Using VE135 Data and Other CCCS Data to

Using VE-135 Data and Other CCCS Data to Prepare for Accreditation Presenter: Sandra Veltri, Ph. D. CCCS Special Projects Director, Retired VP from Front Range Community College and HLC Peer Reviewer

Glossary of Terms Classification of Instructional Programs (CIP codes) – Provides a taxonomic scheme that supports the accurate tracking, assessment, and reporting of fields of study and program completions activity. Higher Learning Commission (HLC) – A regional accreditor recognized by the U. S. Department of Education to perform institutional accreditation. URL: https: //www. hlcommission. org/ Integrated Postsecondary Education Data System (IPEDS) – A division of the National Center for Education Statistics that collects data from U. S. colleges, universities, and technical and vocational institutions. URL: http: //nces. ed. gov/ipeds/ Student Unit Record Data System (SURDS) is a web-based data collection for institutions of higher education to submit student level data to the Department of Higher Education. URL: https: //surds. colorado. gov/SURDS/Documentation/FAQ_Private. aspx

Importance of Data Collection One of the purposes of the U. S. Department of Education is “To promote improvements in the quality and usefulness of education through federally supported research, evaluation, and sharing of information. ” In order to receive Title IV funding or any other Federal funds, e. g. Perkins, the U. S. Department mandates that institutions: Collect data and disseminate this information to Congress, educators and the general public and Be accredited by a nationally recognized accrediting agency or have met the alternative requirements, if applicable. Please note, there are other requirements but these are the two we will focus on today. For more information, review: http: //www 2. ed. gov/about/overview/focus/what_pg 3. html#howdoes and https: //ifap. ed. gov/ifap/index. jsp

Types of Accreditation Institutional– The regional and national accreditors perform institutional accreditation. Ensures that an institution’s academic program meets acceptable levels of quality. Institutions must be accredited by a federally recognized accrediting agency to qualify for participation in federal financial aid programs. l National – i. e. , Distance Education Accrediting Commission l Regional – i. e. , Higher Learning Commission (HLC) Specialized – Normally applies to programs, departments, or schools that are parts of an institution, i. e. , nursing, auto, etc.

The Higher Learning Commission (HLC) is an independent corporation and member of the North Central Association of Colleges and Schools (NCA). NCA is one of several regional institutional accreditors in the United States. The Higher Learning Commission accredits degree-granting post-secondary educational institutions in the North Central region. A complete listing of all ED approved institutional accreditors may be found at: http: //ope. ed. gov/accreditation/Search. aspx? 6 d 6 f 64653 d 31267264743 d 31312 f 31342 f 3230313620333 a 35393 a 333220504 d

HLC Requirements for Accreditation �Effective January 1, 2013, the Criteria for Accreditation changed and so did processes, i. e. , the Program to Evaluate and Advance Quality (PEAQ) phased out and “Pathways” was implemented – “Open” and “Standard. ” �The Academic Quality Improvement Program (AQIP) Pathway, remained an option for postsecondary institutions.

Five Criteria for Accreditation Criterion One: Mission Criterion Two: Integrity: Ethical and Responsible Conduct Criterion Three: Teaching and Learning: Quality, Resources, and Support Criterion Four: Teaching and Learning: Evaluation and Improvement Criterion Five: Resources, Planning, and Institutional Effectiveness

Core Components for Today’s Discussion Criterion Three: Teaching and Learning: Quality, Resources, and Support 3. B. 3. Every degree program offered by the institution engages students in collecting, analyzing, and communicating information; in mastering modes of inquiry or creative work; and in developing skills adaptable to changing environments. 3. D. 4. The institution provides to students and instructors the infrastructure and resources necessary to support effective teaching and learning (technological infrastructure, scientific laboratories, libraries, performance spaces, clinical practice sites, museum collections, as appropriate to the institution’s offerings).

Institutional Attention for Criterion Three Learning outcomes for the institution should reflect the college’s mission and strategic priorities. How each program embeds those learning outcomes into not only its program but its courses are critical. Consider how you have mapped those learning outcomes into your courses and programs. What evidence can you provide to an accrediting body? Samples of evidence college could use: Performance metrics provided by CCCS should be reviewed annually and changes you make to your curriculum can positively impact student learning. What story does your completion rates tell you? How have you used your advisory committees to align your college’s learning outcomes with industry standards, i. e. , communication, use of technology, etc. ?

