Comprehensive Standard
3.3.1.3
The
institution identifies expected outcomes, assesses the extent to which it
achieves these outcomes and provides evidence of improvement based on analysis
of the results in each of the following areas: (Institutional effectiveness)
3.3.1.3 Educational Support Services
aCompliance ___Partial Compliance ___Non-Compliance
Narrative:
The
responsibility for Educational Support Services is viewed by the College as
shared responsibility between the administrative and instructional divisions.
They include the following: Office of
Admissions, Records Office, Athletics Department, Financial Services, Library,
Student Financial Services, Student Life and Career Services, Student Services
and Student Recruiting. All support
units are committed to student success, quality assurance, efficiency, and
continuous improvement as evidenced by their ongoing assessment
activities.
Narrative:
Lawson State Community College
identifies expected outcomes, assesses the extent to which it achieves these
outcomes, and provides evidence of improvement based on analysis of the results
in educational programs, to include student learning outcomes, administrative
support services, educational support services, and community/public service
within its educational mission, if appropriate.
The
College has a well-established institutional effectiveness process that consists of the development and
assessment of outcomes, including student learning outcomes for all educational
programs. The College’s planning and evaluation process is ongoing. Lawson
State Community College’s institutional effectiveness process is on-going,
cyclical, and College-wide. 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 educational support services (such
as the Student Services, Student Financial Aid Services, Student Recruitment,
Athletics, and Admissions) establish goals annually. These units are responsible for determining
the assessment methodologies for their goals and providing written information
and relevant documentation as to the level of attainment of those goals. A detailed narrative is requested from each
subunit regarding the status of each goal and how the information obtained was
used to strengthen the unit; thereby, addressing institutional
effectiveness. All goal statements,
narratives and documentation must be presented in the Planning Hearing Notebooks and when approved loaded into the online
planning software – Weaveonline
The process of establishing learning
outcomes within the educational support services units is integrated, data
driven and occurs annually. The process
complements the college wide planning model because it occurs as a part of the
College’s overall institutional effectiveness assessment plan and serves to
strengthen student learning and educational outcomes. All educational programs, administrative
units and educational support services units must participate in this process. The process is integrated across the educational,
administrative and educational support units. (Institutional Effectiveness Plans 06-07), (Institutional Effectiveness Plans 07-08) Also, the planning and evaluation process
involves personnel representing curriculum and instructional programs, student
services, administrative and support services, public relations, economic
development activities, community service activities, physical plant, and
financial administration.
Annually, assessment data are obtained
from surveys, the evaluation of student outcomes, the evaluation of educational
outcomes that are consistent with the institution’s mission, faculty and staff
evaluations, course completion data and other institutional statistics, as well
as analysis of the attainment of institutional as well as operational/divisional
goals and objectives. 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) for
all faculty and staff to use.
End-of-the-year
reports are developed annually by each unit.
Indeed, as part of Lawson State Community College’s Planning and
Evaluation process, each department within the Administrative Services and
Instructional Services division complete an annual Unit Plan, which outlines
specific Unit Outcomes, Outcomes Link to Institutional Goals and Strategic
Indicators, Methods of Assessing the Outcome and Budget Implications, Actual
Results Obtained, and Use of Results (Unit Plan Template) as well as a Unit
Narrative (Unit Narrative Sample).
In addition,
the tracking of Student Learning Outcomes is infused in the annual evaluation
process in an effort to improve and strengthen student learning under specific
and identified outcomes (where applicable).
The
Non-Instructional Student Learning Outcomes template (Student Learning Outcomes
Form, for Non-Instructional Units Template) that is used to document
and measure student learning includes the following: Student Learning Outcomes; Assessment
Methods; Expected Results; Actual Results Obtained and Use of Results.
Below is
summary of sample Unit Plans and Student Learning Outcomes submitted and
approved via the Planning Hearing Process.
Examples will highlight findings and use of results from the 2006-2007
school year and the 2007-2008 school year.
