Quinsigamond Community College Institutional Effectiveness Portfolio (http://www.qccportfolio.net/index.html) President's Welcome. (http://www.qccportfolio.net/pages/PresidentsWelcome.html) The President's Welcome is currently being revised. About The Institution. (http://www.qccportfolio.net/pages/about.html) Qinsigamond Community College( http://www.qcc.mass.edu) one of twenty-seven colleges and universities in the Commonwealth of Massachusetts system of public higher education, is committed to providing opportunities to meet the diverse educational needs of adult citizens in the Commonwealth. These opportunities are offered in the belief that an open, stimulating and supporting environment is essential to individual development. Quinsigamond strives to achieve such an environment by developing programs, services and policies for the College that seek to reduce social, psychological, geographic and financial barriers to learning. As a two-year associate degree granting public college, governed by a local Board of Trustees in accordance with the policies established by the Massachusetts Board of Higher Education. Quinsigamond Community College also provides unique opportunities specifically created to enhance the economic and social well-being of the Greater Worcester/Central Massachusetts region. The trustees, faculty and staff are cognizant of the long-term educational needs of this large urban area and its diverse population. QCC Mission Statement. (http://www.qccportfolio.net/pages/qccmission_vision.html) Quinsigamond Community College INSTITUTIONAL COMMITMENT Mission Statement Quinsigamond Community College serves the diverse educational needs of Central Massachusetts by providing affordable, accessible, and high quality programming leading to transfer, career and lifelong learning. Vision and Values We seek to mold a technologically literate, yet humane, citizenry able to thrive, not just survive, in the world as a global village. As an institution, we value: * Quality Instruction * Technological Currency * Student-Centered Environment * An Inclusive Campus Climate * Integrated Management * An Emphasis Upon Civility, Cooperation, and Collegiality Institutional Charge from the President. To fulfill our mission and realize our vision, our compact with our students must be to deliver an education of relevance – to create a community of learners who know how to use, not just amass, knowledge. Key facets of this charge are: * Curriculum review and program development defined by economic and demographic need. * A focus on academic integrity, a recognition that communication, computational, technological and analytical skills must inform our curricula. * Learning that is value-based, keyed to social consciousness, and geared to enable our students to thrive, not just survive, in the world as a global village. State-of-the-art equipment, systems and facilities with commensurate faculty and staff expertise. * The use of technological servants to replace quill pen inefficiencies to work smarter, not harder. * State-of-the art research marked by currency and relevancy. * A flexible and integrated menu of credit and non-credit programming offered through alternate delivery systems, e.g., telecredit, distance learning, etc., and keyed to a delivery network that can turn high schools, hospitals, factories and the like into college classrooms. * A web of relationships marking interdependence with community and government agencies, K-12 and postsecondary institutions, not isolation and independence. Planning and Evaluation (http://www.qccportfolio.net/pages/planning.html) QCC Vision Statement for Institutional Effectiveness QCC promotes a culture of inquiry in which Faculty and Staff of the College are committed to on-going assessment of institutional effectiveness. QCC strives to constantly engage in an interconnected cycle of planning and evaluation. Each area of the College identifies "best practices" for its area using external benchmarks and standards and then evaluates the effectiveness of its services and practices against these standards. The comparative results guide the College in affirming its strengths and continuation of successful practices and in modifying other practices as indicated. Quinsigamond Community College Strategic Directions 2002-2007 (http://www.qccportfolio.net/media/QCC_Strategicdirections.pdf) A Blueprint for Achieving Institutional Effectiveness 1. Offer innovative and responsive credit and non-credit programming with integrated support services that empower learners and enhance their lives. 1.1 Develop a QCC comprehensive plan of education. 1.2 Review and revise all program curricula on a regularly scheduled basis for currency and market viability. 1.3 Design and implement outcome assessments for curriculum and instruction. 1.4 Implement an integrated Developmental Education Program as described in the Title III project. 