SUCCESS FACTORS
Theme: Data & Assessment
Organization Level: Academic Department
Critical elements: Department leaders establish goals, set expectations, and evaluate the strength of their overall program base on student data and overall progress toward goals. They supervise their department, closely monitor the instructional practices, and support faculty’s efforts to collect, analyze, and act on data.
Practice: Use data to evaluate the overall success toward student goals.

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CriteriaLess Effective PracticesDeveloping Success FactorsCollege Readiness and Success
Instructional Expectation

Department leaders focus data discussions only on program review and accreditation, rather than as part of monthly meetings.

Recognizing that instructional practice is key to driving student performance, a review of student learning outcomes and educational attainment is integrated into regular departmental meetings as a way to assess the caliber of instruction. Clear examples can be found of how practice was changed in response to data.

In addition to student learnings outcomes and educational attainment, department leaders regularly invite additional sources of information to inform discussions of priorities and guide ongoing practice, including labor market information, cross-departmental outcomes, and outcomes at other colleges. Numerous examples can be found of how practice was changed in response to data over time. Leadership recognizes those who follow institution policies and procedures for data usage.

Support of Data Usage

Data are reviewed on a yearly basis when reports are due. Department leaders may look at it more often but do not share the results with educators in open discussions.

Review of data by academic department leaders is ongoing and transparent. Leaders set aside time to discuss data with whole faculty, faculty groups, or individual educators. Data is modeled as useful, even if it highlights weaknesses.

Academic department leaders set aside time to review and share data and empower educators to respond to the data in proactive ways. Through professional development department leaders train or provide training, in their presence on how to use data and how to improve curricular and instructional concerns.

Learning Outcomes Assessments

Department leadership supports the institutions decision to use learning outcomes assessments and work to convince the faculty in the benefits of the process.

Department leadership supports the institutions decision to use learning outcomes assessments. Faculty is engaged but struggles with the time required to complete the process. The message and expectation are consistent across departments.

Department leadership fully supports the institution in the use of student learning outcomes assessments. The departments engage and train faculty to develop a structured assessment process. The advantage and expectation for using assessments is clearly and consistently communicated to the faculty.







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