2006-2007 Sampling of Educational
Services Unit Plan Results
Example 1: Department :
Student Records
During the
2006-2007 evaluation cycle, the Records Office submitted the following Unit
Plan Narrative (2006-2007 Unit Plan
Narrative, Student Records) and tracked the following Unit Outcomes (2006-2007 Student Records
Unit Plan): (1) 100% of staff will receive ongoing specialized
ACCESS AS400 software training; (2) Student surveys will reflect that 90% of
the customers who responded were satisfied or very satisfied with services
received in the records office; (3) 100% of incoming documents for incoming
students will be scanned, indexed and accessible for educational interest; (4)
100% of students who are within 60% of completing of a degree plan will be
notified in writing to begin the graduation application process; (5) 100% of
grades recorded by instructors will be entered electronically each semester and
a printout showing date of submission and name of instructor will be collected
and scanned into ApplicationXtender.
Each Unit Outcome listed was connected to pre-existing Institutional
Goals for the 2006-2007 school year (2006-2007 Institutional Goals). For example, outcome one which
deals with the ongoing specialized training of staff in ACCESS AS400 software
was linked to Institutional Goals 5 (Indicator C; Goal 6 (Indicator C); and Goal 7 (Indicator A, E and
F). Methods of Assessment varied from
the Student Perception Surveys, to raw data of scanned items to record log of
grades received.
The Actual Results
Obtained (2006-2007 Student Records
Unit Plan); (Student Records Unit Plan
Sample Documentation 2006-2007) indicated the following: (1) Access training was
provided March 19-20, 2007. The
Registrar, Director of Admissions and Assistant Dean for Admissions and Records
received two [full] day extended training sessions on ACCESS software updates
for the new release as well as degree plan development and maintenance. Recommendations were made as to how best to
build degree plans for ease of student use; (2) 95.6% of students agree or
strongly agree that the office staff was knowledgeable and helpful; (3)
Currently, 100% of all documents on both campuses are scanned and indexed daily
for easy retrieval with at least 80% accuracy.
Currently, the scanning software is being used by the Office of Student
Financial Services and nursing department; (4) although this outcome is still
not achieved, considerable changes have been made toward completing this goal,
such as relocation of responsibility for degree plans, reviewing various degree
plans for other colleges, etc.; (5) electronic collection and retrieval of data
from Blackboard eliminate the process of chasing paper for attendance records
and grades.
Use of
Results (2006-2007 Student Records
Unit Plan) were reported as follows: (1) due to high volume of
traffic in the office, complete staff training as a group is virtually
impossible. As the equipment we use
daily continues to become more technical, on-going training is necessary to
keep up with the changes. (It is vitally
important that the Admissions and Records Office be provided times when the
office can close to address issues, changes, etc. concerning office
procedures.) Staff will continue to take
advantage of professional development activities, one day workshops/seminars,
and software trainings; (2) the results will be used to evaluate processes and
procedures in our office to continue to provide services to students in a
friendly and timely manner; (3) as a result of all documents being scanned and
indexed, the error rate for losing files and documents substantially
decreased. Scanning allows the staff to
assist each student in a timely manner regardless of campus. This also allows for more than one person to
view a particular file at the same time; (4) although the intended outcome was
not achieved, changes such as degree plans becoming a responsibility of student
records, updated records in admissions, correctly defined catalogs, accuracy of
catalog to degree plans, etc…will assure accuracy of degree plans; (5) the
electronic retrieval of data from Blackboard
allows the records office to address student problems, last dates of
attendance, and concerns within a reasonable timeframe.