1.5 Maximize flexibility in the design, delivery, and support of learning through alternative scheduling and delivery systems, e.g., weekend programming and distance education. 1.6 Redesign the LibraryÕs programs, building collections, and resources to integrate learning resources substantively into the life and work of the campus. 1.7 Build a comprehensive continuing education program to address the multiple needs of the lifelong learner. 1.8 Develop the College at the Mall and a network of portable, low cost extension sites to meet instructional needs throughout the region. 2. Develop a collegewide model for planned growth - within an open door environment - responsive to the workplace and the continuous learning needs of an increasingly diverse student population. 2.1 Design growth strategies that blend College capacity with regional needs. 2.2 Align resource allocation with the strategic priorities of the institution. 2.3 Enhance the CollegeÕs public image through expanded community presence and outreach to a broad range of market constituents throughout the region. 2.4 Develop a comprehensive marketing and recruitment plan with targeted programmatic and collegewide enrollment goals. 2.5 Expand the array of College publications to improve the availability of information about programs, policies and services, in a clear, concise, and engaging manner. 2.6 Develop planning and research capabilities to support institutional priorities and assess institutional effectiveness. 3. Revise the enrollment process to emphasize the accessibility, responsiveness and support essential to recruit, enroll, and retain a diverse student body. 3.1 Reengineer the enrollment process from inquiry to graduation to deliver seamless, user-friendly services to all students in a technological environment. 3.2 Develop a one-stop enrollment services center to support access and achievement for students in both traditional and non-traditional studies. 3.3 Expand the new student assessment and orientation program to provide all learners with the tools they need to succeed. 3.4 Expand academic advising to provide a holistic approach to addressing studentsÕ academic challenges and personal needs as they impact on the attainment of educational and career goals. 3.5 Increase the accessibility of career assessment, counseling, disability services and student development programming to all students requiring such services. 3.6 Implement a plan of activities designed to improve student retention and completion collegewide. 4 Develop and use technology that directly supports, facilitates, and enhances the delivery of education and service. 4.1 Build a technology-friendly environment that promotes the development of curricular currency, service quality, and administrative excellence. 4.2 Develop the web platform to assist all college departments in the provision of education and services to our students. 4.3 Integrate the CARS system with administrative practices to align technology with the requirements of service delivery to our constituents. 4.4 Expand technological applications used to support the recruitment, enrollment and retention of students collegewide. 4.5 Develop and implement a plan to ÒseedÓ the Internet and increase the exposure of the CollegeÕs academic programs and services. 4.6 Develop a curriculum of staff training replete with job aids to enhance the effectiveness of all technology deployed on the campus. 4.7 Expand the capability for use of satellite downlink, cable, and video conferencing to support instruction and professional development. 5 Enhance the professional experience and work culture for all Quinsigamond Community College employees. 5.1 Refine human resource systems and functions to apply aggressive recruitment strategies, promote affirmative action, streamline the hiring process, and generate essential data. 5.2 Implement a comprehensive plan for employee orientation, mentoring, and staff development and training with other units of the College. 5.3 Develop a long-range plan to address both departmental staffing needs and imbalances in full-time to part-time faculty ratios. 5.4 Expand strategies to effectively integrate adjunct faculty and part-time staff into the campus community. 5.5 Implement a revised governance structure to improve collegial involvement, procedural efficiency, and institutional impact. 5.6 Develop a comprehensive customer satisfaction program collegewide to reinforce the QCC approach to customer service. 5.7 Integrate a multicultural perspective throughout the institution to support the growth and appreciation of diversity among faculty, staff, and students. 5.8 Develop an environment supportive of campus cohesion, integrative management, and effective business systems to build team spirit and strengthen collegewide engagement in key initiatives. 6 Expand and upgrade campus facilities to transform the institutional image. 6.1 Complete the development of the new Library/Learning Resource Center and implement a plan for the redeployment of space vacated as a result. 