1. Institutional Effectiveness and Student Learning: Integration of Student and Learning Support Services ASCCC Accreditation Institute 2013 Kevin Bontenbal, Cuesta College Catherine Webb, Monterey Peninsula College Roberta Eisel, Citrus College, facilitator

2. Standard I – Institutional Mission and Effectiveness I. A. - Mission I. B. – Improving Institutional Effectiveness

3. Standard II – Student Learning Programs and Services II. A.Instructional Programs II. B.Student Support Services II. C.Library and Learning Support Services

4. Standard II. B. Student Support Services II. B. “…The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measure in order to improve the effectiveness of these services.” II. B. 4. “… Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.”

5. Standard II. C. Library and Learning Support Services II. C. “… The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.” II. C. 2. “… Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of the evaluations as the basis for improvement.”

6. Accreditation Reference Handbook July 2012 edition Where do I find the current handbook? http://www.accjc.org/wp- content/uploads/2012/09/Accreditation- Reference-Handbook_2012.pdf

7. Rubric for Evaluating Institutional Effectiveness (2011) Part I - Program Review Part II - Planning Part III -Student Learning Outcomes Where do I find the entire rubric? http://www.accjc.org/wp- content/uploads/2011/10/CoverMemoAndRevi sedRubric_10-28-2011.pdf

8. Rubric – Part I: Program Review Program review processes are ongoing, systematic and used to assess and improve student learning and achievement. The institution reviews and refines its program review processes to improve institutional effectiveness. The results of program review are used to continually refine and improve program practices resulting in appropriate improvements in student achievement and learning.

9. Rubric– Part II: Planning The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning. There is dialogue about institutional effectiveness that is ongoing, robust and pervasive; data and analyses are widely distributed and used throughout the institution. There is ongoing review and adaptation of evaluation and planning processes. There is consistent and continuous commitment to improving student learning; and educational effectiveness is a demonstrable priority in all planning structures and processes.

10. Rubric Part III: Student Learning Outcomes Student learning outcomes and authentic assessments are in place for courses, programs, support services, certificates and degrees. There is widespread institutional dialogue about the results of assessment and identification of gaps. Decision-making includes dialogue on the results of assessment and is purposefully directed toward aligning institution-wide practices to support and improve student learning. Appropriate resources continue to be allocated and fine- tuned.

11. Rubric Part III: Student Learning Outcomes, continued Comprehensive assessment reports exist and are completed and updated on a regular basis. Course student learning outcomes are aligned with degree student learning outcomes. Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

12. Citrus College Institutional Effectiveness Committee Standing Committee of Steering Co-chaired by Program Review Coordinator and Director of Institutional Research

13. Citrus College Institutional Effectiveness Committee Purpose: Review and make recommendations on matters regarding institutional effectiveness, i.e. the review and assessment of the integrated planning process and the means by which it is linked to the budget process. Charge: Advance the college mission by promoting an ongoing, collegial, self-reflective dialogue based on a culture of evidence and data-driven decision-making.

14. Integrated Planning Model Mission, Vision, Values Strategic PlanBoard Goals Annual and Comprehensive Program Reviews Educational and Facilities Master Plan Annual and Comprehensive Program Reviews Institutional Support Plans Annual Implementation Plans/Progress Reports Resource Allocation Plan Implementation Assessment Program Improvement

15. Student Services Program Review Like academic program review, student services program review consists of on-going, high quality peer reviews of all the college's student service areas on a five-year cycle to determine strengths and areas needing improvement.

