Portfolio Success rate Administrative procedure Curriculum management policy 420 Great River Promise Employer surveys Placement testing Renewable energy Business with internships Annual reporting for department of Education for grants Carl Perkins Student Support Services ADTES Cooperative learning Smart board revolutionized teaching Online coaches Professional development Research/scholarly practice Math class Required labs for developmental courses Department of Education
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All vocational schools end of year testing AR career education NAACP Dr. Leubke Superintendant of the schools College student handbook Academic honesty policy on template Student evaluations Faculty portfolio Employee leave forms Student acquire knowledge Assessment data, Debby Hardy Program reviews Annual assessment report CCSSE report Accreditation survey reports Computer use statement physically posted in the labs State board MOUS certification Discipline Course syllabus Policy 402 Assessment data available on website Internship Taking courses during work hours 311.01 U of A tuition discounts Professional development Continuing education Survey reports
Flags 2:E:1 -Not enough professional development for staff -Mandatory student orientation -Faculty/staff orientation -Develop intervention for identified academic problems
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2. Students are offered guidance in the ethical use of information
resources.
3. The institution has and enforces policies on academic honesty and
integrity.
-Math/ I can learn math didn’t have computer access -No comprehensive evaluation for adjunct except online instructors -New hires are not mentioned -Part-time/comprehensive adjunct -New hire mentoring 2:E:2
Academic honesty Syllabus Email/internet/library policy Plagiarism in handbook FERPA course syllabus Ethical Medical, HIPAA
Flags 2:E:2 -none 2:E:3
College student handbook Departmental handbook Faculty/staff use of computers, policy manual 405-405.01 Library uses 430-430.01 Academic freedom of responsibility, 400 State computer usage, 230-231.06
Flags 2:E:3 -policy for insuring online academic honesty for online courses, central policy
3A: The institution’s degree programs are appropriate to higher
education.
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1. Courses and programs are current and require levels of performance
by students appropriate to the degree or certificate awarded.
2. The institution articulates and differentiates learning goals for its
undergraduate, graduate, post-baccalaureate, post-graduate, and
certificate programs.
3. The institution’s program quality and learning goals are consistent
across all models of delivery and all locations (on the main campus, at
additional locations, by distance delivery, as dual credit, through
contractual or consortial arrangements, or any other modality).
3:A:1
Syllabi
Pre/post tests
ACTS
Online and face-to-face same rigorous standard
Evaluations by peers or group
Rubric
Catalog
Accreditation-NLNAC, ACBSP, ASBN, NACSP
Program Review
3:A:1
Syllabi
Assessment-student outcome (Bus & Applied Tech)
PCCUA core competencies
PCCUA core values
3:A3
Campus collaboration
HS and college students held to same standard
NACSP accreditation
Program review
Online and on-site course requirements the same
3:A:1, 2, 3
ACTS approved
ACBSP and NLNAC accreditation
Syllabi
Course descriptions
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Text books the same
Program Review
ADHE approved courses
Tracking students after completion of degree-CDA, Student
Success
Online and on-site course requirements the same
Assessment of courses
External Accreditation (ACBSP, NLNAC, ASBN, State
board-Cosmetology)
Online and onsite requirements similar
Flag -Are all online exams proctored?
-CV equipment
-All online exams should be proctored
3B: The institution demonstrates that the exercise of intellectual
inquiry and the acquisition, application, and integration of broad
learning and skills are integral to its educational programs.
1. The general education program is appropriate to the mission,
educational offerings, and degree levels of the institution.
2. The institution articulates the purpose, content, and intended learning
outcomes to its undergraduate general education requirements. The
program of general education is grounded in a philosophy or
framework developed by the institution or adopted from an established
framework. It imparts broad knowledge and intellectual concepts to
students and develops skills and attitudes that the institution believes
every college-educated person should possess.
