Core
Requirement 2.5
The institution engages in ongoing,
integrated, and institution-wide research-based planning and evaluation
processes that incorporate a systematic review of programs and services that
(a) results in continuing improvement and (b) demonstrates that the institution
is effectively accomplishing its mission. (Institutional
effectiveness)
aCompliance ___Partial Compliance ___Non-Compliance
Narrative:
Lawson State Community College engages
in an ongoing, integrated, and institution-wide research-based planning and
evaluation process. The process
incorporates systematic review of programs and services with emphasis on
continuing improvement and effective accomplishment of the mission. The College’s faculty and staff are actively
involved in the planning and evaluation process.
The purpose of the planning process at
Lawson State is to create a comprehensive approach to institutional actions for
a five year period using the mission and the vision as the foundation of the
process. The planning process is delineated in the Strategic Planning Manual (Planning Manual). The planning process identifies specific
actions the College will take to reach its mission and vision; acts as a
compass for the College’s strategic direction in pursuing its vision for the
future; provides a framework from which constituents can work to achieve the
institution’s mission, and sets priorities in decision making. The institution’s mission statement is
reviewed every five years based on the results of external scanning and
institutional effectiveness data. The data is reviewed and summarized by the
Institutional Planning and Accountability Committee (Minutes). The committee
will submit proposed changes to the President and his Administrative Cabinet (Composition)
with subsequent recommendations for change submitted to all faculty and staff
as well as key constituents for their review and comments. The committee will
incorporate comments and suggestions before recommending specific changes to
the College mission. All proposed changes to the mission require the approval
of the President and the Alabama State Board of Education.
The Institutional Planning and
Accountability Committee promotes the systematic
improvement of the College. Its
composition includes representatives from throughout the institution. The committee meets periodically throughout
the academic year to review a variety of planning and evaluation documents,
develop proposed policies and procedures, and make recommendations for
improvement to the Administrative Cabinet.
Institutional Effectiveness Plan
2005-2010
In 2005, as a result of the merger of
Lawson State Community College and Bessemer State Technical College, the
College began a thorough evaluation of the previous planning efforts. The planning and evaluation process
continuously assesses overall institutional effectiveness. The process monitors
and ensures the quality of degree and certificate programs via analysis of
assessment data and the related planning and evaluation activities that occur
in the educational program departments, administrative / educational support
units, the Planning and Accountability Committee, and the President’s
Office. During the merger transition,
the importance of ongoing assessment was foremost. It was designed to understand and improve
student learning and administrative processes.
The assessment process was also designed to establish explicit
expectations; set appropriate criteria and high standards for learning and
management; systematically require the acquisition, analysis, and
interpretation of data to determine how performance matches expectations and
standards; and use the results to document, explain, and improve overall
performance.
State Required Planning and
Performance Accountability
The Alabama Community College System
requires each college to complete the Institutional
Management Plan (State Board of Education (Policy
905.01). The
institutional management plan contains the following components: (1) new program development; (2)
accreditation; (3) schedule of instructional program review; (4) inactive programs;
(5) instructional equipment; (6) library holdings; (7) student services; (8)
public relations; (9) economic development; (10) management information; (11)
personnel; (12) acquisition, construction and modification projects; (13)
deferred maintenance; (14) non-instructional equipment; (15) financial; (16)
administration; (17) exemplary programs, services and projects; (18) summary of
instruction program reviews; (19) outcomes assessment/institutional
effectiveness. The process is managed at
the College by the Office of Institutional Research and Evaluation. Throughout the year, personnel from the
Office disseminate data relative to the aforementioned areas to faculty and
staff. These data elements are used in
the planning and evaluation process.
Lawson State Community
College Planning Process
Each year, the College
sets institutional goals that are realistic and measurable as a means to
attaining its mission. The Institutional Planning and Accountability Committee
coordinate the development of specific goal indicators. These indicators serve
as measurable statements and are used to focus assessment and evaluation. Each
academic and educational support unit within the College is responsible for
submitting an action plan (Admissions Unit Plan) which
outlines an area’s specific goals designed to help meet the institutional
goals. These unit level action plans focus on the department/unit’s strengths,
weaknesses, needs and targets for improvements.
Lawson State Community College has an institutional mission statement (Mission) that expresses the unique role of the College. The statement is approved by the Alabama State Board of Education, the College’s governing board and is reviewed periodically by the College’s constituents. College policy mandates a formal review (Mission Review Policy) every five years. The mission statement of the College defines its overall direction and serves as the foundation for all planning and evaluation activities. In 2005 during the merger of Bessemer State Technical College and Lawson State Community College, the mission statement for the merged college was proposed from broad-based input from a representative group of faculty and staff. The mission statement served to communicate the essence of the newly merged Lawson State Community College to the Alabama State Board of Education, faculty, staff, students and other constituents. The statement served and continues to serve as the guiding set of ideas for the College. That mission statement was submitted to and approved by the Alabama State Board of Education as a part of the formal merger process (Substantive Change Action). Since the approval of that statement, the mission statement has undergone periodic review. During the 2007-2008 academic year, the statement was submitted to and approved by the Alabama State Board of Education on August 28, 2008. (Mission Approval August 2008)
Lawson State Community College’s planning
and evaluation process encompasses all areas of the College within the context
of the mission statement. The process is
cyclical and broad-based. It includes
reviewing internal and external factors that may impact the institution. Members of the Institutional Planning and
Accountability Committee as well as members of the President’s Administrative
Cabinet have primary responsibility for the review of the planning process and
associated activities. The foundation of
the work of these groups is to make sure that the mission is always foremost in
the evaluation process to ensure that the College provides “accessible quality
educational opportunities promote economic growth and enhance the quality of
life for people in its service area.”
