Tool Search Results

A2P2 (Academic Affairs Program Prioritization)

    Program Review
    Washington State University

    How to thoroughly and fairly analyze and categorize programs to support excellence, and to de-emphasize and/or eliminate unsuccessful or unnecessary programs and courses.

    A2P2 is a transparent and convincing process that should result in a broadly accepted consensus about the relative success/excellence of degree programs, as well as CILs (Centers, Institutes, Laboratories), that can be used for making budget decisions under conditions of both growth and retrenchment. It takes into account the multiple missions of the institution (research/scholarship; teaching and learning; outreach and engagement), as well as the relative strength of each expected of different programs.

    Larry James
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Academic Curriculum Review and Evaluation System (ACRES)

    Academic Programs
    Academic Program Articulation Steering Committee (APASC)

    ACRES (the Academic Curriculum Review and Evaluation System) is an electronic means for creating, routing, evaluating and approving new courses, course modifications, and course deletions within an institution.

    ACRES (the Academic Curriculum Review and Evaluation System) is an electronic means for creating, routing, evaluating and approving new courses, course modifications, and course deletions within an institution.

    Rebecca McKay

Academic Program Assessment Review Template & Rubric

    Academic Programs
    Assessment
    Quality Assurance
    Assessment
    New Mexico State University

    These tools promote increased intentionality, forethought about, reflection on and consideration of findings related to Academic Program Assessment. The use of analytical rubrics to provide formative feedback models good assessment practices and encourages and informs improvement.

    These tools were initially conceived to foster increased knowledge of and engagement with meaningful assessment of student learning. The first iterations were developed through a faculty committee that reviewed Academic Program Assessment reports. Subsequent refinements have occurred over recent years to provide instruments that model strong practices for assessing direct evidence of learning. Descriptions of performance levels included in the rubric were revised over time to speak directly to areas that are cornerstones to effective assessment, but that are commonly neglected, inadequately addressed, or are hotbeds for confusion and/or misinterpretation of the assessment process and/or its purpose. As they exist today, the tools (and the rubrics specifically) provide formative feedback, instruction for improvement, and summative evaluation of Academic Program Assessment practices. They facilitate consistency of feedback to and across departments and provide, to a significant extent, detailed feedback in an effective and efficient manner. In addition, the tools provide the institution a means to aggregate areas of strengths and weaknesses in assessment activities and reporting at various levels beyond the department/program completing the report, including at the college- and institution-level. Aggregate results can be used to determine appropriate departmental/program, college, or institutional interventions and/or response. Aggregate results are reported to our state Legislative Finance Committee.

    Shelly Stovall

Admissions Promise Program

    Retention
    Student Recruitment
    Colorado Community College System

    The Admission Promise Program assists in student retention by identifying specific transfer interest at initial point of contact.

    The Admissions Promise Program is designed to encourage 2 year students to research and select their four year transfer option as early as possible. In doing so, the student has a tangible goal, with specific criteria that must be earned at the two year college. Clear expectations lead to better understanding and fosters commitment to one's goals. In addition, the program eases student transtion from the 2 year to the 4 year, as the student is dually advised and invited to events at the 4-year while still attending the 2 year. The program is designed to increase degree attainment through the requirement that students must complete their Associate's degree in order to be eligible for the guaranteed admission at the 4 year. Additionally, the four year benefits from having a qualified pool of students for admissions which reduces their recruiting costs.

    Erin Hoag

Arizona Course Equivalency Tracking System (ACETS)

    Course Exchange
    Academic Program Articulation Steering Committee (Arizona)

    ACETS is designed to track course equivalency decisions as they go through the statewide articulation process in Arizona. ACETS supports all decision making required to establish equivalencies in Arizona, from the initial request for an equivalency evaluation, through the creation of a report to be used by Arizona university encoders.

    ACETS (Arizona Course Equivalency Tracking System) is designed to track course equivalency decisions as they go through the statewide articulation process (defined below) in Arizona. ACETS supports all decision making required to establish equivalencies in Arizona, from the initial request for an equivalency evaluation, through the creation of a report to be used by Arizona university encoders. ACETS tracks the timeframe for course equivalency from source institution to target institution and triggers a report to target institutions when timelines are outside normal boundaries. A Target school records its decision within 45 days in ACETS and encodes it within 15 days. Institutions can check recent information activity by querying the database.

