SCC Annual Operational Planning Why Plan????

If you don’t know where you’re going, you’re likely to end up there! Bill Werst

Developing Outcomes

Program Outcomes describe what you want a program to do or accomplish. They should not be confused with learning outcomes which describe what you want students to know, do or value. The components of a measurable program outcome are the same as for learning outcomes except the actor is the program, not the student.

Criteria for Outcomes Outcomes that are achieved will contribute to fulfilling the mission of the college. Outcomes will tend to remain essentially unchanged until there is a shift in the environment under which they were created or the desired outcome is achieved. Outcomes will normally encompass a relatively long period (three years or more). Outcomes will be challenging, yet realistic and achievable. Outcomes will provide a framework for more detailed levels of planning.

O ther things to keep in mind when developing outcomes: Should address the primary focus of the department Should be client-centered Must be easily understood by the public Keep the number to a reasonable limit Prioritize, beginning with the most important

Some Easy Steps Identify the purpose for your unit. Choose outcomes that are consistent with that purpose as well as with the mission and goals of the institution. Determine that your outcomes do not contradict any of your other outcomes. Write outcomes in the positive, not the negative.

WRITING OBJECTIVES

Objectives – Definition Clear targets for specific action needed to meet the unit’s outcomes. More detailed than outcomes, objectives have shorter time frames and may state quantity. An objective is achievable, measurable, and sets the direction for strategies. A single outcome may be subdivided into multiple objectives.

Components of an Objective Statement Name of Unit What you hope to accomplish (objective) By when? How (not required in statement) Assessment (not required in statement)

Objective Statement: By May 2010, the Nursing Program will incorporate instruction/evaluation of problem-solving into the curriculum in order to improve student employability skills. Objective: To improve student employability skills

Strategies are detailed. Strategies are action-oriented. Strategies are assigned to individuals. Strategies include a completion date. An assessment strategy is always included. Strategies reflect budgetary and other resources. Strategies – the steps that will be taken to achieve an objective

Objective: By May 2010, the Nursing Program will incorporate instruction/evaluation of problem-solving into the curriculum in order to improve student employability skills. Strategies Person ResponsibleTimeline Funds Needed Provide a variety of learning activities in the classroom especially case study evaluation, cooperative learning strategies Green5/2009None Have smaller class size to accommodate cooperative learning style Brown8/2009None Provide information on critical thinking and active learning for new students Green12/2009None Continue to utilize the nursing process for the development of nursing care plans & evaluation of problem-solving ability All Faculty12/2009None Develop test items that require application, analysis, or synthesis of learned information All Faculty/ White to oversee 5/2010None

Increase use of technology. Provide state of the art training. Improve student retention. Equip classrooms adequately. Provide professional development opportunities. Enhance instructional processes. Poorly Written Objectives

Quality Enhancement Plan (QEP) Theme: “The Quality Enhancement Plan for SCC seeks to improve students’ work ready ability to communicate effectively as member of the workforce.” Every unit will be required for the unit plan to write at least one objective that is directly related to the QEP. This objectives must be cost-neutral, meaning that it will require NO FUNDING. All objectives will be critiqued by members of the Institutional Effectiveness Council.