As a part of the planning and
evaluation process, the President delineates his vision (Vision Statement)
for the institution. This vision
compliments the mission statement and further delineates direction for the
institution. It is the President’s
unique perspective on where he wants to lead the College. This statement is reviewed annually with the
mission statement by the President and members of his Administrative Cabinet. (Retreat Minutes)
To further delineate the mission and
vision, the College establishes specific goals and related thematic areas (Strategic Indicators)
based on the mission statement and the President’s vision. These goals and
strategic indicators provide the framework by which each unit of the College
involves itself in the strategic and operational planning aspects of the
institution. The indicators serve as
benchmarks by which the College can measure itself in terms of the achievement
of the institutional goals. Individual
academic, administrative and educational support service units use the goals
and strategic indicators to guide their individual planning and evaluation
process. Through monitoring the Indicators, the governance structure has an
avenue to review and improve the planning process systematically and regularly.
At Lawson State Community College, institutional effectiveness planning includes planning at the institution level and at the programmatic level. Both levels are intricately linked and include the College mission, the Vision, the institutional goals, assessment strategies to determine progress in meeting goals, annual review of academic programs and administrative services and incorporation of those reviews into the planning process for improvement. Institutional effectiveness planning is reviewed annually by the Institutional Planning and Accountability Committee to ensure that Lawson State Community College follows it established procedures to document accountability. The results of the planning process are documented annually during the Administrative Retreat (Agenda) and are presented for peer review and discussion during the Planning Hearing Process (Notification Process). Specific documents that are produced as a part of the documentation of outcomes in the Institutional Effectiveness Plan include but are not limited to the Planning Notebooks (Notebook Cover), the College Accountability Performance Profile (CAPP), the Institutional Management Plan, program reviews (Cosmetology Program Review) that are scheduled on a rotational basis, externally mandated reviews, (NATEF Letter) certifications, Nursing Continuing Education Provider Letter and the President’s Annual Report.
Lawson State Community College’s
institutional effectiveness process is on-going, cyclical, and College-wide
process. It includes planning, outcomes
assessment and documentation of achievements as they relate to the
institutional mission and goals. The
Institutional Planning Cycle at the College involves:
·
The
establishment of a unit level mission statement;
·
The
establishment of goals consistent with the mission and strategic plan;
·
Development
and implementation of processes and procedures to determine the extent to which
goals were achieved; and
·
Use
of the results of evaluation to improve academic programs and administrative
and educational services.
The Institutional Effectiveness Model at Lawson State
Community College is:
1.
Broad
based and includes faculty, staff, students and other members of the College
community.
2. A part of the
College’s governance system and ultimately is the responsibility of the
President and his Administrative Cabinet.
The Administrative Cabinet consists of the President, the Vice President
for Instructional Services, the Vice President for Administrative and Student
Services, the Assistant to the President and Director of Title III, the
Academic Dean, the Dean of Students, the Dean of Student Life, the Dean of
Educational Support Services, and the Associate Dean of Career Technical
Education Administrative Cabinet Minutes 2005 2006 2007 2008.
3. Inclusive of key
areas of emphasis that are established as major directions for a five year
period to assist in aligning resource allocation with institutional
priorities. These are Instruction,
Student Services, Faculty and Staff, Finances, Facilities and Technology and
Community Education and Involvement.
4.
Assessment
based and includes college-wide student learning outcomes, program student
learning outcomes and course-level student learning outcomes. It also includes a variety of assessment
methodologies and instruments including marketing and demographic studies,
placement testing, surveys of students, faculty and staff, retention studies,
employer satisfaction surveys, advisory committee surveys, licensure exams,
various rubrics, course completion data, grade analysis, developmental studies
performance reports, enrollment reports, financial reports, IPEDS Reports and
CAPP Reports.
5.
Budget
oriented and links planning and evaluation processes and identified needs from
departments, programs, divisions. This
process includes faculty, staff, the department chairpersons and divisional
administrators who provide input into the development of the proposed
budget. It also includes the Budget
Committee who is responsible for serving in an advisory capacity to the Vice
President for Administrative and Student Services. The Vice President for Administrative and
Student Services develops the budget and the President ultimately approves and
forwards it to the Department of Postsecondary Education.
The
Institutional Effectiveness Planning, Evaluation and Improvement Schedule is as
follows:
·
July
– review mission, establish vision, goals and goal indicators; participate in
Planning Hearings
·
August
through September – complete unit outcomes; define student learning outcomes;
determine assessments.
·
October
through May – implementation period; conduct the mid-year review.
·
January
through February, develop budget implications.
·
June
– participate in the Administrative Retreat.
·
June
– develop end-of-the-year reports, document the use of results; prepare for
Planning Hearings, finalize Planning Hearing Notebook.
·
June-July—present
Planning results at Planning Hearing.
·
July—Planning
Hearing Committee finalizes all Planning Hearing reports.
·
July-September—Notebooks
are uploaded on Weave.
The planning and evaluation process
begins with stating the mission not only for the institution but for each
individual unit within the College. A
mission statement is established for each administrative, support, and academic
unit (Library Mission) relating the role of that unit
to the institution mission. Annual goals are set by administrative, support,
and curricular units defining their objectives for the year within their
individual unit. Additionally, units
develop assessment methods and budget implications as they relate to the annual
goals.
The strategic planning process is also
embedded in the College’s budgeting process.