Combined 5 Year Trends Report TSJC – Automotive Services Tech

Performance Metrics

Core Components for Today’s Discussion Criterion Four: Teaching and Learning: Evaluation and Improvement 4. A. The institution demonstrates responsibility for the quality of its educational programs. The institution maintains a practice of regular program reviews. The institution evaluates the success of its graduates. The institution assures that the degree or certificate programs it represents as preparation for advanced study or employment accomplish these purposes. For all programs, the institution looks to indicators it deems appropriate to its mission, such as employment rates, admission rates to advanced degree programs, and participation rates in fellowships, internships…

Institutional Attention to Criterion Four Annually CCCS colleges are required to provide data for the VE-135 database. This data includes demographic and programmatic information for secondary and postsecondary level students. VE-135 reports enrollment and follow-up (placement) information for primarily CTE students. The Colorado Department of Higher Education (CDHE) also requires data collection for the Student Unit Record Data System (SURDS). SURDS data includes: providing information on the numbers of students enrolled in Colorado postsecondary education institutions and the characteristics of students who receive these degrees. reporting IPEDS enrollment data to the National Center for Education Statistics (NCES) by student gender, race/ethnicity, and specified program codes. calculating graduation rates generating a yearly profile.

CCCS 2015 -2016 Fact Book Data https: //www. cccs. edu/wp-content/uploads/documents/Fact-Book-2015 -16. pdf

Core Components for Today’s Discussion 4. B. The institution demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals. 4. C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. Goals for student retention, persistence, and completion are defined … The institution collects and analyzes information on student retention, persistence, and completion of its programs. Information on student retention, persistence, and completion of programs is used to make improvements as warranted by the data. Processes and methodologies for collecting and analyzing information on student retention, persistence, and completion of programs reflect good practice.

CCCS 2015 -2016 Fact Book Data

CCCS 2015 -2016 Fact Book Data

Core Components for Today’s Discussion Criterion Five: Resources, Planning, and Institutional Effectiveness 5. A. The institution’s resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future. The institution’s resource allocation process ensures that its educational purposes are not adversely affected by elective resource allocations to other areas or disbursement of revenue to a superordinate entity. 5. C. The institution engages in systematic and integrated planning. The institution links its processes for assessment of student learning, evaluation of operations, planning, and budgeting. 5. D. The institution works systematically to improve its performance. The institution develops and documents evidence of performance in its operations.

Institutional Attention to Criterion Five Evidence that an institution can provide: Perkins grant fund allocations to programs that must improve performance metrics. This can include such things as: professional development opportunities provided to faculty and staff to enhance such things as diversity or assessment of student learning. Samples of processes instituted as a result of a college’s review of its own institutional effectiveness. Example: A college has developed seven student learning outcomes that all graduates will be able to demonstrate upon graduation. One of those SLOs is Effective Use of Information and Technology. A survey of students reveals that the IT labs provided are outdated and the Internet access also requires attention. The institution commits $1 M to upgrading the infrastructure and creates an IT Strategic Management Plan that includes a three-year refresh plan of all classrooms on campus.

Accreditors are looking for evidence that demonstrates institutions are meeting the core and sub- criterion components, as applicable to: Course-by-course evaluation may include: Course mapping documents, artifacts such as rubrics, key assignment results, changes made to existing course outcomes as a result of analysis. REMEMBER: These course-by-course artifacts must be collected from all methodologies: face-to-face, hybrid, correspondence, online and concurrently enrolled courses. If you can provide samples of industry review of course competencies and changes made as a result of that review that would be beneficial. Learning outcomes/course competencies must be measurable!!

Program-level evaluation may include: Course mapping documents that demonstrates program graduates are mastering the institution’s learning outcomes, along with the program outcomes. Artifacts that demonstrate industry review and support of programming outcomes, VE-135 data, retention and graduation rates, advisory committee meeting minutes, etc. Perkins funding allocated to improve program performance metrics and follow-up that hopefully shows improvement. Institutional effectiveness evaluation include: Persistence, retention and completion rates for the academic programs. Evidence that resources are being allocated to improve these performance indicators is essential. Samples may include: Goals in the faculty’s performance evaluations specific to improving student learning outcomes, new strategies the college has deployed to improve student retention and complete, i. e. , embedded advising, career coaching, etc. What changes, if any have resulted from these new strategies? How is the college evaluating the success of the strategy?

Questions: Contact me at: Sandy. Veltri@gmail. com 719 -680 -2230