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Focus on Quality and the Academic Quality

Improvement Program

At Cuyahoga Community College

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Overview of Session

History AQIP

CQI AQIP Processes Criteria

Resources

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National Perspective

NCA Accreditation Federal reporting requirements Baldrige in Education

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State Perspective

OBOR reporting requirements

Managing Improvement Program

Securing the Future

Service Expectations

OBOR Performance Reporthttp://www.regents.state.oh.us/perfrpt/2002index.html

Ohio Award for Excellence (OAE)

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College Perspective

College planning

Accountability

Budgeting

Special studies

Knowledge Management

Continuous Quality Improvement (CQI)

Ohio Award for Excellence (OAE)

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AQIP

Academic Quality Improvement Program

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Academic Quality Improvement Program (AQIP)

Higher Learning Commission accreditation alternative

Baldrige-based (Continuous Quality Improvement)

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CQI

Continuous Quality Improvement

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Concepts

Focus on process, not individuals

Collaborative decision-making

Environment that empowers employees

Trained employees serve as change agents

Measurable performance

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Cultural Changes

Anticipating student needs

Preventing rather than correcting problems

Data-based decision-making

Process re-engineering

Long and short term plans/goals

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Challenges of Quality Initiatives

Data integrity

User friendly data and information access

Coordination

Communication

Benchmarking, trend analysis

Accountability

Closing the Loop

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AQIP’s Processes

• Initial Interest Exploration and Self-Assessment

• Four-year cycle, consisting of Strategy Forum and Systems Appraisal

• Annual Update on Action Projects

• Formal Reaffirmation of Accreditation every seven years, based on pattern of participation

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SystemsAppraisal

StrategyStrategyForumForum

SystemsPortfolio

AnnualUpdate

ActionProjects

Re-affirmAccreditation

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Each AQIP Criterion asks:

• How stable, well-designed, and robust are your systems and processes?

• How consistently do you employ and deploy your systems and processes?

• How satisfying and good are the results your systems and processes achieve?

• How do you use your performance data to drive improvement?

15Measuring Effectiveness

UnderstandingStudents’and other

Stakeholders’Needs

Building CollaborativeRelationships

Planning ContinuousImprovement

AccomplishingOther Distinctive

Objectives

Leading andCommunicating

ValuingPeople

HelpingStudents Learn

SupportingInstitutional Operations

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Overall, the AQIP Criteria ask:

Are you doing the right things — the things that are most important in order to achieve your institution’s goals?

Are you doing things right — effectively, efficiently, in ways that truly satisfy the needs of those you serve?

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Alignment of College Initiatives

Tri-C Initiative

Noel-Levitz & CCSSE

FBS Baldrige (BEST)

Corporate College, Community Cultural Enrichment

Balanced Scorecard

Alliance for Teaching and Learning

AQIP Criterion

Understanding Students’ Needs

Supporting Institutional Operations

Accomplishing Distinctive Objectives and Helping Students Learn

Measuring Effectiveness

Measuring Effectiveness & Helping Students Learn

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What is a Balanced Scorecard?

A “scorecard” is any set of key performance indicators or measures (KPI’s)

A Balanced Scorecard is a set of KPI’s that are aligned with, and prioritized by, strategic goals and objectives, as viewed from multiple perspectives

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Tri-C Perspectives

1. How effectively are our students learning?

2. How effectively are we serving our customers?

3. How effectively are we managing our resources?

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Advantages of Balanced Scorecard

Alignment of Initiatives College Goals Noel-Levitz, CCSSE OBOR Performance Reporting National Benchmarking Initiatives

Setting Targets Tracking Progress

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Alliance for Teaching and Learning

Outcomes Assessment

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Components of Assessment

Program Review Student Outcomes Assessment

General Education By Program or Discipline Group

Classroom Assessment (Enhancing the Teaching/Learning Process)

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Aligning Initiatives

Alliance for Teaching and Learning

Academic Support Tools—WIDS, CurricUNET

CADRE

Supports Student

Learning

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Program Review

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Process—Year 1

Career programs Program productivity

Program need

Student Characteristics

Student Outcomes

Program Quality

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Process—Year 2

Arts and Sciences Program productivity

Student Characteristics

Student Outcomes

Program Quality

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Results

Action plans for improvement Marketing/Recruitment

Persistence/Retention

Building Career Ladders

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Core Competency and Outcomes Assessment

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Core Competencies & Skills

General Education Requirements Communication Mathematics Arts/Humanities/Social & Behavioral Sci.

Cultural diversity, Interdependence and Global awareness

Computer and Information Literacy Critical thinking Consumer Awareness

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Student Outcomes Definition (Nichols)

Student outcomes are what academic departments expect students to know (cognitive), do (behavioral), or feel (attitudinal) when they have completed a program or degree

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A Guiding Principle

The basic purpose for student outcomes assessment is providing feedback for enhancing the teaching-learning process (educational program improvement) and improving institutional effectiveness.

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Work of Alliance for Teaching and Learning

Building upon work of prior Student Outcomes Assessment Committees

Evaluating results of 21st Century Learning Outcomes initiative

Supporting program review

Developing Program Level Assessment Model (Stiehl Model)

Encouraging Classroom Assessment

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Summary

AQIP is not an event or series of activities It is a way of doing our business to make

us better in all arenas of the organization: Classroom (both teaching and learning) Administration Internal and external relationships

It is a way of keeping ourselves accountable to ourselves and to others

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Resources

Institutional Planning and Evaluation folder on K:drive Data and Special Studies Reports Guidelines

www.quality.nist.gov/ www.aqip.org

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Challenge

What is your role

in the journey?