Each year, each budget unit submits budget requests for the next fiscal
year. Requests for personnel, equipment,
maintenance, and other items that require new operational dollars or a
re-direction of existing operational dollars are reviewed and prioritized by
the respective Vice Presidents. These
are further discussed at budget hearings (Budget Hearing Memo and Budget Hearing Schedule)
typically held in late spring. An
important part of the budget request is the rationale for the request; highest
priority is given to a request that is linked to the Institutional Effectiveness Plan 2005-2010 or to accreditation
efforts (Planning and Evaluation Budget Proposal).
After budgets are approved, units realign programmatic activities based on the
allocations that were approved. Units are also required to discuss the actual
results obtained during the planning and evaluation process, and how they use
those results for improvement of programs and services. Program reviews are
required on a rotational basis.
End-of-the-year reports (Narrative from Science and Math) are developed
annually by each unit. These reports reflect a unit’s evaluation and critical
assessment of goals, outcomes and related activities. The reports also define
the use of results and any modifications that will be made for the following
year. The planning and evaluation schedule integrates the planning process and
the budgeting process. To further refine and make the planning and evaluation
process even more engaging and specific, a Planning Hearing (Planning Hearing Schedule)
process and schedule was implemented during the 2007-2008 evaluation cycle. The
Planning Hearing provides an opportunity for all reporting divisions to present
their assessment findings, present and discuss their collected data, and use of
results. Division heads present their Unit Plans, Unit Plan Narratives, Student
Learning Outcomes, collected data and Program Review outcomes (if applicable).
Division heads present their findings to a team of lead administrators at the school
representing both Administrative Services and Instructional Services. Following
the Planning Hearing, the Planning Hearing Committee assesses and evaluates all
elements submitted within the Planning Hearing notebook (including submitted
data) and evaluates the findings and use of results using a shared rubric. (Planning Rubric for Science
and Math) Findings (Planning Hearing for Math and
Science Comments) are then shared back with the division head
and recommendations for improvement (if any) are shared. If recommendations are
issued, Division heads are required to update their notebooks and resubmit them
for final approval to the Planning Hearing Committee.
Another example of this process is
illustrated within the Library/Learning Resources Center. During the 2007-2008 planning process, the
unit had five outcomes. (Library Outcomes) These included 1) converting the Ebony Room
to an open computer laboratory; 2) increasing print and electronic resources by
20%; 3) reorganizing the Bessemer Library; 4) providing an electronic library;
and 5) weeding 10% of the collection.
Those outcomes are linked to the institutional goals. Additional information includes methods of
assessing the five outcomes. These methods
included providing documentation with purchase orders and photographs,
Collection Summary Reports, survey results of user satisfaction and vendor
usage reports, monthly reports. The
final requirement in this section is a delineation of budget implications that
will exceed $499. The Library identified
renovation costs, furniture costs, computer costs, online database costs, and
shelving costs as a part of their budget implication section. In discussing the Actual Results Obtained,
the Library/Learning Resources Center reported that the Ebony Room was
converted to an open computer laboratory for students with 18 computers, a
technology enhanced instructor’s desk, a ceiling LCD projector and viewing
screen. For Outcome 2, it was reported
that the Bessemer campus added a total of 451 print resources to the collection
and the Birmingham campus added 735 resources.
It was also reported that the library exceeded the projected increase of
20% print and electronic resources added to the collection. Additionally, actual results were reported
for each of the other goal/outcome statements.
(Library Results) The final step in this process
involves a discussion of the Use of Results.
The Library report indicated that their results were used to determine
that a physical inventory of the collection needed to be conducted due to
finding some inconsistencies with the number of holdings in the
collection. Another way results were
used to determine that the library is still overcrowded after some renovations
and rearranging. A final use of results
was that the library staff developed a strategic plan of action that included
assigning a professional librarian to all subject areas of the general
collection.
Institutional Research
Throughout the year, the Institutional
Research Office compiles data from and for academic, administrative and
educational support units. This
information is shared with appropriate units and is available on the College’s
intranet (known as the “L” Drive) (Table of Contents L Drive) for use by faculty and staff. Faculty and staff can also request unit
specific data be added to the intranet.
Members of the Administrative Cabinet have permission to add appropriate
documents to the intranet at will. Data
on the “L” Drive includes, but is not limited to, information that is compiled
from enrollment management, fiscal services, instructional services, the
Management Information System area, athletics, housing, fiscal services,
student financial services, human resources, physical resources, internal and
external surveys, internal and external reporting requirements, and information
from the Alabama Community College System.
Assessment
The process of evaluation
is dictated by the goals of improving student learning and administrative
processes and services. The steps in the process are to articulate the goals of
each academic and administrative support unit, evaluate progress toward those
goals, and use the results to continue to modify or reinforce aspects of each
unit. The governance structure dictates that the committee structure devise
appropriate recommendations and procedures to strengthen ongoing assessment
activities to measure and enhance the quality of the Lawson State Community
College experience. In the instructional realm, the goal is to assess learning
outcomes. A determination is made as to what is currently done to assess
student learning and development including an examination of entry level
assessment of basic academic skills, specific program assessment of students’
learning and development and exit and post graduation assessment of students’
skills and goal accomplishment. Overall, assessment at Lawson State Community
College is an ongoing process designed to understand and improve student
learning and administrative processes. It involves establishing explicit
expectations; setting appropriate criteria and high standards for learning and
management; systematically gathering, analyzing, and interpreting data to
determine how well performance matches expectations and standards; and using
the results to document, explain, and improve performance.