3 .Every degree program offered by the institution engages students in
collecting, analyzing, and communicating information; in mastering
3:B:1
ACTS
3:B:2
Syllabi
Assessment results
ACTS courses
PCCUA catalog
Outcome expectations on syllabus
3:B:3
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modes of inquiry or creative work; and in developing skills adaptable to
changing environments.
4. The education offered by the institution recognizes the human and
cultural diversity of the world in which students live and work.
5. The faculty and students contribute to scholarship, creative work,
and the discovery of knowledge to the extent appropriate to their
programs and the institution’s mission.
Core competencies
Assessment
3:B:4
Core competencies
Book Club
Reading selections
Instructor diversity lends to diverse instruction
Text book selections
Flag -Not all divisions
3:B:5
Capstone
Tech/Adv Manufacturing
Student volunteers
Service learning
3:B:1, 2, 3
ACTS consistent
College catalog and website
Assessment
Syllabi
Collect, analyze, communicate info-Business Div. & A&S
Portfolios-B Health & Education
Flag -Culturally sensitive-sagging (fashion), language
-Communication-texting
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3:B:4, 5
Reading diversity
CHED-cultural awareness stressed
Projects (Advanced Manufacturing, Clinical hours,
Portfolios)
3C: The institution has the faculty and staff needed for effective
high-quality programs and student services.
1. The institution has sufficient numbers and continuity of faculty
members to carry out both the classroom and the non-classroom roles
of faculty including oversight of the curriculum and expectations for
student performance; establishment of academic credentials for
instructional staff; involvement in assessment of student learning.
2. All instructors are appropriately credentialed, including those in dual
credit, contractual, and consortial programs.
3. Instructors are evaluated regularly in accordance with established
institutional policies and procedures.
4. The institution has processes and resources for assuring that
instructors are current in their disciplines and adept in their teaching
roles; it supports their professional development.
5. Instructors are accessible for student inquiry.
3:C:1-3
Faculty degrees
Student evaluations
Good student/teacher ration
3:C:4
Coop learning
Flag -Funding low for faculty development
Funding not available for intense faculty development
3:C:5
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6. Staff members providing student support services, such as tutoring,
financial aid, advising, academic advising, and co-curricular activities,
are appropriately qualified, trained, and supported in their professional
development.
Office hours posted
Contact info on syllabus
Note left on door when not in office during office hours
STAR lab tutoring
Student success labs
Office hours posted
Email, phone-voicemail
Syllabus contact info
Text
3:C:6
Student support services
Financial aid
Tutoring
Advising
SSS audited and evaluated and required by grant to be
qualified (ACAP member)
Financial aid attends annual required training (evidence-
leave forms, web docs. available)
HR records
Faculty credentials
Student/teacher ratio good
Faculty evaluations
Portfolios
CCSSE
SENSE
Required training for FA and SS personnel b/c of grant
requirements
STAR lab
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COMPASS testing and prep
Flag -Communication between campuses and divisions
-# of advisors
-advisor training/handbook
-updated check off sheets
3:C:2, 3
Instructor degrees
Faculty evaluations
Faculty portfolios
Policy manual 340.02
3C:1-3
Instructors (degrees, credentials, evaluations, check
transcrips)
HR records 370.02
Student evaluations
Good student/teacher ration
Flag -Funding for professional development low
-Grant purchased resources-funding not available for
sustainability
3D: The institution provides support for student learning and
effective teaching.
1. The institution provides student support services suited to the needs
of its student populations.
3:D:1
Student support center
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2. The institution provides for learning support and preparatory
instruction to address the academic needs of its students. It has a
process for directing entering students to courses and programs for
which the students are adequately prepared.
3. The institution provides academic advising suited to its programs
and the needs of its students.
