ࡱ> 796 bjbj΀ 4*66yyyyy$3555555r65y5yyJ yy33cPH{9/`07,JJcJyc55J6 ?: Institutional Assessment Plan, Draft Outline of Format GBC, April 2011 This document presents an outline for consideration in finalizing a formal GBC Institutional Assessment Plan. As part of the regional accreditation process, GBC must actively engage in institutional assessment. To provide evidence of assessment, we must have a formal Institutional Assessment Plan. By institutional, it is implied that assessment must systematically engage all levels and functions within the college. This ranges from the large scale issues that we deal with as a college whole to how we deliver classes. Assessment is not just for academic programs (degrees and departments), but for every functional service performed (functions such as Financial Aid, Controllers Office, Computing Services, Distance Education, etc.). In the broadest view, accreditation and assessment is based on mission fulfillment. This is the GBC mission statement: Treating everyone we encounter with dignity and respect, Ĵý provides superior, student-centered, post-secondary education in rural Nevada. There is a related list of commitments that accompanies this mission, and these can be found in the college catalog. In addressing and fulfilling our mission, we are required by the new regional accreditation process to identify institutional themes that reflect our mission. These themes are to be recognized in everything we do. GBC has four themes, listed here: Student Success Planning and Performance Sustainability Serving Rural Nevada The GBC Mission Statement, Commitments, and Themes were formally adopted by GBC and approved by the NSHE Board of Regents in 2008. These accompanied the adoption of the current Long-term Strategic Plan that we are documenting online. Institutional assessment contains two basic components: Strategic Plan: unique plans with specific end times, as GBC has addressed in its long-term plan Ongoing activities assessment: all academic and functional areas GBC has also adopted a GBC Structural Framework for Planning and Assessment, which is represented graphically in another document. Within this framework four levels of planning and assessment are identified, and these are described below. For each frame listed below, both strategic planning and ongoing activities must be regularly assessed (at least annually). Frame 1, Institutional This includes all plans and activities overseen by the President, Vice Presidents, Chief Officers, and certain other administrators or designees that affect the institution as a whole. Frame 2, Departments and Programs (both academic and functional) These include all academic departments and programs, and also all functional and support areas of the college. Oversight is by department chairs, program supervisors and coordinators, and functional directors and coordinators. This frame addresses the performance of departments, programs, and the various service units, and not necessarily the performance of individual students participating within them. Frame 3, Students in Programs This addresses how well students perform as individuals within programs and how well services are being delivered to students. There is a strong relationship to Frame 2. Expected academic program outcomes for students are addressed here, along with the expected outcomes for students in regard to college functions. There should also be a clear tie between Frames 3 and 4. Frame 4, Courses and Services This frame addresses student achievement in courses and the effectiveness of specific services in functional areas. Expected outcomes should be stated for each course and service along with the measurements to be evaluated. There should be a clear tie