Assessment efforts also include
measuring general education outcomes and unit/program level student learning
outcomes. Each General Education Student Learning
Outcome is assessed, measured and evaluated annually using the following
criteria: (1) Expected Outcome; (2)
Assessment Method; (3) Expected Result; (4) Actual Results Obtained; and (5)
Use of Results. In assessing the broad scope of General Education Student
Learning Outcomes, a variety of assessment methods and practices are used to
include: (1) Student writing
samples/portfolios from targeted General Education core courses; (2) Exit Exam
Results from targeted General Education core courses; (3) Final Oral Performance
Results from a targeted General Education required core course; (4) CAAP
Writing, Reading and Mathematics Subtest Results; (5) General Education Survey
Results; (6) Grade Distribution Results from targeted General Education core
courses; (7) Blackboard Usage Results; (8) Number of electronic essay
submissions by students; (9) Tegrity Usage Results; (10) Alabama Virtual
Library Student Usage Reports; (11)
STARS: Online Student Usage Reports;
(12) Online registration results; (13) Transfer Success Rates; (14) Employer
Satisfaction Rates; and (15) Licensure/Certification Exam Results.
Various units within the College assess student learning to determine student’s acquisition of specific knowledge and skills. Each spring, results are reported using the Student Learning Outcomes (Biology Math Sociology) form for Instructional Units and are presented in detail to the Planning and Evaluation Hearing Committee at Lawson State’s official Planning and Evaluation Hearing. A variety of assessment methods are deployed including rubrics CIS 146 Proficiency Rubric, Holistic Scoring, Grade Analysis by Course, Grade Distribution, Trend Analysis, Student Satisfaction Surveys, Graduation Rate Analysis, Licensure, Employer Surveys, Expanded Summary Reports, Laboratory Performance Sheets, Score Comparison Sheets, and Degree Program Evaluations.
Another aspect of the College’s assessment
program includes a three-year Institutional
Management Plan (IMP) which is updated annually. (2007-2008 Update) The
Institutional Management Plan and the College Accountability Performance
Profile involve a three-year planning and evaluation cycle. The first year of the Institutional
Management Plan primarily involves planning, and the second and third years
emphasize evaluation of progress and use of results for improvement. The 2005-2006 Institutional Management Plan
and the Spring 2006 College Accountability Performance Profile marked the
initial year of the planning and evaluation cycle. This 2007-2008 Institutional Management Plan
Update focuses on information about the evaluation of progress in relation to
plans presented in the previous IMP and changes that are being made. The common elements of the IMP are:
Organization and Administration, Enrollment Goals, Organizational Structure, Personnel,
Accreditation Information, Instructional Programs, Viability Criteria, Inactive
Program Status, New Program Development, Schedule of Program Review, Summary of
Program Review, Developmental Studies, Learning Resources and Technology,
Distance Learning, Management Information, Student Services, Financial and
Physical Resources, Workforce Development and Adult Education, Exemplary
Programs, Services, and Projects, Institutional Effectiveness and Support.
Faculty, staff, administration and
student satisfaction/perception surveys (Orientation Survey) (Academic Advising Survey)
are administered annually. Results of
the surveys are used to inform. Specific
improvements are taken into consideration in planning as a result of the
surveys. The surveys help determine
satisfaction in a variety of areas and include, but are not limited to,
orientation, library, graduates, maintenance, online courses, faculty/staff
evaluations, and technology. The results
of the orientation survey helped faculty and staff in determining the best
approach for establishing the College’s Quality Enhancement Plan. A sample of the Orientation Survey results is
presented below:
1. Orientation class made it easy for
me to adjust to college.
|
Date |
Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
Number |
|
May 2006 |
56.5 |
27.7 |
8.9 |
6.9 |
100 |
|
December 2006 |
50.9 |
38.6 |
10.5 |
0.0 |
56 |
|
May 2007 |
65.4 |
20.0 |
5.5 |
9.1 |
54 |
|
Dec 2007 |
43.5 |
40.3 |
7.1 |
9.1 |
154 |
|
May 2008 |
56.7 |
34.4 |
3.3 |
5.6 |
146 |
2.
Orientation class is a valuable course for new students.
|
Date |
Strongly
Agree |
Agree |
Disagree |
Strongly
Disagree |
Number |
|
May 2006 |
61.4 |
24.8 |
7.9 |
5.9 |
100 |
|
December
2006 |
57.9 |
35.1 |
7.0 |
0.0 |
56 |
|
May 2007 |
60.0 |
27.2 |
5.5 |
7.3 |
55 |
|
Dec 2007 |
52.6 |
28.6 |
7.1 |
11.7 |
154 |
|
May 2008 |
56.3 |
33.8 |
5.3 |
4.6 |
146 |
In
addition to annual satisfaction/perception surveys, during the 2007-2008
evaluation cycle, the College implemented another measure to evaluate student
engagement—CCSSE (Community College Survey of Student Engagement) survey. This nationally normed survey measures the
extent to which the college engages its learners and is used as another layer
in program assessment at the College, specifically as part of its General
Education component.
CCSSE’s
survey instrument, The
Community College Student Report, provides information on student engagement, a key indicator of
learning and the quality of community college instruction. The survey,
administered to community college students, asks questions that assess
institutional practices and student behaviors that are correlated highly with
student learning and student retention. (About CCSSE)
The
2008 survey results (LSCC CCSSEE Results) demonstrated that the College is
above the national mean average of (50.0) in all five categories designed to
measure student engagement. The
categories include the following: active and collaborative learning; student
effort; academic challenge; student-faculty interaction; and support for learners.
