1. AQIP Categories
Category One: Helping Students Learn focuses on the design, deployment, and effectiveness of teaching-learning processes (and on the processes required to support them) that underlie the institution’s credit and non-credit programs and courses.
Category Two: Meeting Student and Other Key Stakeholder Needs addresses the key processes (separate from instructional programs and internal support services) through which the institution serves its external stakeholders in support of its mission.
Category Three: Valuing Employees explores the institution’s commitment to the hiring, development, and evaluation of faculty, staff, and administrators.
Category Four: Planning and Leading focuses on how the institution achieves its mission and lives its vision through direction setting, goal development, strategic actions, threat mitigation, and capitalizing on opportunities.
Category Five: Knowledge Management and Resource Stewardship addresses management of the fiscal, physical, technological, and information infrastructures designed to provide an environment in which learning can thrive.
Category Six: Quality Overview focuses on the Continuous Quality Improvement culture and infrastructure of the institution. This category gives the institution a chance to reflect on all its quality improvement initiatives, how they are integrated, and how they contribute to improvement of the institution.

2. Helping Students Learn
Systems Portfolio Category 1

3. P - Process R - Results I - Improvement Structure to Category 1
Common Learning Outcomes
Program Learning Outcomes
Academic Program Design
Academic Program Quality
1.5 - Academic Integrity
P - Process
R - Results
I - Improvement

4. 1.1 Common Learning Outcomes - Process
Describe the processes for determining, communicating and ensuring the stated common learning outcomes, and identify who is involved in those processes. This includes, but is not limited to, descriptions of key processes for the following:
Aligning common outcomes (institutional or general education goals) to the mission, educational offerings and degree levels of the institution
Determining common outcomes
Articulating the purposes, content and level of achievement of the outcomes
Incorporating into the curriculum opportunities for all students to achieve the outcomes
Ensuring the outcomes remain relevant and aligned with student, workplace and societal needs
Designing, aligning and delivering cocurricular activities to support learning
Selecting the tools, methods and instruments used to assess attainment of common learning outcomes
Assessing common learning outcomes

5. Data Used to Answer 1P1 Gen Ed Committee
Gen Ed website & committee activity
FT departmental faculty in subject area
Input from the dean
100 level sub committee
200 level sub committee
human & cultural diversity
MGAC presentations linked to HUM 200
SLO for Gen Ed
Process for determining size and scope of Gen Ed (i.e. committee)

6. IR1
What are the results for determining if students possess the knowledge, skills and abilities that are expected at each degree level? The results presented should be for the processes identified in 1P1. All data presented should include the population studied, response rate and sample size. All results should also include a brief explanation of how often the data is collected, who is involved in collecting the data and how the results are shared. These results might include:
Summary results of measures (include tables and figures when possible)
Comparison of results with internal targets and external benchmarks
Interpretation of results and insights gained

7. Data Used to Answer 1R1 Gen Ed 100 level assessment data collection
Remedial data collection on success rates

8. 1.2: Program Learning Outcomes
Describe the processes for determining, communicating and ensuring the stated program learning outcomes and identify who is involved in those processes. This includes, but is not limited to, descriptions of key processes for the following:
Aligning learning outcomes for programs (e.g., nursing, business administration, elementary teaching, etc.) to the mission, educational offerings and degree levels of the institution
Determining program outcomes
Articulating the purposes, content and level of achievement of the outcomes
Ensuring the outcomes remain relevant and aligned with student, workplace and societal needs
Designing, aligning and delivering cocurricular activities to support learning
Selecting the tools, methods and instruments used to assess attainment of program learning outcomes
Assessing program learning outcomes

9. Data Used to Answer 1P2 Lead faculty / Deans / Program Directors
Processed / oversight through the curriculum committee
In some subject areas there is a “content champion” or lead faculty
Infusible Gen Ed goals
For many OCC/Tech there are accrediting bodies, certification exams, etc.
In transfer programs we may align objectives with 4 year institution to create value for the student
Faculty doing program reviews and having advisory boards
Conference presentations
Assessment committee and ongoing process of repurposing of the committee - recognition of this as an opportunity

