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3.3.1

Institutional Effectiveness
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.

Judgment
  Compliant      Non-Compliant      Not Applicable

Narrative

Note: The response to Standard 2.5 provides additional context for the response to Standard 3.3.1 which follows:

Annual Unit Evaluation

Annual reports are submitted by both the academic programs and the administrative and educational support services (centers, institutes and programs) units to identify their established objectives and resulting outcomes, along with how this information will be used in improvements and future planning. (See Action Plans and Assessment Reports 2000-2006 below.)

Comprehensive Program Review

Academic Programs and Educational Support Services

In Fall 2006, each academic department and educational support service (centers/institutes/programs) completed a comprehensive program review, which incorporated the identification of learning outcomes and the methodology employed to assess them for academic departments. Evidence for improvements is doocumented for all academic departments and educational support services (centers/institutes/programs) in the comprehensive program review documents. (See below.)  The resulting efforts of the academic departments and centers/program/institutes were evaluated by program-specific external reviewers in Spring 2007, who provided recommendations for improvement for each program.

Follow-up reports (see below) were then developed by the departments to address how these recommendations for improvement would be made operational.  Although implementation of recommendations for improvements (use of results) will not take place fully until AY 2008-2009, evidence for improvements is documented for all units in the comprehensive program review documents. (See below).


Administrative Units

In Fall 2006, each administrative unit was asked to complete a comprehensive program review (CPR). In Fall of 2007, a special panel of administrators and specialist in administrative areas reviewed the CPR documents and participated in an on-site review, where they interviewed unit managers and vice presidents. External review reports (see below), which included recommendations for improvement, were then developed by the panel and provided to each unit.  Follow-up reports (see below) were then developed by each unit.  The reports included how they were going to address recommendations for improvement. Although implementation of recommendations for improvement (use of results) associated with the comprehensive process will not take place fully until AY 2008-2009, evidence for improvements is documented for all units in the comprehensive program review documents (See below).

An additional evaluation and analysis of administrative units was undertaken in AY2006 as a part of the Leadership 4.0 initiative, which was created in order to improve customer service at the College. This customer service initiative spawned by Leadership 4.0 led to each administrative unit head being required to participate in
service delivery training beginning in Fall 2006. The training sessions provided the necessary foundation for the administrative units to identify their core services and their primary customers in “service delivery mappings.” Next, each unit was asked to develop a 90-day action plan (covering January – March 2007) for one of its services in order to participate in a trial run of the revised process by which administrative units would be expected to articulate proposed efforts on an annual basis. (See Sample Service Delivery Maps and 90-day Action Plans.)  The highlight of the action plans is the focus on identifying measurable outcomes. Specific actions identified in the action plans by the units with regard to the quality of the service, as well as its delivery, have provided a benchmark for units to gauge their overall performance. Units now have a way to identify what they are responsible for doing, and then what steps they should take to perform their respective services efficiently and effectively.


Annual Academic Assessment

The College has engaged in annual academic assessment since the last reaffirmation in 1998. However, the College has recently strengthened the reporting of the use of assessment results and the documentation of improvement in courses and curricular. The College’s commitment to developing a systematic and continuous process of assessment is evidenced in the AY 2006-2007 Academic Assessment Reports (see below) from academic departments, including general education. The Morehouse Academic Assessment Program requires six steps:

 

 

 

 

  • Learning Outcome Development
  • Curriculum Mapping
  • Measures
  • Findings
  • Action Plans
  • Use of Results

WEAVEonline

In order to strengthen both annual unit reporting and academic assessment reporting and analysis, the College recently contracted with Virginia Commonwealth University to employ its on-line assessment/evaluation management program,
WEAVEonline. This Web-based on-line assessment management program will allow for the systematic reporting, archiving, and analysis of evaluation and assessment data from all units of the College. An additional feature of WEAVEonline is the alignment of budgeting with recommendations for improvement. The infrastructure for WEAVEonline is being developed with a target start date for initial input of information from units in Fall of 2008. The integration of WEAVEonline into our annual institutional effectiveness process is depicted in the schematic.

 

 

 

 

 

Sources
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