between Frames 3 and 4. For each frame listed above the following should be determined or provided as assessment every year for each of the four GBC Themes. Many of these are already being addressed, but are not being adequately documented institution-wide. A consistent format for recording needed information is being developed. The goal for developing the format will be that it is based in common types of forms, comment boxes, and things of this nature, with ease of access and brevity and focus for the required information and responses. Expected outcomes must be identified together with appropriate metrics/measurements/ indicators to gauge them. Relevant metrics should be gathered and documented. An analysis should be made of the metrics. A short summative narrative should be written to acknowledge successes and identify areas for improvement. Appropriate action is planned and implemented if necessary for improvement. Assessment should occur regularly and systematically, and be documented in a form easily accessible. The Accreditation Liaison Officer (VPAA) and Director of Institutional Research and Effectiveness will devise a systematic format for recording and archiving all information related for assessment in a manner that can be easily retrieved, reviewed, and updated. %067<GH]^|~ s * , 3 9 U _ , b B C D O T   ? X Z q y սչŨѽhrhm5CJ hrhr5B*PJaJphhh3Vh!b9hrhTTh9g5huRhm hlh hlho h/5CJhHBhHB5CJ hm5CJ;7GH. / C D )*<=gd6Pm$ ^gdrm$m$   ()*+9_TY&:;<=Tg  ﵮ뵗h6l hlhahEhHB5hh hlh hlhh9g5 h9g55hlh5hlhHB5 hlh3VhHB hlhHBhrh3Vh{hmhrhr57=TP{|(\>? & Fgdrm$ & Fgd6Pm$gd6Pm$ ^gdlm$gdam$ ^gdam$m$ ^gdm$ `gdrm$  0P  1H[vzM /7AOTz|y2\] !1㶯ܶܣܜhh hlhrh9g5h, #hX hlhXu hlha(Lh{hEha5hZ$h6lh3V hlh hlh6P hlhahEhHB5 hlhHB hlhl:(2\>?Z] hlhye=h/h, #hye= hlh hlh6P hlhrhZJ hlhl hlh9g5h6P?gd6Pm$21h:p/ =!"#$% j 666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH6666666666666666666666666666666666666666666666666666666666666666662 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ OJPJQJ_HmH nH sH tH J`J  /Normal dCJ_HaJmH sH tH DA D Default Paragraph FontRiR 0 Table Normal4 l4a (k ( 0No List RR ye=0 Balloon Text dCJOJQJ^JaJNN ye=0Balloon Text CharCJOJQJ^JaJPK![Content_Types].xmlj0Eжr(΢Iw},-j4 wP-t#bΙ{UTU^hd}㨫)*1P' ^W0)T9<l#$yi};~@(Hu* Dנz/0ǰ $ X3aZ,D0j~3߶b~i>3\`?/[G\!-Rk.sԻ..a濭?PK!֧6 _rels/.relsj0 }Q%v/C/}(h"O = C?hv=Ʌ%[xp{۵_Pѣ<1H0ORBdJE4b$q_6LR7`0̞O,En7Lib/SeеPK!kytheme/theme/themeManager.xml M @}w7c(EbˮCAǠҟ7՛K Y, e.|,H,lxɴIsQ}#Ր ֵ+!,^$j=GW)E+& 8PK!Ptheme/theme/theme1.xmlYOo6w toc'vuر-MniP@I}úama[إ4:lЯGRX^6؊>$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3ڗP 1Pm \\9Mؓ2aD];Yt\[x]}Wr|]g- eW )6-rCSj id DЇAΜIqbJ#x꺃 6k#ASh&ʌt(Q%p%m&]caSl=X\P1Mh9MVdDAaVB[݈fJíP|8 քAV^f Hn- "d>znNJ ة>b&2vKyϼD:,AGm\nziÙ.uχYC6OMf3or$5NHT[XF64T,ќM0E)`#5XY`פ;%1U٥m;R>QD DcpU'&LE/pm%]8firS4d 7y\`JnίI R3U~7+׸#m qBiDi*L69mY&iHE=(K&N!V.KeLDĕ{D vEꦚdeNƟe(MN9ߜR6&3(a/DUz<{ˊYȳV)9Z[4^n5!J?Q3eBoCM m<.vpIYfZY_p[=al-Y}Nc͙ŋ4vfavl'SA8|*u{-ߟ0%M07%<ҍPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 +_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!Ptheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  * =?8@0(  B S  ?,; < [ \]  yu8^8`OJPJQJ^Jo(-^`OJQJ^Jo(hHo ^ `OJQJo(hH ^ `OJQJo(hHx^x`OJQJ^Jo(hHoH^H`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hHyS        )$/` @6l &(0 , #Z$ /9g5!b9ye=ELHa(L6PuR3Vr8voZJ/~OrymXu{u.laTT{BvXHB@P@UnknownG* Times New Roman5Symbol3. * Arial7.{ @Calibri5. *aTahoma?= * Courier New;WingdingsA BCambria Math"hRFRF # #$202QHX $PHB2!xxGBCGBC Oh+'0x  ( 4 @ LX`hpGBC Normal.dotmGBC2Microsoft Office Word@F#@M@l9@l9՜.+,0 hp  Ĵý#   Title  !"#$%'()*+,-/0123458Root Entry F@t{9:1TableZWordDocument4*SummaryInformation(&DocumentSummaryInformation8.CompObjy  F'Microsoft Office Word 97-2003 Document MSWordDocWord.Document.89q