16. Instructional Support Program Review Annual Analyze library, learning center, honors, learning communities Develop unit plans Strategies to remedy weaknesses, Contributions to institutional goals and strategic objectives Budget requests for equipment, staff and facilities Report on assessment of student learning outcomes Comprehensive Verify content of curriculum is current

17. Student Services Program Review Annual Analyze student services programs to identify strengths and weaknesses Develop unit plans to identify Strategies to remedy weaknesses Contributions to institutional goals and strategic objectives Budget requests for equipment, staff and facilities Report on assessment of student learning outcomes Comprehensive Verify content of curriculum is current

18. Library & Learning Support Services

19. ACCJC Recommendation Library and Learning Support Services To meet the standard, the team recommends the college and its libraries develop and implement an on-going formal assessment of their library services, on-line services, and student learning outcomes. (Standards II.C.1.b, II.C.1.c, II.C.2)

20. Library SLOs A Cuesta College information literate student is one who should know or be able to do the following: – Conceptualize and communicate a research topic or information need, and know when expert assistance is necessary. – Synthesize material and evaluate whether information need has been successfully satisfied. – Locate, use, and evaluate library and information resources relevant to class assignments and personal information needs.

21. Assessment Strategies Library Assessment Committee – Direct and formalize the assessment of library services, collections, online services, and SLOs. Data, Data, Data – Usage statistics for online and print collections – Reserve materials – Interlibrary request – Reference desk usage

22. Even more data… – English Composition Library Research Workbook – Online Information Competency Tutorial – Research Skills Class – Library Satisfaction Survey – Library Orientation Surveys Pre & post Program Review – Assessments – Improvements – Resource Allocation Assessment Strategies

24. Institutional Effectiveness & Learning Support Services

25. Library & Learning Support Services @ MPC Library Services Division Academic Support Center (tutoring) ESL Center English & Study Skills Center Reading Center High Tech Center for Students with Disabilities TRIO Learning Center Nursing Learning Resource Center Math Learning Center

26. “Dialogue about institutional effectiveness is ongoing, robust, and pervasive…” Dialogue around SLO assessment, program review, and planning/resource allocation are all part of the same, cyclical process Mission-driven, data-informed, & student learning-focused

27. What this looks like at the institutional level:

28. SLOs live here: What this looks like at the institutional level:

29. What this looks like from inside a division: Every Semester: Instructor & Program Reflections Every Year: Program Review Annual Updates & Action Plans Academic Affairs / Student Services Component Goals Resource Allocation Discussions Every 3 Years: Institutional Goals / Mission Statement Review Every 6 Years: Full Program Review

30. What this looks like from inside a division: Every Semester: Instructor & Program Reflections Every Year: Program Review Annual Updates & Action Plans Academic Affairs / Student Services Component Goals Resource Allocation Discussions Every 3 Years: Institutional Goals / Mission Statement Review Every 6 Years: Full Program Review A quick aside about Reflections: Instructor & Program Reflections are the heart of our SLO efforts Keystone of our SLO Evidence Designed to prompt o Dialog o Collaboration o Improvement Efforts o Action Plan Rationale

31. What this looks like from inside a division: Every Semester: Instructor & Program Reflections Every Year: Program Review Annual Updates & Action Plans Academic Affairs / Student Services Component Goals Resource Allocation Discussions Every 3 Years: Institutional Goals / Mission Statement Review Every 6 Years: Full Program Review

32. How the cycle works: Reflections (SLO assessment data/dialogue)  identification of needs  action plan items for the Annual Update  planning/resource allocation  Reflections

33. How the cycle works: Reflections (SLO assessment data/dialogue)  identification of needs  action plan items for the Annual Update  planning/resource allocation  Reflections

34. Sample Student Learning Outcomes from the MPC Library Users of the MPC Library will: …be able to access and use information resources in a variety of formats; …have access to information and instruction services

35. Sample Program Reflections dialogue around those specific SLOs “The internal advances in tracking statistics and providing information (using LibStats and LibGuides for these, respectively) have been major successes.” “Budget issues will be challenges in the coming years, and we need to analyze usage patterns to make the best use of our funds.”