Program Review
Annually, the Vice President for
Instructional Services coordinates the review of twenty percent of the
College’s instructional programs (Building Construction Program
Review, Plumbing Program Review, Criminal Justice Program
Review) to assess centrality of the program to the institution’s
role and mission, program viability and demand, use of resources, and
uniqueness. Recommendations, suggestions, and commendations are made, if
needed, for each program reviewed. The report addresses issues of quality and
quantity through the analysis of both quantitative and qualitative data, and
discusses performance in relation to the past five years and looking ahead to
the next five years and beyond. Indicators of quality will vary among programs
and may include: enrollment management, collegiate transfer, career and
technical programs, health professions programs, developmental studies,
learning resources technology, student development services, financial and
physical resources and workforce training and adult education. The results of program reviews are factored
into the institution-wide planning and evaluation process. One example involves the Ornamental
Horticulture program. After the program review process, administrators
continued to track enrollment in the program based on the patterns that emerged
during the review. During the 2007-2008
academic year, the decision was made to discontinue offering the Associate in
Applied Science Degree in Ornamental Horticulture due to continuous periods of
extreme low enrollment and high operational cost. The College notified appropriate agencies
that it plans to discontinue offering the program degree effective August 1,
2009.
External Reviews and Accreditations
The College’s commitment to quality in
academic excellence is grounded not only in its mission, strategic priorities
and vision, but also in its responsibilities to the highest principles of
performance accountability. The College
recognizes that external reviews for both credit and work force development
classes (DEM NATEF, ASEP, Nursing and Business) provide a valuable opportunity for
the self-study of academic units and programs within the framework of rigorous
standards. The review process also
permits the College to receive valuable feedback from highly-regarded peers and
to continuously monitor and improve programs and activities.
Results from these accreditations help
Lawson State Community College strengthen its programmatic offerings. An example of the use of results from
external accreditation reviews include:
- As a result of the 2007
Self-Study for the National League for Nursing Accrediting Commission,
Inc., additional
funds to purchase state-of-the-art equipment and software for the nursing
programs on the Birmingham and Bessemer campuses were identified and
generated through externally awarded grants. In 2008-2009, the Birmingham campus
received an initial allocation of $200,000 from an external source with
the possibility of another $200,000 available in the 2009-2010 year. The Bessemer campus will receive an additional
amount in excess of $200,000 for the 2009-2010 year from external funds.
- As a result of the automotive
unit having a history of meeting and exceeding external standards for
continued certifications and due to the central location of the College’s
training programs to the automotive industry within the State of Alabama
and the southern region, the College established the Center for Automotive
Excellence (report). Funds to support the automotive
departments were strengthened through external sources and from working
with businesses within the industry.
The College has a number of programs
that do not have recognized external accrediting agencies. These programs follow guidelines in State of
Alabama Board of Education Policy 903.01 Instructional
Program Review. The policy
establishes the principles for such review, the criteria for review, the
procedures, and the responsibilities of the various entities and persons
involved.
Performance
Planning and Evaluation of Employees
An essential component of evaluation
at the College is performance planning and personnel evaluation. Lawson State recognizes that regular
evaluation of employees whether faculty or staff is important to achieving
optimal goals for the institution as well as the professional goals of
individuals. Senior administrative staff
members are evaluated annually. The
process provides for wide input on performance through the use of assessment
data and includes a mid-year evaluation process as well. Each administrator has an opportunity for
establishing yearly performance goals and for self-assessment. Each Vice President meets with the President
to set expectations and discuss results.
Guidelines for the evaluation of the
President are defined in State of Alabama Board of Education Policy (Policy 607.01). The evaluation is
completed by the Chancellor of the Alabama Community College System. Assessment data used during the evaluation
are gathered through the College
Accountability Performance Profile (CAPP). The evaluation process is
disseminated annually to faculty and staff. Vice President’s evaluate deans;
deans evaluate departmental chairpersons.
As demonstrated in Comprehensive Standard 3.7.2, faculty evaluation is a
deliberate long-term process that encourages reflections, self-assessment, and
continuous improvement towards professional goals. The Mid-year evaluation is designed to
discuss the employee’s progress towards goals at mid-year and to highlight the
employee’s strengths and potential weaknesses. The primary responsibility for faculty evaluation rests with the
departmental chairperson, (Evaluation Email Reminder) who bases the evaluation on all evidence
available that is appropriate for use. Because
the annual evaluation becomes a part of the faculty member’s permanent file,
and because the annual evaluation is essential in determining tenure, the
department head is required to make every effort to ensure that the evaluations
are clear, hones, fair, and genuinely evaluative. The departmental chairperson protects the
integrity of the process by relying on verifiable evidence from objective
processes. Objective evidence for
teaching is available from a multitude of sources, for example, Course/Instructor
Evaluations, classroom observations, syllabi, teaching portfolios,
examinations, grade distributions, peer evaluations for teaching, grant
proposals, participation in professional organizations for professional
activity; and committee assignments, campus leadership, student service, and
community outreach for service.
Linking
Goals and Use of Results
The following information uses the
institutional goals and accomplishments to further illustrate that the planning
and evaluation process at Lawson State Community College is college-wide,
ongoing and that the results are used for college-wide improvements:
Goal 1: To develop an exemplary and world class instructional program.
- College
transfer curricular offerings were expanded on the Bessemer Campus
·
The
College enjoyed a dramatic increase (400%) in the retention and graduation
rates of Registered Nursing students. Graduated 93 students (combined) in
spring 2008, opposed to 26 in spring 2007.
·
The
College received approval from the Alabama Commission on Higher Education and
the State Board of Education to offer a long certificate in Auto Body
Repair. The long certificate will add 12
credit hours in general education and an additional six auto body repair
classes for a total of 60 credit hours.
