Workload

Process, Result, Improvement and Next Step Form

Pueblo Community College
https://www.pueblocc.edu/
The college needed to develop a way to be able to provide a high level reporting system that would be HLC compliant. The high level reporting needed to include the Process taken to address the strategic challenge, the Results from the process, Improvements necessary or collected from the process, and the Next Steps that need to be taken for Continuous Quality Improvement.

The PRIN form was originally designed for the College to report progress to the HLC reviewers on six Strategic Challenges that were noted in the first review. To be able to provide a short one-page synopsis of the progress the college was making the form was divided into four parts. The first part provides the “Process,” or steps taken to address the Strategic Challenge. This includes dates corresponding to the process steps, resulting in a documented timeline. Following the “Process” with the “Results” provides a list of what was achieved through the noted process. The “Improvements” section provides a two-pronged approach that can be used to note improvements made from the process or improvements that need to be taken from the documented results. Finally, the “Next Steps” section give the user the ability to line out with date’s specific action items that were born of the results found from the process. This final portion provides the Continuous Quality Improvement documentation along with the ability to close the loop from the initial process while outlining the process for the next part of the challenge.

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Kevin Milder

kevin.milder@pueblocc.edu

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Faculty Handbook

Laramie County Community College (LCCC)
http://www.lccc.wy.edu/
We live in the information age yet communication challenges are consistently cited by CEOs as an organizational deficiency. LCCC needed a structure to assure that adjunct and full-time faculty have current and relevant information about expected practices. A handbook has served this need in the past, however printed documents quickly become outdated. An online handbook was envisioned as a singular, authoritative, up-to-date reference for all LCCC faculty that is easily maintainable.

The LCCC Faculty Handbook guides all faculty in carrying out the expected practices that pertain to the faculty role at the College. The Handbook was developed to replace the previous inconsistent practice of providing a printed manual that served as a general “how to” for classroom management but lacked the responsive, comprehensive, and collaborative structure to meet faculty’s needs. The Handbook is meant to provide timely assistance for the successful accomplishment of faculty responsibilities whether they are carried out by a long-term and full-time faculty member, or by a newly-hired adjunct faculty member with only superficial knowledge of the faculty role at LCCC.

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Kari Brown-Herbst

kherbst@lccc.wy.edu

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