Institutional Effectiveness

Institutional effectiveness at Central Piedmont consists of a set of ongoing and systematic institutional processes and practices that include:

  • planning
  • the evaluation of educational programs, administrative services, and educational support services
  • the identification and measurement of outcomes across all institutional units
  • the use of data and assessment results to inform decision-making

All of these activities are accomplished with the purpose of continuous improvement in programs and services in order to improve student success and institutional quality.

Institutional Effectiveness Process

The Institutional Effectiveness process is designed to permeate every facet of the college. The college has distinct modes of planning and assessment to address the following areas.

  • Academic Continuous Improvement - Programs of Study (ACI-POS)

    All academic programs that award a credential must complete the Academic Continuous Improvement - Programs of Study outcomes review process. Academic Continuous Improvement - Programs of Study is conducted on a two-year cycle. Each program establishes an outcomes assessment plan and collects relevant data related to student success during year one. Based on the outcome and success data, action plans are created for continuous improvement. These plans are implemented in year two and results are used to determine impact of the changes made.

    This process was previously referred to as Healthy Programs or Academic Program Review.

    For more information, refer to the Academic Continuous Improvement - Programs of Study page.

    Contacts

    • Jeri Guido, Chair, Academic Continuous Improvement - Programs of Study
    • Sarah Wilde, Co-chair, Academic Continuous Improvement - Programs of Study
  • Academic Continuous Improvement - General Education Foundation (ACI-GEF)

    Central Piedmont recognizes that higher education must provide students with the necessary skills and knowledge required for academic, professional and personal success. In addition to the competencies acquired within and reflective of specific degree programs, a global economy and a richly diverse community requires that individuals achieve proficiency in the following course student learning outcomes:

    • Critical thinking
    • Written/oral communication
    • Personal growth and cultural literacy
    • Information technology and quantitative literacy

    General Education Foundation courses are assessed via Academic Continuous Improvement - General Education Foundation. Each general education foundation class is aligned to assess students’ proficiency in achieving one of these course student learning outcomes. During the fall semester, course student learning outcomes data is collected. In the spring, teams of faculty review artifacts of student learning to provide feedback for continuous improvement. Improvement statements are created and implemented during the subsequent fall and spring semester. Academic Continuous Improvement - General Education Foundation is conducted annually.

    For more information refer to the General Education Foundation Council page.

    Contacts

    • Dr. Jennifer Hejazi, Chair, General Education Foundation Council
    • Timothy Robinson, Co-chair, General Education Foundation Council
    • Sarah Wilde, Planning and Research
  • Administrative and Educational Support Units Outcomes Assessment (Evidence to Action)

    All administrative and educational support units complete Evidence to Action (formerly referred to as Administrative Unit Review). Evidence to Action is aligned to broader functional areas of the college:

    • Academic Affairs
    • Finance and Administrative Services
    • Communications, Marketing, and Public Relations
    • Information Technology Services
    • Foundation/Institutional Advancement
    • Strategy and Organizational Excellence
    • Student Affairs
    • Talent and Organizational Engagement

    This allows for a “bigger picture” view of unit assessment to help align unit priorities to the college’s strategic plan. The strategic plan guides all aspects of the Evidence to Action continuous improvement process:

    Evidence to Action is completed on a continuous, two-year cycle. During year one, each unit determines areas of focus, identifies outcomes to be assessed, collects evidence of assessment results, and uses those results to develop an action plan for next steps. During year two, each unit implements their action plan, measures the impact of the changes, and closes the loop on the cycle by sharing the findings.

    For more information contact:

    • Sarah Wilde, Planning and Research
    • Diane Frazier, Planning and Research