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Section 3: Comprehensive Standard 3.3.1
The institution identifies expected outcomes for its educational programs (including student learning outcomes for educational program) and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.
Statement of Compliance: Dyersburg State Community College is in compliance with Comprehensive Standard 3.3.1.
Rationale for Judgment of Compliance:
Identifies expected outcomes for its educational programs and its administrative and educational support services.
Dyersburg State Community College (DSCC) employs its electronic Institutional Effectiveness Tracking System (IETS) to identify and follow up outcomes for its educational programs, administrative services, and educational support programs. The IETS includes thirty-four budget units [Ref 1]. The IETS encompasses all campus functions and programs, including those that are externally funded. Budget managers are asked to establish 3-6 outcomes for each administrative or support department or academic program [Ref 2] [Ref 3].
Assesses whether it achieves those outcomes.
Budget units assess each identified outcome and report the results in IETS. DSCC assesses a wide range of outcomes. Direct assessments of learning such as the California Critical Thinking Skills Test, the NCLEX-RN, the Nelson-Denny Reading Test, and locally constructed assessments of learning in Health Information Technology are administered. Comprehensive program assessments such as program accreditation in Business and Health Information Technology, peer review for academic programs such as the University Parallel program, and locally directed review of support functions such as the Learning Resource Center are completed on established cycles. Progress toward important action indicators such as enrollment in high demand occupational areas, number of scholarship dollars raised for students from underrepresented groups, and retention and student success indicators is a part of the assessment. Although not quite so direct, surveys such as alumni surveys, current student surveys, service surveys of finance and administrative services, and learning resource center users surveys provide useful information for program improvement. Assessment in its various forms encompasses educational programs, educational support services, and administrative services. Additional examples may be seen in the IETS [Ref 4].
Selected examples are found in Table 1.
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Table 1 Examples of Assessment in DSCC Educational Programs, Educational Support Services, and Administrative Services |
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Outcome Measure |
Units and Educational Programs Using Outcome Measure |
Nature of Unit |
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Scores on Information Literacy test |
Learning Resource Center |
Educational Support |
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Percentage of graduates placed in employment in a field related to their educational program |
Computer and Information Technology, Business Related Technology, Nursing, Justice Services Technology, Early Childhood, Manufacturing Systems Technology, Health Information |
Educational Programs |
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Number of dollars raised from private, city, or county support |
Institutional Advancement Office of the President |
Administrative |
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Percentage of students receiving a “C” or better in the subjects in which they were tutored |
Student Support Services |
Educational Support |
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Scores on Licensure Examinations |
Nursing, Emergency Medical Technology, Surgical Technology |
Educational Programs |
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Results of the Finance and Administrative Services Survey. |
Office of the Vice President for Finance and Administrative Services, Human Resources, Business Office, Physical Plant, Administrative Services |
Administrative |
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Number of student contacts |
Counseling/ADA Services |
Educational Support |
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Proportion of students successfully completing College Algebra |
Division of Arts and Sciences
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Educational Programs |
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Percent of “up time” in computer, network and telephone services |
Vice President for Technology |
Administrative |
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Academic Audit, Program Review, Accreditation Report |
Mathematics, English, Continuing Education, Learning Resource Center, Developmental Studies, Business Related Technology, Nursing, Surgical Technology, Emergency Medical Technology, and Health Information Technology |
Educational Programs |
Provides evidence of improvement based on analysis of those results.
Budget units are asked [Ref 5] to review the outcomes assessment data and make changes as warranted during the current year or establish an objective for the upcoming year. Table 2 provides three examples of the flow from outcomes to assessment results to follow-up: the Division of Business and Technology, a division that houses academic programs; the Office of the Vice President for Finance and Administrative Services, an administrative unit; and the Learning Resource Center, an educational support unit. Other examples may be found in the IETS [Ref 6].
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Table 2 |
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Expected Outcomes in 2005-2006 |
Summary of Outcomes Results for 2005-2006 |
Evidence of Improvement Based on Analysis of Results |
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Division of Business and Technology |
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Increased number of graduates from Business and Technology Division |
Number of graduates was 140 |
The number of graduates in Business & Technology increased 12% from 125 in 2005 to 140 in 2006. |
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Increase CCTST scores for Division |
58th percentile |
CCTST scores increased from 40th percentile in 2004 to 58th percentile in 2005. |
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Increase job placement percentage for Division |
70.4% (in Business-Related Technology) |
Job placement percentage decreased from 95.5% in 2004 to 70.4% in 2005. Because of the decrease, this objective has been placed as a priority in 2006-07. |
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Office of the Vice President for Finance and Administrative Services |
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1. Excellence in service as indicated by the percentage of “average” and “above average” responses on the annual Finance and Administrative Services survey. |
1. The findings were as follows: Business Office, 96%; Human Resources, 96%; Print Shop, 99%; Administrative Services, 81%; Physical Plant, 99%. |
1. The scores on the Administrative Services section of the survey were unacceptably low. Customer service issues were addressed with an improvement plan. Sessions were held during Update and Conference to better explain purchasing procedures to employees. |
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2. Compliance with applicable Federal and State regulations as evidenced by audits with no findings. Actual audits conducted will vary from year to year. |
2. Audits of 2002-03 and 2003-04 generated no findings. |
2. No follow-up of audits is required. |
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3. Responsiveness in service as indicated by actions taken as a result of suggestions from Student Forums. |
3. Jimmy Naifeh Center Student Forum discussions revealed concern about textbook prices and book buyback prices. |
3. Follow-up is required on continuing student concerns over bookstore prices and buyback at the Jimmy Naifeh Center. |
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Learning Resource Center |
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1. Database searches increase by 5%. Facility usage increases by 5%. Web page use increases by 5%. |
1. Database searches increased 1%. Facility use increased 8%. Web page use increased 13%. |
1. Additional emphasis on Information Skills sessions on searching DSCC databases produced a 1% increase. This still remains an area of concern. The LRC will redesign the Information Gateway Web page to improve access. |
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2. Information skills sessions increase by 5% with 70% scoring 70% or higher on post-survey of literacy. |
2. Number of information skills sessions remained constant. Post-survey literacy was 72% scored 70% or better on post survey. |
2. Turning Point Response system (Clickers) will be used in the Information Skills session to increase post-survey to 70% or better. |
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3. Help Desk assistance online and on-ground increases by 5%. |
3. Online/phone Help Desk assistance increased 17% on-ground in LRC |
3. The use of the two Help Desks remained constant. Location in the new LRC will be used to increase usage. |
DSCC identifies outcomes for its educational programs, educational support services, and administrative services. DSCC assesses the outcomes and makes improvements based on an analysis of the results.
Authored by Dr. Buck Tarpley in coordination with the SACS Leadership Team
Documentation:
Source
Full PDF Version of Reference Source
Reference 1:
List of Budget Units in the IETSReference 2:
Instructions for writing outcomesInstructions for Completing the Institutional Effectiveness Tracking System Format 2007-08
Reference 3:
Listing of sample outcomesReference 4:
IETS linkReference 5:
Instructions for follow-up of outcomes assessmentReference 6:
IETS link