4. The institution provides to students and instructors the infrastructure
STAR lab
CCSSE-high rating by students
Flag -Need sustainability of technology obtained by grants
3:D:2
COMPASS testing and COMPASS Prep
EH classes couples with Student Success class
Lab required with developmental courses
Evidence-ATD report
Flag -Datatel needs how-to process/procedures training
-Need published advisors handbook
Flag -Faculty orientation-adjunct & new faculty
-Evaluations and portfolios for new faculty
Flag -Datatel advising updates (EH/SS courses, MS/MS lab)
-Advisor/advisee ration and availability
3:D:4
Writing/math labs
Library
Performance space
STAR lab
Library
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and resources necessary to support effective teaching and learning (e.g.,
technological infrastructure, scientific laboratories, libraries,
performance spaces, clinical practice
sites, museum collections, as appropriate to the institution’s offerings).
5. The institution provides to students guidance in the effective use of
research and information resources.
Science lab
Grants (PACE, etc) have provided monies for professional
development
Coop-learning
Flag
-PCCUA funding limited
-Technology update plan
3:D:5
Office hours posted
Text
Flag -Funding low for Tec maintenance obtained by grant-
sustainability
-Tech update funding
-Maintaining labs
-Science lab updates
-Sustainable resources for labs
3:D1, 2, 3
Student Support Services (students must be 1st generation
student or low income)
COMPASS testing
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Advising
STAR lab
3E: The institution fulfills its claims for an enriched educational
environment.
1. Co-curricular programs are suited to the institution’s mission and
contribute to the educational experience of its students.
2. The institution demonstrates any claims it makes about contributions
to its students” educational experience by virtue of aspects of its
mission, such as research, community engagement, service learning,
religious or spiritual purpose, economic development.
3:E1:2
Warfield Concert
Grand Prairie Center
Community engagement
3E1: 2
Internships (rubric, coordinator, observers, field advisor)
Warfield Concerts
Grand Prairie Center
Student ambassadors-AR County
Service learning projects
3E:2
The Big Read
Book Club
Grand Prairie Center
Student Ambassadors (AR County)
Intermural activities
Phi Theta Kappa
4A :The institution demonstrates responsibility for the quality of its
educational programs. 4B:1
▪ Goals are in syllabus, are posted on assessment page & in
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1. The institution maintains a practice of regular program reviews.
2.The institution evaluates all the credit that it transcripts, including
what it awards for experiential learning or other forms of prior learning.
3.The institution has policies that assure the quality of the credit it
accepts in transfer.
different departments, results are posted on Achieving the
Dream page
▪ Student Development in Policy Manual 500
▪ Posted on assessment website
FLAGS:
-Have better internal communication; divisional & functional areas
need to meet to share & learn from each other.
4:B:2
▪ Classroom testing
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4. The institution maintains and exercises authority over the
prerequisites for courses, rigor of courses, expectations for student
learning, access to learning resources, and faculty qualifications for all
its programs, including dual credit programs. It assures that its dual
credit courses or programs for high school students are equivalent in
learning outcomes and levels of achievement to its higher education
curriculum.
5. The institution maintains specialized accreditation for its programs
as appropriate to its educational purposes.
6. The institution evaluates the success of its graduates. The institution
assures that the degree or certificate programs it represents as
preparation for advanced study or employment accomplish these
purposes. For all programs, the institution looks to indicators it deems
appropriate to it mission, such as employment rates, admission rates to
advanced degree programs, and participation rates in fellowships,
internships, and special programs (e.g., Peace Corps, and AmeriCorps).
4B: The institution demonstrates a commitment to education
achievement and improvement through ongoing assessment of
student learning.
1.The institution has clearly stated goals for student learning and
effective processes for assessment of student learning and achievement
of learning goals.
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2.The institution assesses achievement of the learning outcomes that it
claims for its curricular and co-curricular programs.
3.The institution uses the information gained from assessment to
improve student learning.4.The institutions processes and
methodologies to assess student learning reflect good practice,
including the substantial participation of faculty and other instructional
staff members.
4C: The institution demonstrates a commitment to educational
improvement through ongoing attention to its retention,
persistence, and completion rates in degree and certificate
programs.