2007-2008 Unit Plan, Student Records
During the
2007-2008 evaluation cycle, the Records Office submitted the following Unit
Plan Narrative(2007-2008 Unit Plan
Narrative, Student Records) and tracked the following Unit Outcomes (2007-2008 Student Records
Unit Plan): (1) 100% dissemination of information on FERPA to
students by August 2008; (2) student surveys will reflect that 90% of the
customers who responded were satisfied with services received by the Records
Office; (3) approximately 500 student records will be scanned for record
security and space allocation by June 2008; and (4) 100% of new programs and
areas of concentration will be built with degree plans, as well as,
pre-existing programs updated to reflect new catalog changes for the 2007-2008
school year. Each Unit Outcome listed
was connected to pre-existing Institutional Goals for the 2007-2008 school year
(2007-2008 Institutional
Goals). For instance, outcome number two dealing with
student satisfaction with the Records Office was linked to Institutional Goal 2
(Indicators A & E) and Goal 6 (Indicator D).
Methods of
Assessing the Outcome ranged from the PSY100
(Orientation) syllabus, new student orientation sessions, annual
notification to student perceptions surveys and graduate surveys as well as a
report listing 2007-2008 degree plans and completion dates and samples of
actual degree plans.
Actual
Results Obtained were reported as follows: (2007-2008 Student Records
Unit Plan); (Student Records Unit Plan
Sample Documentation, 2007-2008):
(1) FERPA brochures for students were developed to specifically address
issues pertaining to privacy of student records. Students received FERPA information as a component of PSY100,
as well, as annual notifications through Blackboard; (2) the Graduating Student
Survey administered May 2008 reflects that 92% of the student responses
concerning the admission and records office were very satisfied or satisfied
with the service and found the staff to be knowledgeable and helpful of their
areas; (3) only 486 students re-entered during the 2007-2008 academic year
which required that old reports be pulled and scanned for easy retrieval. Although the goal was 500, only 486 actual
student records were indentified for this goal.
Accordingly, 100% of the applicable records were scanned; (4) 100% of
pre-existing degree plans were updated and 100% of new programs/areas of
concentration were completed based upon the 2007-2009 student catalog.
Use of
Results were reported as follows: (1)
FERPA brochures are distributed in PSY100 Orientation class to all students, as
well as, policies to include Family Education Rights and Privacy Act is
discussed during the class. Also, new
students were introduced to FERPA during new student orientation sessions for
incoming students each semester. Annual
notifications are sent via email or Blackboard each fall semester. Lawson State has not had any complaints filed
with the Family Policy Compliance Office concerning violation of student
records. Continual notification to
students of policies concerning their records, assures that our office is
committed to protecting the rights and privacy of our students and as a result
the number of complaints concerning office…procedures have reduced; (2) the
results of the surveys will help identify areas where improvements are needed
to better serve our students/customers.
As a result of all records being scanned and indexed, our office is able
to process changes, transcript requests, clear holds and correct data. This allows better communication between the
two campuses when dealing with student problems; (3) the Records Office on
either campus can better assist students regardless of where their records are
housed, thus, providing better customer service to students. The more pre-existing records that are
scanned the ease at which student records can be retrieved and reviewed. Also, scanning of old existing files provide
for more space allocation as well as faster response time in completing
transcript requests and subpoenas.
2007-2008 Student Learning Outcomes
Student Records
Student
Learning Outcomes under Student Records (Student Records Student Learning Outcome 2007-2008
Report) were identified by
the unit as follows: (1) Students will demonstrate a working knowledge of
registering online via the web; and (2) Students will demonstrate a working
knowledge of updating contact information via the web.
Assessment
methods include a report from the AS400 of students who registered for classes
online each semester and an AS400 report of requests for contact information
changes by students.
Actual
Results Obtained (2007-2008 SLO Documentation,
Student Records) indicated that baseline data on student online
registration indicated that 335 students used the online registration system
during the 2007-2008 school year and that 279 students visited the online
Student Suite and updated their personal information, employment information,
and emergency contact information from February 2008 to July 2008.