10. 1R2
What are the results for determining if students possess the knowledge, skills and abilities that are expected in programs? The results presented should be for the processes identified in 1P2. All data presented should include the population studied, response rate and sample size. All results should also include a brief explanation of how often the data is collected, who is involved in collecting the data and how the results are shared. These results might include:
Overall levels of deployment of the program assessment processes within the institution (i.e., how many programs are/not assessing program goals)
Summary results of assessments (include tables and figures when possible)
Comparison of results with internal targets and external benchmarks
Interpretation of assessment results and insights gained

11. Data Used to Answer 1R2 Data from 100 level Gen Ed rubrics
Gen Ed Learning outcomes report
Gen Ed 200 level is in development phase

12. 1.3: Academic Program Design
Describe the processes for ensuring new and current programs meet the needs of the institution and its diverse stakeholders. This includes, but is not limited to, descriptions of key processes for the following:
Identifying student stakeholder groups and determining their educational needs
Identifying other key stakeholder groups and determining their needs
Developing and improving responsive programming to meet all stakeholders’ needs
Selecting the tools, methods and instruments used to assess the currency and effectiveness of academic programs
Reviewing the viability of courses and programs and changing or discontinuing when necessary

13. Data Used to Answer 1P3 All academic programs are based on Gen Ed
multicultural perspective
Mention the mission statements remark about diverse society
Discuss incoming transfer credits fitting in with programs and what our criteria process is for accepting transfer credit
Discuss non-traditional credit and how it is evaluated
Advisory boards
Market research and compare to other CC’s
Leaver survey
Discuss enrollment in the MID courses
Mention the Instructional Tech & Distance Ed Committees
Retention

14. 1R3
What are the results for determining if programs are current and meet the needs of the institution’s diverse stakeholders? The results presented should be for the processes identified in 1P3. All data presented should include the population studied, response rate and sample size. All results should also include a brief explanation of how often the data is collected, who is involved in collecting the data and how the results are shared. These results might include:
Summary results of assessments (include tables and figures when possible)
Comparison of results with internal targets and external benchmarks
Interpretation of results and insights gained

15. Data Used to Answer 1R3 ● Transfer student performance data
● Graduate employment rates
● feedback from co-op/internship placements

16. 1.4: Academic Program Quality
Describe the processes for ensuring quality academic programming. This includes, but is not limited to, descriptions of key processes for the following:
Determining and communicating the preparation required of students for the specific curricula, programs, courses and learning they will pursue
Evaluating and ensuring program rigor for all modalities, locations, consortia and dual-credit programs
Awarding prior learning and transfer credits
Selecting, implementing and maintaining specialized accreditation(s)
Assessing the level of outcomes attainment by graduates at all levels
Selecting the tools, methods and instruments used to assess program rigor across all modalities

17. 1R4
What are the results for determining the quality of academic programs? The results presented should be for the processes identified in 1P4. All data presented should include the population studied, response rate and sample size. All results should also include a brief explanation of how often the data is collected, who is involved in collecting the data and how the results are shared. These results might include:
Summary results of assessments (include tables and figures when possible)
Comparison of results with internal targets and external benchmarks
Interpretation of results and insights gained

18. 1.5: Academic Integrity
Describe the processes for supporting ethical scholarly practices by students and faculty. This includes, but is not limited to, descriptions of key processes for the following:
Ensuring freedom of expression and the integrity of research and scholarly practice
Ensuring ethical learning and research practices of students
Ensuring ethical teaching and research practices of faculty
Selecting the tools, methods and instruments used to evaluate the effectiveness and comprehensiveness of supporting academic integrity

19. 1R5
What are the results for determining the quality of academic integrity? The results presented should be for the processes identified in 1P5. All data presented should include the population studied, response rate and sample size. All results should also include a brief explanation of how often the data is collected, who is involved in collecting the data and how the results are shared. These results might include:
Summary results of measures (include tables and figures where appropriate)
Comparison of results with internal targets and external benchmarks
Interpretation of results and insights gained

20. Questions?