1.The institution has defined goals for student retention, persistence,
and completion that are ambitious but attainable and appropriate to its
mission, student populations, and educational offerings.
2. The institution collects and analyzes information on student retention
persistence, and completion of programs.
4:C:1
▪ Achieving the Dream evidence posted on web page
▪ Achieving the Dream
▪ all developmental labs
▪ Achieving the Dream
▪ Advisors
4:C:2
▪ Data team meetings to analyze data
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3. The institution uses information on student retention, persistence,
and completion of programs to make improvements as warranted by the
data.
4:C:3
▪ Addition of required labs & developmental labs
▪ Student Success
▪ Student Orientation
▪ ADHE reports
▪ CCSE data
▪ Institutional data
▪ Exit surveys
Flags
-Do we use data to improve?
- We have academic data, do we have it on service areas?
4:C:4
▪ IPEDS report/ADHE
Flags
-Gaps for program or course improvement
-Missing data on students who leave & don’t fill out exit
survey
4:B:3
▪ Assessment Reports
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4. The institution’s processes and methodologies for collecting and
analyzing information on student retention, persistence, and completion
of programs reflect good practice. (Institutions are not required to use
IPEDS definitions in their determination of persistence or completion
rates. Institutions are encouraged to choose measures that are suitable
to their student populations, but institutions are accountable for the
validity of their measures).)
▪ Addition of required Math Labs
4:B:4
Flags
-Not consistent.
-Do we use assessment data to have a plan of improvement
5A: The institution’s resource base supports its current educational
programs and it plans for maintaining and strengthening their
quality in the future.
1.The institution has the fiscal and human resources and physical and
technological infrastructure sufficient to support its operations
wherever and however programs are delivered.
2.The institution’s resource allocation process insures that its
educational purposes are not adversely affected by elective resource
allocations to other areas or disbursement of revenue to any
A:1 Evidence
Online consortium
Good at identifying grants
Audit
State funding formula
Evidenced in Operating Budget
Flags
-No process in place to measure
-Need to research alternatives to compressed video system
due to cost to maintain
-Fiscal resources are limited
-Need to plan for alternatives, cannot sustain
-Maintaining ongoing equipment
-Need planning to provide labs, need funding to stay up to
date
-Screening and planning grants – tied to our mission and
scope of work
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superordinate entity.
3.The goals incorporated into mission statement or elaborations of
mission statement are realistic in light of the institution’s organization,
resources, and opportunities.
4.The institution’s staff in all areas are appropriately qualified and
trained.
5:A:2 Evidence
Good-fit measure
DOL
Budget reflects allocation
Flags
-Need to plan how to maintain once equipment/service is
funded
-Financial opportunities not appropriately managed
-DOL; isolation – not sharing
-No budget planning process
5:A:3 Evidence
Good mission statement, realistic
Periodic review and revision of mission statement
Mission statement planning process was inclusive
Comparison of past and present statements reflects
realistic goals
Flags
-Need internal open communication
-Initiatives cannot work in isolation
5:A:4 Evidence
Articulation agreements
Training opportunities
Job descriptions
Applicant’s qualifications
Flags
-Money for continuing education and training
-Faculty recruiting
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5.The institution has a well-developed process in place for budgeting
and for monitoring expense.
-Maintaining communication with three campuses
Flags
-No budget process; request and approval
5:B:1 Evidence
Committees, such as Chancellor’s Cabinet, College
Council, Board of Visitors
Minutes from areas are posted to the web
Policy manuals
Student handbook
Employee handbook
BP 115
BP 120
BP 130
Flags
-Student input is lacking
-Need area specific manuals, i.e. Business Office
-Some committees are non-functional
5.B.2 Evidence
Board of Visitor minutes
Quarterly reports
Insurance mandates
College has a representative; Chancellor reports
verbally and written
UA Board approves our operating budget
UA System board approves fees and tuition increases
Minutes of their meeting reports reflect
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5.B.3 Evidence
College Council
Outlined in policy manual
Minutes
Committee structure
BP 220
AP 220.01
Faculty Senate
Instruction and Curriculum
5.B.3 Flags
Inactive/ineffective committees
No student involvement
Poor communication with initiatives
Classified Association not meeting
5B: The institution’s governance and administrative structures
promote effective leadership and support collaborative processes
that enable the institution to fulfill its mission.
