1 creating institutional buy-in to the credit program/discipline review process a baldrige-inspired...
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Creating Institutional Buy-In to the Credit Program/Discipline Review
ProcessA Baldrige-Inspired Approach
Bao HuynhDirector of Institutional Research
Richland College
Teaching, Learning, Community Building
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Overview
• Demographics & Baldrige Perspective• History / Purpose• Quantitative Data• Qualitative Data• Scoring Mechanism• Use of Results
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History
• Completed annually at Richland since 1996-97
• Original design by a DCCCD team of Instructional Deans and Faculty in late 1980’s
• Revisions by Richland’s Academic Council• Current version – revised 2007
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Purpose
• Continuous Improvement/Agility
• Accountability
• Student Learning Outcomes
• Institutional Effectiveness
• Assessment of program/discipline viability
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Quantitative Data
• “We are data-informed; we are not data-driven”
• Data supplied by the Office of Planning and Research for Institutional Effectiveness
• Three key indicators of performance
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Qualitative Data
• “We turn to wonder, we do not rush to judgment”
• Contextual Information
• Provided by Executive Deans, Program Coordinators, Vice President for Teaching & Learning
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Scoring Mechanism
• Three Key Performance Indicators – Increase program contact hours– Improve student success– Maintain fiscal responsibility
• Five Measures– Contact hour change from:
• previous year to current year• two years previous to current year
– % A,B,C grades– % in-class retention– Ratio of Program Cost to Income
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Scoring MechanismKey Performance Indicator #1
100 points
Increase annual contact hour generation
Measures:
Positive growth from
• Year 2 to Year 3 (50 possible points)
• Year 1 to Year 3 (50 possible points)
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Scoring MechanismKey Performance Indicator #1
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Scoring MechanismKey Performance Indicator #2
200 points
Improve Student Success
Measures:
• % of A,B,C Grades (100 possible points)
• % in-class retention(100 possible points
• Student Outcomes Assessment to be added at a later date
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Credit Program Review Scoring Mechanism
Key Performance Indicator #2
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Scoring MechanismKey Performance Indicator #3
100 points
Remain fiscally responsible and sound Measures:
• Program Cost to Income Ratio
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Scoring MechanismKey Performance Indicator #3
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Scoring MechanismSummary Sheet
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Use of Results
Executive Deans, Program Administrators and Faculty for each program/discipline:
• Conduct a SWOT every 5 years
• Review their DCCCD Market Share
• Review Trends in Student Preferences
by Schedule Type
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Credit Program ReviewUse of Results
“One of the most devastating results of a review effort is inaction.”
Barak and Breier
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Lessons to Share
• Remember what is important
• Provide examples of how deans can use data to address opportunities or capitalize on successes
• Find more than one way to share the data
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Future Plans
• Incorporate assessment of student learning outcomes into the review
• Expand program review to include all administrative and student support services
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Creating Institutional Buy-In to the Credit Program/Discipline Review
ProcessA Baldrige-Inspired Approach
Bao HuynhDirector of Institutional Research
Richland College
Teaching, Learning, Community Building
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