Use of
Results indicated and was reported by Student Records as follows: (1) Data indicated that students are able to
select classes based upon his/her degree plan and register online. As a result, the Records Office stated that
they “will continue to encourage students to take advantage of not having to stand in long lines during
registration by registering for classes early via the web. The goal is to increase the number of
students who pre-register by 15% each semester. (2) The ability to have the
most up-to-date information on our students is vital to notification of class
closings, schedule changes, etc. Our
department will promote and encourage students to view their personal
information and make sure that we have the most current data on file. This will allow our office to provide better
customer service to our students.
Example 2: Unit Plans, Department: Office of Admissions
During the
2006-2007 evaluation cycle, the Office of Admissions submitted the following
Unit Plan Narrative (2006-2007 Unit Plan
Narrative, Office of Admissions) and tracked the following Unit
Outcomes (2006-2007 Office of
Admissions Unit Plan): (1)
Create web space to include Admissions/Records related downloadable forms and
post announcements, policies, procedures, frequently asked questions, etc..
Promote site so as to have 200 users each term; (2) create an online chat room
for current/prospective LSCC students and staff will monitor the chat room at
designated times; and (3) participate in one training session through ACCESS
relative to updating and maintaining degree plans. Each Unit Outcome listed was connected to
pre-existing Institutional Goals for the 2006-2007 school year (2006-2007 Institutional Goals). For example, outcome one which
dealt with the creation of related Admissions/Records downloadable forms was linked to Goal 4 (Indicators E and F) and
Goal 3 (Indicator D). Methods of Assessment varied from the number of hits on a
web page counter to a list of training dates for AS400 training opportunities.
Actual
Results reported (2006-2007 Office of
Admissions Unit Plan); (Office of Admissions Unit
Plan Sample Documentation, 2006-2007) during the 2006-2007 planning
and evaluation cycle included the following:
(1) web development was delayed as the site structure, visual
presentation, and format is soon to change.
Templates have been created and once [the webmaster] initiates the
redesign, the Director of Admissions will assist in the project relative not
only to Admissions / Records but also for the Student Services division.
Outcome number one was reported as having an “ongoing” status; (2) development
of an online chat room is ongoing.
Webinars have been attended through Hopkins that deals specifically with
items to consider when developing a chat room and how to plan its
implementation. Unofficially, the idea
has been discussed with recruiters, and if permitted, the website design can
incorporate direct links to recruiters via chat rooms or static email access;
(3) ACCESS training occurred on March 19 and 20, 2007. A representative from ACCESS facilitated the
sessions. Tegrity was used to record the
proceedings and reference materials were provided by ACCESS….Throughout the
year, especially during pre-registration/registration, issues related to degree
program modifications arose. This
function is now part of the Student Records Office while the Admissions Office
Director provides back up. Our ability
to identify and solve problems related to this function has improved overall
student services during pre-registration and registration.
Use of
Results (2006-2007 Office of
Admissions Unit Plan) were reported as follows: (1) As noted
earlier, templates have been created and once the webmaster initiates the
redesign, the Director of Admission will assist in the project relative not
only to Admissions / Records but also for the Student Services division; (2)
development of an online chat room is ongoing.
Webinars have been attended through Hopkins that deals specifically with
items to consider when developing a chat room and how to plan its
implementation, and (3) as the catalog changes for upcoming year, the degree
plans will be modified and updated to reflect the new data within it. New designations such as NSL (Pre-LPN), will
better facilitate curriculum transitions by students and aid in the program
selection processes. Given instructional
division approval, required changes can occur in a timely manner so as to
positively impact students services, financial aid, retention, and advising.
2007-2008 Unit Plans, Department: Office of Admissions
Unit Outcomes
(2007-2008 Office of Admissions Unit Plan) for Student Records 2007-2008 were
reported as follows: (1) identify applicable transfer credit for degree plans
in 100% of new student applicants before the first day of class in a given
entry term; (2) track the use of the available online forms to better
facilitate service activities specifically related to admissions or records;
(3) replace 100% of the computer workstations in the Bessemer campus Admissions
Office to enhance student service effectiveness and add one more scanner. Methods of assessing this outcome included
implementing the RCTC functionality in ACCESS and creating weekly transfer
credit needs assessments via queries to accessing usage of online forms by
evaluating website hit counter.