1. The institution has and employs policies and procedures to engage its
internal constituencies-including its governing board administration,
faculty, staff, and students- in the institution’s governance.
2. The governing board is knowledgeable about the institution.
Provides oversight for the institution’s financial and academic policies
and practices, and meets its legal and fiduciary responsibilities.
5.C.1 Evidence
Budget reflects
Student Support Services
Levels of services offered
Faculty-student ratio
Fulltime verses adjunct faculty
5.C.1 Flags
Need stability and planning
Low faculty salaries
5.C.2 Evidence
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3. The institution enables the involvement of its administration, faculty,
staff, and students in setting academic requirements, policy, and
processes through effective structures for contribution and collaborative
effort.
Common reader – postings of outcomes
Assessment and postings of findings on the web
5.C.2 Flags
Not linked; don’t use assessment to improve; don’t
close the loop
Don’t have a whole college planning process
On the defense; reactive instead of proactive
Need to link processes; “threat” when not linked
We have pieces, but they don’t fit together
Unified policies needed to address when people are
out to ensure work is carried on
Planning for retirees
No budget planning
5.C.3 Evidence
Good internally (CSSEE)
Employer Surveys
Advisory Board minutes*
Schedule
Planning process
5.C.3 Flags
Need more student input (like for student handbook)
Surveys don’t address the college as a whole
Not good with external groups; no follow-up
Institution-wide plan needed
5.C.4 Evidence
Better utilization of faculty, staff and equipment
PACE Involvement
Program pilots
5.C.4 Flags
Need to reexamine out-of-state tuition
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Don’t plan ahead; reactive not proactive
We react, but have no plan
Unable to maintain/sustain equipment purchased with
grants/initiatives
Need a replacement schedule for equipment and
supplies (like Smartboard bulbs)
5.C.5 Evidence
Evidence in minutes of College Council, Board
Broadband (Air-On)
Website posting of policies/schedules
AP 520, Determination of tuition and fees
5.C.5 Flags
Anticipation of replacement of equipment; Not able to
sustain technological status
Need to know how to sustain when applying for a
grant
No review/rotation schedule for equipment building repair
and maintenance
5C: The institution engages in systematic and integrated planning.
1.The institution allocates it resources in alignment with its mission and
priorities
5:D:1 Evidence
Assessment plan (academics)
Student learning outcomes
SENSE
CCSSE
Audit reviews
Graduation rates
Completion rates
Flags
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2. The institution links its processes for assessment of student learning,
evaluation, of operations, planning, and budgeting.
3. The planning process encompasses the institution as a whole and
considers the perspective of internal and external constituent groups.
4.The institution plans on the basis of a sound understanding of its
current capacity. Institutional plans anticipate the possible impact of
fluctuations in the institution’s sources of revenue, such as enrollment,
the economy, and state support.
-No evidence of institution-wide, i.e. the Business Office; a
system-wide plan is needed
-No assessment of work areas
-If tied to grant or initiative, need overall assessment
-Need evidence in functional area operations
-Don’t have plans to assess all areas
5:D:2 Evidence
Student assessment, ex. linked courses
Flags
-Make a mistake and fix; reactive
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5. Institutional planning anticipates emerging factors, such as
technology, demographic shifts, and globalization.
5D: The institution works systematically to improve its
performance.
1. The institution develops and documents evidence of performance in
its operations.
2. The institution learns from its operational experience and applies that
learning to improve its institutional effectiveness, capabilities, and
sustainability, overall and in its component parts.