36. MPC Library’s Nursing LibGuide

37. Sample language from the Library’s Program Review Annual Update narrative : “…significant increases continue to be recorded in the use of the library’s online resources. Some representative databases and their growth in usage: Academic Search Premier +44% History Reference Center +45% Nursing Reference Center +177% The last figure is a good example of the impact of specific instruction and curricular changes, which can result in many students “discovering” a database that they had never been exposed to before. The explosive growth in physical usage experienced by the library in the first several years after the move to the Library and Technology Center building has stabilized, but demand for library resources is clearly continuing to grow.”

38. Path through the cycle: Reflections (SLO assessment data/dialogue) Data confirms that usage of both LibGuides & databases appears to be up, and that LibGuides use has a positive impact on database discovery  identification of needs  action plan items for the Annual Update  planning/resource allocation  Reflections

39. Path through the cycle: Reflections (SLO assessment data/dialogue) Data confirms that usage of both LibGuides & databases appears to be up, and that LibGuides use has a positive impact on database discovery  identification of needs Growth in demand for electronic resources, further incorporation of LibGuides into instruction  action plan items for the Annual Update  planning/resource allocation  Reflections

40. Path through the cycle: Reflections (SLO assessment data & dialogue) Data confirms that usage of both LibGuides & databases appears to be up, and that LibGuides use has a positive impact on database discovery  identification of needs Growth in demand for electronic resources, further incorporation of LibGuides into instruction  action plan items for the Annual Update Increase budget for subscription databases (budget dependent) Expand development of LibGuides (not budget dependent)  planning/resource allocation  Reflections

41. Path through the cycle: Reflections (SLO assessment data & dialogue) Data confirms that usage of both LibGuides & databases appears to be up, and that LibGuides use has a positive impact on database discovery  identification of needs Growth in demand for electronic resources, further incorporation of LibGuides into instruction  action plan items for the Annual Update Increase budget for subscription databases (budget dependent) Expand development of LibGuides (not budget dependent )  planning/resource allocation Budget requests submitted to College Council (via Academic Affairs); non budget-dependent requests put into action  Reflections

42. Path through the cycle: Reflections (SLO assessment data & dialogue) Data confirms that usage of both LibGuides & databases appears to be up, and that LibGuides use has a positive impact on database discovery  identification of needs Growth in demand for electronic resources, further incorporation of LibGuides into instruction  action plan items for the Annual Update Increase budget for subscription databases (budget dependent) Expand development of LibGuides (not budget dependent)  planning/resource allocation Budget requests submitted to College Council (via Academic Affairs); non budget-dependent requests put into action  Reflections Assessment / evaluation of action items; discussion of further improvements

43. Top Deficiencies Causing Sanctions (ACCJC Newsletter, June 2012) Colleges on Sanction Program Review Planning Internal Governance Board Financial Stability or Management 2009 Sanctions (n=24) 71% (17) 92% (22) 46% (11) 46% (11) 54% (13) 2010 Sanctions (n=19) 68% (13) 89% (17) 42% (8) 58% (11) 58% (11) 2011 Sanctions (n=21) 19% (4) 71% (15) 24% (5) 67% (14) 62% (13) 2012 Sanctions (n=28) 21% (6) 71% (20) 18% (5) 71% (20) 50% (14)

44. Trends in Deficiencies Leading to Sanctions The proportion of institutions with deficiencies in program review work has decreased considerably from 71% of those on sanction in 2009 to 19% of those on sanction in 2012. The proportion of institutions with deficiencies in planning practices has decreased somewhat from 92% of those on sanction in 2009 to 71% of those on sanction in 2012. ACCJC Newsletter June 2012

45. Trends, continued Internal governance deficiencies have decreased from 46% of those institutions on sanction in 2009 to 18% of those on sanction in 2011. Of most concern, the proportion of institutions with deficiencies in governing board practices has increased sharply from 46% of on sanction in 2009 to 71% of those on sanction in 2012. The proportion of institutions on sanction with deficiencies in financial stability or management has remained at or slightly above 50% since 2009. ACCJC Newsletter June 2012

46. What to look for when we all go home…. Evidence of Institutional Effectiveness in Student and Learning Support Services

47. Let’s hear from our colleagues… 47