Actual
Results Obtained (2007-2008 Office of Admissions Unit Plan)
were reported as follows: (1) Upon
assessment of the process, less than 100% of transfer students were
evaluated. Two steps have been added to
the process. 1. Reports are run weekly
to ascertain potential credit evaluations and actions are taken to enable
them. 2. A new function of ACCESS,
called RCTC, enabled us to evaluate credit prior to receipt of applications for
admission. These two steps greatly
increased our effectiveness relative to the evaluation/implementation of
potential transfer credit. Reports are
cumulative for a term period and track previously evaluated/unevaluated
transcript activity. From point to
point, every student with potential transfer credit may be tracked to ensure
evaluations occurred. The ACCESS RCTC
function has been implemented and transcripts from those have not yet submitted
applications for admission are being evaluated.
Such students may or may not enroll.
In addition, the data cannot be quantified as to which students began in
the RCTC menu. Data for such students
migrates into ADARM once applications for admission have been received; (2)
1022 online applications for admissions have been received since July
2007. Twenty web based forms are now
available online. Previously, one
existed on the web within the Admissions Office or Records Office area of the
site (the online application for admission).
Modifications remain ongoing as new forms or amended forms are
available. Online applications are
received in a dedicated email account which summarily contains online
application activity from its inception.
Activity is measured like date to like date within specified time frames
to capture comparative data; (3) requisitions were submitted and approved for
equipment purchases on the Bessemer campus.
The order was placed of the actual hardware. In addition, four workstations on the
Birmingham campus now have USB compliant high speed scanners which replaced
older…card scanners. Five workstations
in the office on the Bessemer campus will receive upgraded CPU’s, monitors, and
keyboards as well as sufficient …RAM to adequately run all functional software
applications within admissions.
Use of
Results indicated the following within the 2007-2008 Unit Report (2007-2008 Office of Admissions Unit Plan): (1) Completed credit evaluations will enhance
services to students in that they may receive more accurate academic advising,
more accurate degree plans, and potentially better understanding of their
curricula. Consequently, matriculation
is increased; (2) student services are enhanced by the availability of
multiple, downloadable, online forms.
Online form availability is now regularly promoted to students and
prospective students. Postage costs will
decline, student traffic in peak periods will decrease, and student
preparedness will increase; (3) new hardware will more effectively run critical
software such as the imaging system and the student information system. Multiple new scanners will increase our
capacity to fully scan / index / retrieve student related documents. Since physical documents need not be
retrieved each time reviews occur, document security is more adequately
maintained.
Student Learning Outcomes—Admissions
Office
Student
Learning Outcomes submitted for the 2007-2008 evaluation cycle (Admissions Student Learning Outcomes Report,
2007-2008) included the following: (1) Students will be able
to submit applications for admission online and acquire important Admissions or
Records forms online; and (2) students will understand the differences between
award types and will know how to appropriately define programs of study /
awards they wish to pursue.
Assessment
methods (Admissions Student Learning
Outcomes Report, 2007-2008) included the following approaches: (1) assess
activities by evaluating hit counters on the forms page of the
admissions/records web sect and admissions email account where data is sent;
and (2) changes of records enacted in ACCESS, applications for admission and
inclusion of printed program areas/award types, measurement of new students
exposed to record change process explanation during new student orientation
sessions, analysis of data derived from record change request forms.
Actual
Results Obtained (Admissions Student Learning
Outcomes Report); (Admissions SLO Sample Documentation, 2007-2008) were
reported as follows: (1) 707 online applications were received for a three term
period from June 2007 to May 2008. Twenty Admissions or Records forms are now
online; (2) this is a baseline year. The
report, ADLAC, identifies the change requests in ACCESS, the cumulative
orientation participation will come from the summary reports, the admissions
application includes listings for all programs/award types, the record change
form includes why requests occur.
