Fundamental Elements and Related Questions

Evidence/Methodology

A foundation in the institution’s M/G/V/V (mission, goals vision and values)

• Periodic assessment of institutional effectiveness that addresses the total range of educational offerings, services, and processes, including planning, resource allocation, and institutional renewal processes; institutional resources; leadership and governance; administration; institutional integrity; and student learning outcomes
• Support and collaboration of faculty and administration
• Systematic and thorough use of multiple qualitative and/or quantitative measures, which maximize the use of existing data and information
• Evaluative approaches that yield results that are useful in institutional planning, resource allocation, and renewal;
• Realistic goals and a timetable supported by appropriate investment institutional resources
• Periodic evaluation of the effectiveness and comprehensiveness of the institution’s assessment plan;

1. How does CCAC determine that its assessment activities are driven by college mission, vision, values and goals (M/G/V/V)?
2. How has CCAC planned for a college-wide, systematic process for assessment that incorporates all subordinate assessment efforts?
3. What indicators and metrics are in place to monitor institutional results and effectiveness?
4. How are the metrics produced? What offices and individuals are responsible for contributing to their development?
5. Are adequate staff and computing resources available to produce the metrics?
6. What process was used to define these metrics? Who defined them? How are they sanctioned by the institution?
7. Are the metrics produced according to a timeline or calendar?
8. How frequently are departments, programs, initiatives, etc., assessed?
9. How are assessment results analyzed, utilized, and disseminated to appropriate constituents who may take actions based on results? Is there a strategy for communicating the findings of institutional assessment at the college?

M/G/V/V are published, distributed widely, included in key documents, the web site, and are displayed   throughout the college.

A written assessment plan.

Data dictionary for assessment indicators with conceptual and operational definitions included inassessment plan appendix.

College technology plans Input and review of assessment indicator definitions by executive leadership with approval by board of   trustees.

Assessment indicators are published in an annual assessment report and updated on college web pages on an ongoing basis.

An annual assessment report is presented to college trustees.

Job descriptions and organization charts

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #2: use of assessment results to improve and gain efficiencies in administrative services and processes, including activities specific to the institution’s mission (e.g. service, outreach, research);

1. How does the college use assessment to determine the degree to which the college is accomplishing its M/G/V/V, including student learning outcomes?
2. What evidence do we have to indicate that we are accomplishing our M/G/V/V?
3. How do college resource allocation and budgeting processes incorporate this assessment information?
4. What specific improvements in programs, processes, cost efficiencies, etc., have been made as a result of data generated by assessment?

The assessment plan integrates institutional assessment and assessment of student learning.

The assessment plan documents the relationship between college M/G/V/V and assessment indicators.

A flowchart and timeline in the assessment plan which documents the interaction of assessment, planning and budgeting.

Assessment data are used to demonstrate effective use of funds to college sponsors

Annual and ongoing assessment reports and college plan progress reports.

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #3: a written institutional (strategic plan) that reflects consideration of data from assessment;

1. How does assessment methodology result in quantitative or qualitative data that constitutes a “Culture of Evidence” on which all planning is based?
2. How do college planning processes incorporate this assessment information?
3. How do assessment data reflect or measure the results of planning efforts? Do they provide evidence that we are doing good and getting better in terms of our mission, vision values and goals?
4. What evidence is there that planning at all levels of the institution are based on data from assessment of outcomes?

Assessment data is used by college planners to develop institutional or strategic plans.

Assessment indicators provide criteria for measuring and reporting on plan effectiveness.

Planning at all levels document relationship between plans and assessment data.

Campus and unit plans are congruent with college plans and M/G/V/V.

Fundamental Elements and Related Questions

Evidence/Methodology

Integrity, Fundamental Element #12: availability of  factual information about the institution, such as the Middle States Commission on Higher Education annual data reporting, the self-study or PRR, the team report, and the Commission’s action, accurately reported and made publicly available to the institution’s community;

Integrity, Fundamental Element #13: institutional information provided in a manner that ensures student and public access, such as print, electronic, or video presentation;

1. Through what kinds of communication vehicles does the college make factual information, such as information resulting from accreditation activities, available to employees, students, and the public?
   How consistently are these facts included in college communications?
2. Where is this information archived? How easy is it for the college community to access the information?

Assessment

Library catalog listings

IR archives, both published and unpublished

Samples of informational employee communication

Handbooks for faculty, advisors, other employees

Assignment, Students and Other Publics:

Standard 8, Student Admissions

College Catalog

Promotional pieces e.g. the tab, program brochures, print advertising, web site

Fundamental Elements and Related Questions

Evidence/Methodology

Integrity, Fundamental Element #14: fulfillment of all applicable standards and reporting requirements of the Commission

1. Can CCAC produce evidence of compliance with all reporting requirements of the CHE?

CCAC reports to the CHE during the period since the last accreditation

Fundamental Elements and Related Questions

Evidence/Methodology

Integrity, Fundamental Element #15: periodic assessment of the integrity evidenced in institutional policies, processes, practices and the manner in which these are implemented;

1. How has the college assessed its ethics performance?
2. How frequently is it assessed?
3. How are infractions corrected?

Assessment records pertaining to ethics code

Evidence of monitoring of external environment

Evidence of monitoring of external environment 

for socio-cultural trends, ethical lapses in other

organizations and their consequences

Examples of consultation with college legal counsel

Examples of responsive changes to ethical code