Levels of   Implementation

   Characteristics of Institutional Effectiveness in Program Review

(Sample institutional behaviors)

Awareness

• There is preliminary investigative dialogue at the institution or within some departments about what data or process should be used for program review.
• There is recognition of existing practices and models in program review that make use of institutional research.
• There is exploration of program review models by various departments or individuals.
• The college is implementing pilot program review models in a few programs/operational units.

Development

• Program review is embedded in practice across the institution using qualitative and quantitative data to improve program effectiveness.
• Dialogue about the results of program review is evident within the program as part of discussion of program effectiveness.
• Leadership groups throughout the institution accept responsibility for program review framework development (Senate, Admin. Etc.)
• Appropriate resources are allocated to conducting program review of meaningful quality.
• Development of a framework for linking results of program review to planning for improvement.
• Development of a framework to align results of program review to resource allocation.

Proficiency

• Program review processes are in place and implemented regularly.
• Results of all program reviews are integrated into institution-wide planning for improvement and informed decision-making. 
• The program review framework is established and implemented.
• Dialogue about the results of all program reviews is evident throughout the institution as part of discussion of institutional effectiveness.
• Results of program review are clearly and consistently linked to institutional planning processes and resource allocation processes; college can demonstrate or provide specific   examples.                                                       
• The institution evaluates the effectiveness of its program review processes in supporting   and improving student achievement and student learning outcomes.

Sustainable

Continuous

Quality

Improvement

• Program review processes are ongoing, systematic and used to assess and improve student learning and achievement.
• The institution reviews and refines its program review processes to improve institutional effectiveness.
• The results of program review are used to continually refine and improve program practices   resulting in appropriate improvements in student achievement and learning.

Levels of

Implementation

Characteristics of Institutional Effectiveness in Planning

                                                                   (Sample institutional behaviors)

Awareness

• The college has preliminary investigative dialogue about planning processes.
• There is recognition of case need for quantitative and qualitative data and analysis in planning.
• The college has initiated pilot projects and efforts in developing systematic cycle of evaluation, integrated planning and implementation (e.g. in human or physical resources).
• Planning found in only some areas of college operations.
• There is exploration of models and definitions and issues related to planning.
• There is minimal linkage between plans and a resource allocation process, perhaps planning for use of "new money"
•  The college may have a consultant-supported plan for facilities, or a strategic plan.

       Development

• The Institution has defined a planning process and assigned responsibility for

• The Institution has identified quantitative and qualitative data and is using it.
• Planning efforts are specifically linked to institutional mission and goals.
• The Institution uses applicable quantitative data to improve institutional effectiveness in some areas of operation.
• Governance and decision-making processes incorporate review of institutional effectiveness in mission and plans for improvement.
• Planning processes reflect the participation of a broad constituent base.

Proficiency

• The college has a well documented, ongoing process for evaluating itself in all areas ofoperation, analyzing and publishing the results and planning and implementing
  improvements.
  
• The institution's component plans are integrated into a comprehensive plan to achieve broad educational purposes and improve institutional effectiveness.
  
• The institution effectively uses its human, physical, technology, and financial resources to achieve its broad educational purposes, including stated student learning outcomes.
  
• The college has documented assessment results and communicated matters of quality assurance to appropriate constituencies (documents data and analysis of
  achievement of its educational mission).
  
• The institution assesses progress toward achieving its education goals over time (uses longitudinal data and analyses).
  
• The institution plans and effectively incorporates results of program review in all areas of educational services: instruction, support services, library and learning resources.

 Sustainable

 Continuous

    Quality

Improvement

• The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.
• There is dialogue about institutional effectiveness that is ongoing, robust and pervasive; data and analyses are widely distributed and used throughout the institution.
  
• There is ongoing review and adaptation of evaluation and planning processes.
• There is consistent and continuous commitment to improving student learning; and educational effectiveness is a demonstrable priority in all planning structures and  processes.

Levels of

Implementation

Characteristics of Institutional Effectiveness in

Student Learning Outcomes

(Sample institutional behaviors)

Awareness

• There is preliminary, investigative dialogue about student learning outcomes.
• There is recognition of existing practices such as course objectives and how they relate to student learning outcomes.
• There is exploration of models, definitions, and issues taking place by a few people.
• Pilot projects and efforts may be in progress.
• The college has discussed whether to define student learning outcomes at the level of   some courses or programs or degrees; where to begin.

Development

• College has established an institutional framework for definition of student learning outcomes (where to start), how to extend, and timeline.
• College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning outcomes.
• Existing organizational structures (e.g. Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment.
• Leadership groups (e.g. Academic Senate and administration), have accepted responsibility for student learning outcomes implementation.
• Appropriate resources are being allocated to support student learning outcomes and assessment.
• Faculty and staff are fully engaged in student learning outcomes development.

Proficiency

• Student learning outcomes and authentic assessment are in place for courses, programs and degrees.
• Results of assessment are being used for improvement and further alignment of institution-wide practices.
• There is widespread institutional dialogue about the results.
• Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning.
• Appropriate resources continue to be allocated and fine-tuned.
• Comprehensive assessment reports exist and are completed on a regular basis.
• Course student learning outcomes are aligned with degree student learning outcomes.
• Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

 Sustainable

 Continuous

    Quality

Improvement

• Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement.
• Dialogue about student learning is ongoing, pervasive and robust.
• Evaluation and fine-tuning of organizational structures to support student learning is ongoing.
• Student learning improvement is a visible priority in all practices and structures across the college.
• Learning outcomes are specifically linked to program reviews.