Use of
Results (Admissions Student Learning Outcomes Report,
2007-2008) indicated
that (1) additional web based services have been or will be added to better
serve non-traditional / commuter student populations; and (2) baseline data for
ADLAC will be compared to contiguous reporting periods, summary orientation
data will be compared annually, data from change request forms will be analyzed
to determine why changes occur and adjustments to the process will be made as
needed.
As stated
earlier, all units within Educational Support Services, as part of the planning
and evaluation process at Lawson State Community College complete Unit
Narratives, Unit Plans and Student Learning Outcomes, if applicable.
Samples
provided above detailed two specific units over the last two years. The chart below outlines evidence of
continuous planning and evaluation within Educational Support Services.
|
|
2006-2007 |
2007-2008 |
2007-2008 |
|
Educational Support Services |
Unit Plan & Narrative |
Unit Plan & Narrative |
Student Learning Outcomes |
|
Athletics
Department |
|||
|
Financial
Services |
Not Required |
||
|
Library
|
Student Learning
Outcomes (07-08) |
||
|
Student
Financial Services |
Student Financial Services
Narrative & Unit Plan (06-07) |
Student Financial Services
Narrative & Unit Plan (07-08) |
|
|
Student
Life/Career Services |
Student Life/Career Services
Narrative & Unit Plan (06-07) |
Student Life/Career Services
Narrative & Unit Plan (07-08) |
|
|
Student
Services |
Not Required |
||
|
Educational Support Services |
Not Required |
||
|
Student
Recruiting |
Documentation:
|
Institutional
Effectiveness Process |
|
|
Weave Online |
|
|
Planning
Model |
|
|
Institutional
Effectiveness Plan (06-07) |
|
|
Institutional
Effectiveness Plan (07-08) |
|
|
L-Drive |
|
|
Unit Plan
Template |
|
|
Unit Narrative Sample |
|
|
Student Learning
Outcomes Form, for Non-Instructional Units Template |
Student Learning Outcomes
Form, for Non-Instructional Units Template |
|
2006-2007 Unit Plan
Narrative, Student Records |
2006-2007 Unit Plan
Narrative, Student Records |
|
2006-2007 Student
Records Unit Plan |
2006-2007 Student Records
Unit Plan |
|
2006-2007
Institutional Goals |
|
|
2006-2007 Student
Records Sample Documentation |
2006-2007 Student Records Sample
Documentation |
|
2007-2008 Unit Plan
Narrative, Student Records) |
2007-2008 Unit Plan
Narrative, Student Records |
|
2007-2008 Student
Records Unit Plan |
2007-2008 Student Records
Unit Plan |
|
2007-2008
Institutional Goals |
|
|
2007-2008 Sample Documentation,
Student Records Unit Plan |
2007-2008 Sample
Documentation, Student Records Unit Plan |
|
Student Records
Student Learning Outcomes 2007-2008 Report |
2007-2008 Student Records Student Learning Outcomes
Report |
|
2007-2008 SLO
Documentation, Student Records |
2007-2008 SLO Documentation,
Student Records |
|
2006-2007 Unit Plan
Narrative, Office of Admissions |
2006-2007 Unit Plan Narrative, Office of Admissions |
|
2006-2007 Office of
Admissions Unit Plan |
2006-2007 Office of Admissions Unit Plan |
|
2006-2007
Institutional Goals |
|
|
2006-2007 Office of
Admissions Unit Plan & Sample Documentation |
2006-2007 Office of Admissions Unit Plan & Sample Documentation
|
|
2006-2007 Office of
Admissions Unit Plan |
2006-2007 Office of Admissions Unit Plan
|
|
2007-2008 Office of
Admissions Unit Plan |
2007-2008 Office of Admissions Unit Plan |
|
Admissions Student
Learning Outcomes Report, 2007-2008 |
|
|
Admissions Student
Learning Outcomes Sample Documentation,
2007-2008 |
Admissions Student Learning
Outcomes Sample Documentation,
2007-2008 |