·
Lawson
State Community College’s ACR program was granted accreditation by HVAC
Excellence this year. The program
received a six year accreditation making it second only to the US military in
length of accreditation. No other
community college in the nation has earned the six year honor.
·
The
National Automotive Technicians Education Foundation (NATEF) certified the
College’s Automotive Technology (AUM) and Medium and Heavy Truck Technician
(DEM) programs. This brings Lawson
State’s number of NATEF certified programs to five.
·
The
College is now certified by the Manufacturing Skill Standards Council (MSSC) to
teach classes in manufacturing processes and production, quality and continuous
improvement, maintenance awareness, and safety.
The certification allows the College to offer leading edge technology in
its industrial maintenance and automated manufacturing classes.
§
Lawson
State Community College became the southeast regional training center for the
National Alternative Fuels Training Consortium.
The goal of the consortium is to provide quality instruction in
alternative fuels, alternative fuel vehicles (AFVs), advanced technology
vehicles, and related technologies.
·
The
College received a $47,624 grant from the Governor’s Office of Workforce
Development to train HVAC maintenance employees in the Jefferson County School
System.
·
The
Governor’s Office of Workforce Development awarded Lawson State a $193,900
grant to purchase robotic arms and simulation software to enhance educational
opportunities in the following programs: industrial maintenance, industrial
electronics, electrical engineering, welding, and auto body.
·
Lawson
State received a $62,000 Workforce Development Grant to create an In-Home
Service Technician program. The College
is partnering with Whirlpool, Sub-Zero, and Electrolux to develop and implement
the state-of-the-art program. Program
completers will be able to diagnose and repair today’s high tech home
appliances and tomorrow’s intelligent appliances which will provide homeowners
with remote access.
·
The
College was selected by Snap-on Incorporated to become one of only four
Regional Diagnostic Training and Certification Centers in the nation. Snap-on diagnostic tools: ETHOS, SOLUS, and MODIS,
will be featured in the training center.
Classes will be offered through the College’s Corporate Services Unit to
technicians and educators across the southeast.
Goal
2: To maintain a comprehensive
exemplary student services division.
·
College
surveys indicate that 91% of students indicated overall satisfaction with the
level of customer service received in Student Services offices.
·
Revised
and expanded the Student Catalog and Handbook.
Expansion included a complete overhaul of the General Studies area to
extend offerings under the various Areas of Concentration options.
·
The
Student Persistence through Assistance and Collaborative Efforts (SPACE) Center
was identified and renovations completed.
This facility is designed to impact student retention. The laboratory will serve as the primary
vehicle by which the student retention effort will be strengthened through
one-on-one and small group interaction via institutional personnel and technology.
·
Implementation
of a more efficient and student-friendly testing and registration system for
new students.
·
In
collaboration with the instructional division, worked to enhance the academic
advising and registration process in order to ensure appropriate course
placement and advising; assisted the instructional services division with the
“Help Desk” during peak registration periods.
·
Full
implementation and integration of a document imaging system throughout the
Admissions, Records, and Student Financial Services offices in conjunction with
the college’s student information system (ACCESS).
·
Increased
utilization of on-line applications, forms, and other processes/functions
available through the college’s web based student information system; online applications
for admission increased approximately seventy-five percent over the last
reporting period; since web administration access was acquired over thirty
admission, records, and financial aid office forms have been posted online.
·
Continuation
of a very successful financial aid initiative/partnership with local secondary
school systems whereby Lawson State personnel provided seniors with financial
aid information and assistance with completing the FAFSA.
·
Training
of additional staff to assist with the administration of the GED examination;
completion of an internal audit of GED files and procedures to ensure
compliance.
·
Expanded
the College’s recruiting and marketing area and promoted the “recruiting team”
concept to include administrators, faculty, staff, student ambassadors, and
others in the recruiting effort.
Goal 3: To
thoroughly integrate technology college-wide in instruction.
·
Increased
the number of faculty and student Blackboard users and provided continuous
training opportunities for Blackboard training for both groups.
·
Added
additional LCD projectors throughout the Academic Buildings to better equip
classrooms from a technology standpoint.
·
Opened
a new “I Can Learn” Mathematics on the Bessemer campus fully equipped with 25
individual computer stations.
·
Trained
the Nursing division on Tegrity hardware to support full implementation of
Tegrity use in the classroom.
·
Due
to the critical shortage of allied health professionals the Governor’s Office of
Workforce Development awarded a $258,000 grant to Lawson State for the
development of two Advanced Technology Classrooms and Labs which will feature
simulation based patients with life threatening scenarios to better prepare
students to work as nurses, nursing assistants, and home health aides.
·
Opened
a new computer labs in the “D” Building—The Ebony Library Computer Laboratory.
·
Granted
approval and opened the Center for Teaching Excellence and Learning (
·
Space
for a computer lab (the Ebony Computer Lab--ECL) was renovated in the Library
area. The laboratory is designed to serve as an open access facility. It has 18 computers that have access to
Library portals as well as other widely and generally used software.
·
A
new Radio and TV Laboratory was created providing the department with more
space for its increased enrollment and equipment needs.
·
2008
was the second year for the College’s National Science Foundation (NSF) Grant
which equipped an automated manufacturing lab and provided funds to develop
industrial systems maintenance curriculum.
The new lab contains a nine station modular production line designed for
high-tech training utilizing practical, real-world programs. The system provides the perfect platform for
analyzing and troubleshooting the interaction between mechanical, pneumatic,
programmable controls, robotics, and communications.
