Columbia Basin CollegePlenary II: Core Themes, Objectives, and Achievement Indicators
Curt Freed
Melissa McBurney
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Core Theme Development
• CBC uses the Carver Policy Governance model which utilizes an institution’s board to determine the outcomes and results expected of the college (“End States”) and then to monitor the End States of the institution while delegating the “Means” to the president.
• The CBC Board monitors performance on each of the college’s End States through a detailed set of indicators and measures.
• Monitoring Reports on each End State are prepared for the Board at least annually.
• The End States were a perfect fit for our core themes.
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Mission Statement
Our core themes came directly from our mission statement and are also our End States:
CBC exists in an environment of diversity, fairness, equity, and
sustainability to ensure that the people of Benton and Franklin
counties have access to educational programs providing sufficient
knowledge for higher educational achievement, meaningful
employment, basic skills development, cultural enrichment,
physical and emotional well-being.
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Core Themes / End States
Access: CBC exists to provide people of the service district with access to educational programs.
Academic: CBC exists to enable students to complete requirements that would allow them to obtain academic degrees, transfer to upper division colleges and universities, and pursue life-long learning and enrichment.
Workforce Development: CBC exists to enable students to complete requirements that would allow them to earn degrees/certificates to assist them to gain employment and pursue life-long learning opportunities.
Basic Skills: CBC exists to enable students to prepare for success in college-level skills courses.
Cultural Enrichment: CBC will provide the college and the community with diverse and multiculturally rich programs designed to improve our quality of life, life-long learning and enhance educational programs.
Physical and Emotional Well-Being: CBC will contribute to the physical and emotional well-being of its students and the community.
Importance of Core Theme Clarity
• Provides for meaningful assessment
• Supports alignment of core themes and institutional resources
• Allows for continuous improvement
• Assists in focusing resources
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Indicator Selection
• The Nichols Model is used as conceptual framework for developing indicators.
• A set of goals is identified to provide broad coverage for each core theme.
• Indicators are developed to assess performance of each goal.
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Indicator Selection (cont.)
• Indicators for each goal were developed with the following criteria– Reliable quantitative data
– Evaluative rather than descriptive data
– Standard of performance through scale development (i.e., 1 to 5) or gathering baseline information
• Indicators have been revised through an iterative review and improvement process over the past several years
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Nichols Model
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A modified Nichols 5-Column Model is used to assess core theme (End State) performance
Column One: Core Theme (Mission Area)Column Two: Core Theme GoalsColumn Three: IndicatorsColumn Four: ResultsColumn Five: Improvement Actions
Mission Area:
Goal A: Results:Improvement Actions:
Indicator A1 Indicator A2 Indicator A3
Goal B:
Indicator B1 Indicator B2 Indicator B3
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Nichols Table Workforce Indicators (1)
Goal C: Students complete workforce programs
Indicators ResultsImprovement Actions
C1: AAS Completions vs other CTCs
Rank 18 of 34Neutral: 1 point
Improve coding process.
C2: Completion rates 3 of 18 programs exceeded 30%Low: 0 points
Revise application process so degrees, certifications are automatically provided.
Goal B: Workforce programs
demonstrate enrollment and
viability
Indicators ResultsImprovement Actions
B1: Program enrollments 87.1% showed growthHigh: 2 points
None
B2: Projected job growth
92% showed 10% or more job growth; 80% Demand or BalancedHigh: 2 points
None
Goal A: CBC workforce students learn and develop program skillsEMT
Indicators Results Improvement ActionsA1: Student perceptions of learning via survey a. Engage in active learningb. Interact with instructorsc. CBC contributions to skillsd. Recommend CBCe. Overall rating of education
2.64 High-moderate2.15 Low2.76 High96.6% High3.18 HighOverall: High (2)
Encourage faculty to increase engagement with students.
A2: Performance on standardized exams and certifications
Dental Hygiene, Rad Tech, Practical Nursing, Nursing, EMT– StrongSurg Tech- WeakOverall: High (2)
Evaluate reasons for low performance on cert. exams, modify instruction or context to improve performance.
Nichols Table Workforce Indicators (2)
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Goal D: Workforce students obtain
jobs, earn a good salary, perform well
Indicators ResultsImprovement
ActionsD1: Employment rates by program
16 of 18 programs exceeded 80% employmentHigh 2 points
None
D2: Employment rates for completers
Rank second in stateHigh: 2 points
None
D3: Employment rates for non –completers
Rank 4th in stateHigh 2 points
None
D4: Median annual pay by program
Exceeds poverty level for 29 of 30 programsExceeds 150% poverty for only 9 of 30 programsNeutral: 1 point
None
D5: Student perceptions of CBC impact on job preparation
4.36 Great extentHigh: 2 points
Conduct student and alum survey in 2010.
D4: Employer satisfaction with CBC graduates
Insufficient data Conduct employer survey in 2010.
• Out of 11 indicators (22 possible points), 18 points received= 81.8% possible
Performance for Workforce End State
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Percentage of Total Possible Points
Perf
orm
ance
Poi
nts
A
B
C
D
F
• The pct of possible points, 81.8%, corresponds to 92 performance points= A• For 2009, 75% of total possible points corresponds to 85 Performance Points= 3.1 (B) Performance overall
2010 Results
2009 Results
Benefits / Implications
• Increased visibility of the mission and the pilot accreditation process
• Work done by Institutional Research is more visible
• Continual refinement of goals, objectives, and acceptable indicators
• Performance on each core theme is evaluated in an objective, quantitative manner
• All assumptions and subjective judgments are clearly identified—the process is transparent
• Performance on each core theme can be compared to that of other core themes
• Improvement actions can be derived from a consideration of areas of poor performance
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