6.2 Complete the renovation of the new Fuller Student Center to expand programming supportive of student development. 6.3 Address the deferred maintenance priorities of the capital project list with special emphasis on the upgrading of restrooms, offices, classrooms, and laboratories. 6.4 Implement a plan to address HVAC issues campus wide. 6.5 Develop a plan to implement the recommendations of the Space Utilization Task Force with the inclusion of disability access, fire safety, and signage. 6.6 Expand parking and commuting options for students, faculty and staff. 7 Secure funding stability by expanding revenue streams and ensuring the prudent distribution and redistribution of fiscal resources. 7.1 Continue developing a comprehensive development program responsible for fundraising, alumni affairs, partnership support, and grant acquisition. 7.2 Increase corporate, public, and private partnering to support educational programs, including staffing, equipment, facilities, and scholarships. 7.3 Develop program-based alumni activities coordinated by the Alumni Executive Board to promote alumni involvement. Programs and Instruction (http://www.qccportfolio.net/pages/programs.html) Welcome from Cathy L. Livingston, Ph.D. Vice-President for Academic Affairs My philosophy and approach to institutional effectiveness are anchored in my understanding of the learning process. Education by its very nature is a transformative process. Done well, education aids in the process of human development, sometimes it even changes human behavior. Whether it is the addition of new skills, new ways of understanding complex issues, new information to consider in decision-making, the educational process is one of the portals through which humans develop. Human development is a very complex process, dependent on some magical combination of a whole list of factors: motivation, prior learning, ability, readiness to change, existing skills, cultural influences, personal circumstances, self-esteem, role models, etc. If it werenÕt for the fact that most of our investment in the concept of ÒhopeÓ is based on the belief that human beings have the ability to change, few of us would ever tackle the complex task of trying to influence human development. But many of us do, and we do it with joy and enthusiasm despite the many setbacks. Because education is synonymous with human development, it is a very complex process. No matter how good we get at the process of education, we will never get it completely right! The process is just too complex. It is my awareness of both the power as well as the complexity of the educational process that has informed my evolution and journey to my current approach to institutional effectiveness. Instructional Effectiveness It is the potential power and value of education that motivates me to always aspire to the most successful design and delivery of programming and systems within the educational setting. Given my role within the institution, my primary focus on institutional effectiveness focuses on instructional effectiveness. Motivated by an aspiration to excellence, I always want to know three things about instructional effectiveness. First, how successful were we in meeting our goals? Next, in what ways can we modify what we do to be more effective, and finally, what can we confirm as successful approaches. I think the concept of institutional/instructional effectiveness has been a hard sell because we have never anchored our approaches in the context of our mission and what we do. Our emphasis in the past has been ÒevaluativeÓ based on discrete assessment points. We have divorced these inquiries from the complexity and value of what we are attempting to accomplish through education. If we really accepted that education is a very complex process, we would be more inclined to value cyclical assessments leading to revisions as necessary. Much like the process of writing, we have learned that the first attempt needs much reworking or rewriting before we approach a more finished product. The Portfolio As the reader explores QCCÕs Institutional Effectiveness Portfolio, please know that our efforts are Òworks in progressÓ, and will continue to evolve as our own development and engagement with this project takes us to new levels. Also, the academic arm of the College agreed to take the lead in implementing this project. So initially, the portfolio concentrates on academic endeavors, but ultimately, all arms of the College will need to participate if we are to truly optimize our institutional effectiveness. We have made a conscious choice to give our faculty a strong voice in how they approach instructional effectiveness within their own programs. While we requested that each program include some common information, we also encouraged faculty to individualize their approaches to measuring how well they met their stated goals. One of the most powerful aspects of QCCÕs portfolio approach within academic affairs is the way in which each