·
The
College established the Advanced Robotics Center (ARC). The Center houses six robotic units. The robotic arms compliment the automated
manufacturing lab which was implemented last year and allows instructors to
teach on five of the most common robotic arms found on manufacturing lines in
Alabama. Funds this Center and the
robotics initial were received from the National Science Foundation (NSF) grant
for manufacturing. This is the second
grant for the college.
Goal
4: To
be recognized as an institution that is fiscally responsible.
- The 2006-2007 Financial Audit
received no recommendations.
- Technology is used to reduce cost
in administrative services and to increase the procurement of goods and
services.
- All appropriate employees have
access to online budget inquiry.
These processes have allowed Lawson State to produce a balanced
budget and close the year with revenues in excess of actual expenditures.
- The fiscal unit utilizes document imaging to scan, store and retrieve fiscal data.
- The President created partnerships with State and local governmental agencies and was able to secure support for a $10 million capital campaign.
- The City of Birmingham donated $1 million to the construction of a new instructional facility.
- The City of Birmingham, the Jefferson County Commission, and local community organizations contributed to beautification efforts and projects at Lawson State.
- Funds were secured from local
charities such as the Greater Birmingham Foundation, Alabama Power
Company, and Bellsouth.
- The College has an endowment of $350,000.
Goal 5: To
maintain facilities on both campuses that are appropriate for educational
programs and administrative services.
- Grants were secured that allowed
the college to perform regular beautification and landscaping projects on
and around the Birmingham and Bessemer campuses.
- A committee was appointed to
develop plans for a multi-purpose instructional facility on the Bessemer
Campus.
- Digital signage was placed on
both campuses. This facilitated communication on campuses for students,
faculty, staff and community constituents.
- Roof repairs were accomplished on
the Bessemer campus classrooms were painted, white boards and projectors
were installed in classrooms, classroom furnishings were replaced with
modern fixtures and seating, building exteriors and interiors were
painted, interior and exterior doors were replaced with enhanced safety
devices, lighting was significantly enhanced in all classrooms and
hallways creating better lighted facilities, and HVAC units were replaced
on the Birmingham campus.
- Facilities to house the campus
police on the Birmingham campus were renovated to include a new roof and
HVAC unit.
- The Student Persistence through
Assistance and Collaborative Efforts (SPACE) Center was identified and
renovations completed. This
facility is designed to impact student retention. The laboratory will serve as the primary
vehicle by which the student retention effort will be strengthened through
one-on-one and small group interaction via institutional personnel and
technology.
- Space for a computer lab (the
Ebony Computer Lab--ECL) was renovated in the Library area. The laboratory is designed to serve as
an open access facility. It has 18
computers that have access to Library portals as well as other widely and
generally used software.
- A new Radio and TV Laboratory was
created providing the department with more space for its increased
enrollment and equipment needs. External funds were used to renovate each
of these facilities.
- A grant was also secured to
install wireless access points on both campuses.
Goal
6: To
enhance the faculty and staff development program.
·
The
faculty and staff have continually upgraded their professional skills- one
faculty member received a doctorate degree and three other faculty members are
working toward earned doctorates. Moreover, all faculty are certified to
teach all industry IT certifications.
·
Ten
persons received tuition reimbursement of $700 for academic coursework.
·
Seven
persons were selected to receive academic training to improve job performance.
·
More
than thirty-five on-campus professional development opportunities were provided
for faculty/staff during the 2007-2008 academic year.
Goal 7: To
maintain a model program for economic development and workforce training.
·
Lawson State Community College and BMW Form
Alliance:
BMW selected Lawson State Community College’s Automotive Technician program to
be a member of the Post Secondary Alliance whose graduates are eligible to
participate in the BMW Service Technician Education Program (STEP). STEP
is a prestigious training opportunity available to the top performing graduates
of the country’s best post secondary automotive technician programs.
Lawson State became the 21st college-level program in the nation to
participate in BMW STEP.
·
Lawson
State Community College and Jefferson County Commission exchange Geographic
Information System (GIS) Data and Technologies: The Jefferson County Commission
and Lawson State Community College signed a formal Cooperative Agreement to
share Geographic Information Systems (GIS) data which is used to support decision-making
and citizen services. GIS helps companies and governments look for
patterns in both the man-made and natural realms so they can better understand
the world. This new technology in mapping is booming and Lawson State
offers a premier program for both traditional students and employees needing to
update or learn new GIS skills.
·
The
Workforce Development area partnered with the University of Alabama at
Birmingham’s Office of the Vice President for Equity and Diversity, Department
of Supplier Diversity, the South Regions Minority Business Council, and the
Birmingham City Schools to offer a high school construction program. Classes met each Saturday on the College’s
Birmingham campus where students learned basic construction skills in carpentry,
electrical, and plumbing.
Goal
8: To
make the community a part of the college.
·
Pre-engineering
Academic: The College currently provides the Pre-Engineering Academy on
Saturdays, and high school classes in Culinary Arts, Horticulture, Cosmetology
and Automotive. The Career/Technical
Education Department worked diligently to build strong working relationships
with the following local school systems---Bessemer, Birmingham, Fairfield,
Hoover, Jefferson County, and Shelby County.
·
The
Ford ASSET program hosted a Competition at the Talladega Speedway Race Course
for high school students.
·
The
college continued with its Autodesk Training Center to deliver hands-on,
instructor-led training to design professionals who use Autodesk software.
- Community organizations and other
constituents participated in computer workshops held in varied locations
on the Birmingham campus. These
workshops were sponsored by the Office of Public Relations with assistance
from the Division of Business and Industry Technology. More than 150 persons participated. Community groups also used campus
facilities for meetings such as the Western Quarterly Forum, just-in-time
training (City of Birmingham and McWane Pipe), Team Focus Camp, Contractors
Workshops, Birmingham Public Library Professionals, Vocational
Rehabilitation and many more.