    STATE ARTICULATION PROCESS In Arizona, the process for course evaluation for community college courses by an Arizona university involves entering in the course data into an online form in ACETS. The form types that are currently defined are: * New Course Evaluation Form * Modified Course Evaluation Form * Editorial Change Form * Course Deletion Form * CEG Data Cleanup Form * ATF - CEG Change Form * EXAM Review Form Once the community college submits a form, each University receives it and routes it to faculty groups (one or more). For example, if the community college were teaching new course in Biochemistry, it may be reviewed for equivalency by the university biology faculty, chemistry faculty, and perhaps even engineering. Once the faculty evaluations are complete, the university Office of Articulation summarizes and completes the evaluation in ACETS, which submits the eval back to the community college. ACETS Documenation is online as part of the ATAC Handbook: http://www.apascaz.org/atac/handbook.html

    Rebecca McKay

Articulation with Four-Year Pathways

    Articulation/Transfer
    Advising
    Collaboration
    Laramie County Community College

    Building a partnership to aid the transfer of students from Laramie County Community College to Four-Year Universities.

    This agreement is designed to ensure articulated pathways for LCCC students and give students a four year academic pathway. The agreement guarantees admission, completion of general education requirements, access to financial aid, scholarships, and student services for transferring students. The pathway gives a student a roadmap to their specific field of choice, starting with the broader associate degree at LCCC. A student who can see their pathway is more engaged and more likely to complete their degree.

    Jeffrey Shmidl

Assessing Everything Else: Creating an Internal Assurance Asystem to Assess Support Services

    Accountability
    Management
    Accountability
    Institutional Research/Data Collection and Analysis
    Strategic Planning
    New Mexico Military Institute

    New Mexico Military Institute had a system for assessing learning outcomes but did not have a system to evaluate support services.

    An internal assurance system was developed which is based upon evidentiary documents, both quantitative evidence with benchmarks and mission documents. The evidence documents act as the nucleus for the database. This system integrates the planning, learning, assessment and feedback loop and serves to facilitate submission of evidence to HLC by linking the Criterion and Components to the evidentiary documents but it can also link them to other accrediting agency’s requirements.

ASSIST Transfer Information System

    Articulation/Transfer
    Assessment
    Core Curriculum
    Distance Education
    California State University

    The ASSIST.org database shows California Community College (CCC) courses that the California State University (CSU) accepts for transfer and for GE credit. The ASSIST acronym stands for Articulation System Stimulating Interinstitutional Student Transfer.

    ASSIST is an online student-transfer information system that shows how course credits earned at one public California college or university can be applied when transferred to another. ASSIST is the official repository of articulation for California’s public colleges and universities and provides the most accurate and up-to-date information about student transfer in California.

    1

Best Practices Booklet - Uses of Grant Funds

    Workforce Training
    Accountability
    Strategic Planning
    Colorado Community College System

    Perkins federal funds are formula funds and have been available for so long that they are taken for granted. In the past, the funds tended to be used for program maintenance. A new project-based design for grant fund Local Plans was implemented and a paradigm shift was needed. A field based advisory council was implemented to support innovation and to facilitate strategic use of the grant funds. Business and industry council members especially liked to visit sites and see the use of the funds in action.

    A cost effective method to evaluate results of the uses of the grant funds in a fair and non-threatening manner. Business and industry representatives enjoy onsite visits and become advocates of the programs and the funds. Peers learn from each other. Models of best fund usage are provided to all eligible grant recipients. The public and policymakers can see how the funds are used to enhance career and technical education program quality. The volunteers act as a liaison between the state’s grant director and the sub-recipients. The visits by the volunteers are not audits or monitoring so the atmosphere is relaxed and open. The volunteers can provide insight to state staff about professional development needs. The process becomes an indirect train the trainer system that distributes best strategies and adds voices from the field to promote innovation and continuous improvement. The selected sites can share the publication with their own boards and constituents and be proud of the recognition. More sets of eyes are watching how the money is being used.

    Lorrie Toni

Bridging Success Initiative

    Community Engagement
    Diversity
    Freshman Success
    Retention
    Student Life
    Maricopa Community Colleges

    Every year, more than 700 children in Arizona age out of foster care. National research shows that only 4% of these young adults will complete a certificate or degree program and only 3% will complete a four-year degree. These young people are also more likely to face prison, become homeless, and have a harder time holding a steady job as an adult. Students supported by the Bridging Success Initiative will have access to the many resources of the colleges including tutoring, academic counseling, career planning, skill development as well as additional support they may need.

    This tool addresses the great need of assisting foster youth alumni succeed in higher education. Last year, in Arizona, over 700 youth aged out of foster care on their 18th birthday. Most of these young adults reside in Maricopa County. This tool focuses on the areas of retention and graduation, as it is the greatest need for young adults that experience foster care. Thus, this project is directed at youth who have aged out of the foster care system and are planning to enroll or are currently enrolled in one of the Maricopa Community Colleges. This initiative provides targeted outreach to students to ensure they are aware of services at Maricopa, supportive learning environments at all ten campuses, and staff and faculty who are willing to champion these students and support their success.

    Sam Garman