program has chosen to demonstrate and share insights on how evaluation informs their practice. The readers actually witness faculty thinking and reflection on such questions as: How successful have we been in fostering human development? What is working well, what would we like to change and why? In order to really benefit from efforts devoted to institutional effectiveness, we need to concentrate more on the Òanalysis and reflectionÓ of the practitioners. We have begun to collect lots of data, but much of it sits somewhere with no direct link back to practice. In summary, the concept of institutional effectiveness is synonymous with developing a culture of reflective practice, where one routinely expects to assess the effectiveness of current practices, whether they be in the classroom, the business office, or the enrollment services area within the college. If we all share a common belief that education is a transformative process, then it follows very naturally that all members of an educational institution would want to optimize opportunities for transformation. Thank you for visiting the portfolio and welcome! ACADEMIC AFFAIRS (http://www.qccportfolio.net/pages/prog_missionstatement.html) Mission/Vision/Values Statement To offer the most innovative, responsive programming and integrated support services that empower learners to take advantage of flexible learning opportunities that enhance their lives. * Values * Empowerment * Economic Self-Sufficiency * Collaboration * Accountability * Quality * Respect * Diversity * Flexibility * Service * Innovation QCC BenchMarking (http://www.qccportfolio.net/pages/benchmarking.html) What is Internal Program Review (IPR)? QuinsigamondÕs Internal Program Review (IPR) is a systematic, data-driven process of Òcurricular reinventionÓ. Its goal is to strengthen teaching and learning by designing an ideal curriculum responsive to rapidly changing workforce requirements and then, infusing innovative strategies in instructional design, technology utilization, assessment of learning, and academic and student supports. IPR focuses on the program as a whole, not the discrete disciplines or individual courses. This compels the institution to contend with the ÒoutcomeÓ question first, which is ÒWhat should a successful graduate of this program know and be able to do?Ó The IPR is a semester-long guided review and analysis of critical external and internal trends and statistics. The process encourages utilization of myriad sources for benchmarking and defining outcomes, developing curriculum, designing measures to assess overall effectiveness, and identifying resources needed to achieve desired goals. Ultimately, each program synthesizes the information and recommends programmatic improvements anchored in performance-based research and projected trends. Recommendations serve as the programÕs Òbusiness planÓ and include a comprehensive Curriculum Plan detailing an outcomes assessment strategy. Does IPR Facilitate Outcomes Assessment? The Curriculum Plan, one of several important products of the Internal Program Review, specifically details the program goals and anticipated student outcomes, the individual course objectives, and related assessment strategies. The Plan not only details the desired student outcomes but also articulates a systematic and ongoing process by which the outcomes can be assessed in order to provide evidence of student learning. Benefits of IPR IPR has not only provided Quinsigamond Community College with a comprehensive process for defining realistic outcomes assessment in each degree and certificate program but also IPR has had an unquestionable impact on the institution itself. Curriculum is changing in response to research and community need. Campus dialogue on teaching and learning is increasing. This increased communication has produced an exponential increase in awareness and understanding across the College community regarding the goals and needs of the academic programs. In addition, faculty and administration are confident that programs that have undergone IPR and have responded to the recommendations are relevant and of high quality. There is an increased sense of faculty ownership of programs and an increased understanding of what is required to maintain program quality. Faculty are seeking entrepreneurial staff development opportunities to further enhance their understanding of the world outside academe. Finally there is a greater sense of certainty that program quality can be documented to agencies such as the state Board of Higher Education or the regional accrediting agency. Suddenly external communities view QCC as a dynamic and important resource. IPR Schedule (http://www.qccportfolio.net/pages/benchmarking2.html) PROGRAMS OF STUDY (DEGREE AND CERTIFICATES) ALLIED DENTAL (AS) *CERTIFICATE IN DENTAL ASSISTING SPRING 2003 AUTOMOTIVE TECHNOLOGY (AAS) *CERTIFICATE IN AUTOMOTIVE MAINTENANCE & LIGHT REPAIR FALL 2000 BASIC ENGINEERING (AS) SPRING 2003 CERTIFICATE