Summary
Using the aforementioned components,
Lawson State Community College engages in ongoing, integrated, and
institution-wide, research-based planning and evaluation processes that
incorporate a systematic review of programs and services that (a) results in
continuous improvement and (b) demonstrates the institution effectively
accomplishes its mission. The current
planning and evaluation process is the result of continuous improvement to the
overall planning initiative.
·
The
planning and evaluation process is integrated.
It is guided by directed goals developed annually by the Planning and
Accountability Committee which reference the institutional mission, empirical data
and qualitative assessment of institutional status, and internal and external
factors affecting the institution.
- The planning and evaluation
process is college-wide. It
involves personnel who represent curriculum and instructional programs, student
services, administrative and support services, public relations, economic
development activities, community service activities, physical plant, and
financial administration.
- The planning and evaluation
process is research-based.
Operational units submit End-of-Year Reports. The purpose of these reports is to
determine the overall effectiveness of operating units in accomplishing
their planned objectives and strategies.
Appropriate administrators summarize information in operating
units’ End-of-Year Reports during their End-of-Year presentations at a
Planning Retreat. An important
measure of the effectiveness of the planning process is monitoring the
College's Goals and Indicators. The
Indicators are the criteria identified as measures of how well the college
is meeting the institutional goals.
Through monitoring Goals and Indicators, the governance structure
has an avenue to review and improve the planning process systematically
and regularly. Additionally, the
Office of Institutional Research and Evaluation assembles data to monitor
and assess specific situations and for use in decision making.
- The planning and evaluation
process incorporates a systematic review of programs and services. Institutional program review is on a
five-year cycle; administrative, educational support, and curricular unit
goal setting and reviews occur annually; and evaluation of personnel is on
an annual cycle. Point of service
surveys are administered annually.
- The systematic review of programs
and services places emphasis on (a) continuing improvement and (b)
effective accomplishment of the mission.
The effectiveness process, including review of programs and
services, begins with and is guided by the mission. The mission, along with empirical data
on the status of the institution and internal and external factors
affecting it, is the source from which goals are developed annually; these
goals provide the focus for the annual administrative, educational
support, and curricular unit goals as well as for the Institutional Management Plan encompassing all aspects of the
college. The annual unit goal cycle
concludes with application of evaluation results to the ongoing refinement
and development of processes, which in turn support mission fulfillment.
Documentation:
|
Documentation |
Location |
|
Planning and Evaluation Manual |
|
|
President’s Administration Cabinet Composition |
|
|
Institutional Planning and Accountability Committee
Minutes |
|
|
Alabama State Board of Education Policy 905.01 |
|
|
Admission Unit Plan |
|
|
Lawson State Community College Mission Statement |
|
|
Mission review policy |
|
|
Substantive Change Action June 23, 2005 |
|
|
Mission Approval from the Alabama State Board of
Education |
|
|
Vision Statement |
|
|
Administrative Retreat Minutes (Mission) |
|
|
Lawson State Community College Goals and Indicators |
|
|
Administrative (2008) Retreat Agenda |
|
|
Planning Hearing e-mail notice |
|
|
Human Resources Planning Hearing Notebook Cover |
|
|
College Accountability Performance Profile |
|
|
Institutional Management Plan |
|
|
Program Review Cosmetology |
|
|
NATEF notification of certification |
|
|
Nursing Accreditation Document |
|
|
President’s Annual Report |
|
|
Institutional Effectiveness Graphical Model |
|
|
Administrative Cabinet Minutes 2005, 2006, 2007, 2008 |
|
|
Library Mission |
|
|
Budget Hearing Schedule |
|
|
Planning and Evaluation Budget Proposal |
|
|
Program Review Schedule |
|
|
Planning Narrative from Science and Math |
|
|
Planning Hearing Schedule |
|
|
Planning Rubric for Science and Math |
|
|
Planning Hearing Comments for Science Math |
|
|
Library Outcomes |
|
|
Library Results Obtained |
|
|
Institutional Research Table of Contents from “L” Drive |
|
|
Student Learning Outcomes Biology |
|
|
Student Learning Outcomes Math |
|
|
Student Learning Outcomes Sociology |
|
|
CIS 146 Proficiency Rubric |
|
|
Holistic Scoring |
|
|
Grade Analysis by Course |
|
|
Grade Distributions |
|
|
Trend Analysis |
|
|
Student Satisfaction Surveys |
|
|
Graduation Analysis |
|
|
Licensure |
|
|
Employer Surveys |
|
|
Expanded Summary Reports |
|
|
Laboratory Performance Sheets |
|
|
Score Comparison Sheets |
|
|
Degree Program Evaluations |
|
|
Institutional Management Plan |
|
|
Orientation Survey |
|
|
Advising Survey |
|
|
CCSSE Student Engagement Survey |
|
|
About CCSSE |
|
|
Lawson State Community College CCSSE Results |
|
|
Program Review Building Construction |
|
|
Program Review Plumbing |
|
|
Program Review Criminal Justice |
|
|
Diesel Medium and Heavy Truck NATEF Certification
Letter |
|
|
ASEP Letter |
|
|
Alabama Board of Nursing Continuing Education
Accreditation Document |
|
|
Business Accreditation Response Document |
|
|
Automotive Annual Report |
|
|
Alabama State Board of Education Policy 903.01 |
|
|
Alabama State Board of Education Policy 607.01 |
|
|
Personnel evaluation e-mail reminder |