IN BIOTECHNOLOGY FALL 2001 BUSINESS ADMINISTRATION-CAREER/TRANSFER (AS) AY 2001-2002 CERTIFICATES IN BUSINESS OFFICE SUPPORT SPECIALIST SPRING 2000 COMPLEMENTARY HEALTH (AS) TBA COMPUTER SYSTEMS SUPPORT TECHNOLOGY (AS) SPRING 2000 COMPUTER SYSTEMS ENGINEERING TECHNOLOGY (AS) SPRING 2002 COMPUTER SYSTEMS SUPPORT TECHNOLOGY (AS) FALL 2002 CRIMINAL JUSTICE (AS) SPRING 2001 DENTAL HYGIENE (AS) FALL 2001 EARLY CHILDHOOD EDUCATION (AA) *CERTIFICATES IN ECE SPRING 2002 ELECTROMECHANICAL TECHNOLOGY (AS) SPRING 2002 ELECTRONICS TECHNOLOGY (AS) *CERTIFICATES IN ELECTRONICS TECHNOLOGY SPRING 2002 CERTIFICATE IN ENGLISH AS A SECOND LANGUAGE FALL 2002 FIRE SCIENCE (AS) FALL 2002 GENERAL STUDIES (AA) SPRING 2002 HOTEL & RESTAURANT MANAGEMENT (AS) *CERTIFICATES IN H&R MANAGEMENT FALL 2000 HUMAN SERVICES (AS) *CERTIFICATE IN HUMAN SERVICES SPRING 2001 LIBERAL ARTS (AA) SPRING 2002 MANUFACTURING TECHNOLOGY (AS) *CERTIFICATE IN MANUFACTURING TECHNOLOGY FALL 2002 MEDICAL SUPPORT SPECIALIST (AS) *CERTIFICATE IN MEDICAL ASSISTING FALL 2002 NURSE EDUCATION (AS) FALL 2003 OCCUPATIONAL THERAPY ASSITANT (AS) FALL 2001 PARAMEDIC TECHNOLOGY (AS) *CERTIFICATES IN EMERGENCY MEDICAL TECHNICIAN-INT.PARAMEDIC TECHNICIAN FALL 2002 CERTIFICATE IN PRACTICAL NURSE EDUCATION FALL 2003 RADIOLOGIC TECHNOLOGY (AS) FALL 2003 RESPIRATORY CARE (AS) SPRING 2001 CERTIFICATE IN SURGICAL TECHNOLOGY SPRING 2002 TELECOMMUNICATIONS TECHNOLOGY (AS) FALL 2002 Student Services (http://www.qccportfolio.net/pages/student.html) This page is currently under construction. Resource Management (http://www.qccportfolio.net/pages/resource.html) This page is currently under construction. Program Effectiveness Portfolios (http://www.qccportfolio.net/pages/prog_asses.html) QCC is currently engaged in an unprecedented review of all of its curricular offerings. Employing a rigorous internally developed process of Internal Program Review (http://www.qccportfolio.net/pages/benchmarking.html), the College faculty is leading a comprehensive examination of each professional, technical, or academic discipline focusing on the program as a whole, not discrete courses. Through IPR, the faculty defines the skills, knowledge, and abilities necessary for a program graduate to be successful in a particular profession or career path in the 21st century. Through IPR, the faculty develops or refines program goals. The next phase of this systematic inquiry is the development of a comprehensive curriculum plan that details the mission/purpose of each degree or certificate; defines overall program goals and then, the individual course objectives that support those goals. In addition, the curriculum plan includes a detailed assessment chart illustrating the relationship among the program goals, the individual courses, and the assessment strategies employed to evaluate that a learner has achieved a particular competency. This curriculum plan is the foundation for a comprehensive outcomes assessment strategy the College is currently implementing. In October 2001, the New England Association of Schools and Colleges (NEASC)(http://www.neasc.org) invited Quinsigamond Community College to participate as one of 10 colleges in a pilot project focused on developing institutional assessment portfolios (http://www.neasc.org/cihe/assessment_description_2002.htm) . In the first phase, Quinsigamond decided to focus on faculty-driven assessment initiatives while working to expand the institutionÕs capacity to evaluate its own effectiveness. Faculty from Applied Arts, Dental Hygiene, Human Services, Nurse Education, and Radiologic Technology were selected to develop program-level assessment portfolios with the intention that these portfolios would serve as a catalyst for faculty dialogue regarding assessment and the overall effectiveness of their respective programs in achieving their intended goals. Each program was asked to integrate six key elements into their portfolios. These include: * Executive Summary of the IPR Report (or most recent accreditation report) * Program Goals * Curriculum Plan * Primary Focus for Ongoing Research Into Program Effectiveness * Changes in Practice-A Dialogue about Assessment * Examples of Assessment Results or Student Work As the reader will see upon a closer look at each portfolio, the approach taken to the organization of data and the interpretation of the results is specific to the particular discipline. Please take a few moments to Òcome insideÓ each of the portfolios! If you are interested in more information regarding this effort, please contact Kathy Rentsch(kathyr@qcc.mass.edu),(Director of Special Projects in Academic Affairs. Applied Arts (http://www.qccportfolio.net/pages/applied_arts.html) Dental Hygiene (http://www.qccportfolio.net/pages/Dental_Hygiene.html) Human Services (http://www.qccportfolio.net/pages/Human_Services.html) Nurse Education (http://www.qccportfolio.net/pages/Nurse_Education.html) Radiologic Technology (http://www.qccportfolio.net/pages/radiologic.html)