Authorized Governance Organizations (AGOs) and the Chancellor’s Advisory Council for review. On September 8 the CAC Workgroup for Technology reviewed the Technology Plan. On September 9, at the Chancellor’s Advisory Council meeting, the CAC and the AGOs provided feedback on the report. Glossary Acronym/Term Definition AGOs Authorized Governance Organizations. ARPD Annual Reports of Program Data. CAC Chancellor's Advisory Council. This council is composed of department heads, unit heads, members of the Administrative Staff, and representatives of Authorized Governance Organizations and other key personnel; the CAC advises the Chancellor on policy and planning and other matters and serves as a communication vehicle for the Chancellor and its members. CAAC Counseling and Academic Advising Council. CPR Comprehensive Program Review (3 year review). General Fund Funds allocated by the State Legislature. LRDP Long Range Development Plan. This is a campus physical plant development plan approved by the Board of Regents, unfunded as of 2014 and planned to begin 2020. OCET Office of Continuing Education and Training. OFIE Office of Institutional Effectiveness. This office supports college-wide strategic planning and grant applications. PPAC Policy, Planning, and Assessment Council. The Council was renamed the Chancellor’s Advisory Council in 2013 to emphasize the advisory nature of the council (see above). RTRF Research Training and Revolving Funds. TFSF Tuition and Fees Special Fund. UH BOR University of Hawai‘i Board of Regents. UHCC University of Hawai‘i Community Colleges VCAA Vice Chancellor for Academic Affairs. VCAS Vice Chancellor for Administrative Services. VCSA Vice Chancellor for Student Affairs.
Table 1. Excerpt from a Nursing Program Course Learning Report for NURS 210 PROGRAM OUTCOME Competency Assessment Method Expected Level of Achievement Results of Assessment Next Steps * Describe and analyze episodes of clinical practice and self-care; and identify areas of strength and those requiring development. Competency 2: Identify own responsibility for reflective practice in a performance based curriculum. What: Self reflection of individual practice and performance in clinical. How: Clinical weekly self-evaluation/ Reflection Journal regarding individual practice and performance using Safety and Professionalism reflection papers. Rubric provided. Midterm and final clinical evaluation; rubric provided Who : all students When: Spring 2014 Expected: 100% of students will meet earn passing score on weekly Safety and Professionalism reflection papers using rubric provided. 100% of students will earn passing score on Midterm and final clinical evaluation using rubric provided. Results: 100% of the students who completed the course submitted weekly reflection papers with passing scores on the rubrics for Professionalism, Safety, and Final Clinical evaluations. Percentage of students passing rubrics was 96%. (one student withdrew). Rubrics were helpful in evaluating expected outcomes. Students recognized areas of weakness through Students implemented steps to improve their practice and erformance. Some students required more than average assistance with priority setting and organization in their practice and performance of nursing care. Action: Use individual “Student Success Contracts” that align with the course Student Learning Outcomes in order to better promote student responsibility for own learning and practice. Student Success Contracts facilitated collaborative planning by instructor and student to assess areas of weakness, develop a targeted plan of action, implement, and date of Schedule clinical days in LTC facilities. Schedule clinical days in Acute Care rotation. Date: Dec 2014 term evaluation.
Table 2. Integrating Learning Outcomes Assessment with Institutional Planning and Resource Allocation October 2012 Self Evaluation Report October 2012 SLO Implementation Report October 2013 Follow-Up Report October 2014 Follow-Up Report Six-year strategic plan, aligned with UH system, focused on student achievement (2008-2015). Annual Report of Program Data (ARPD) focused mainly on health indicators (demand, efficiency and effectiveness). Student achievement data used to determine effectiveness. Three-year Comprehensive Program Review (CPR) based on analysis of the three previous years of ARPD, including progress in achieving planned improvements. Three-year departmental tactical plans, aligned with College strategic plan, allow for inclusion of evidence of student learning. Fall 2011: Program Learning Outcomes Assessment added to ARPD, but with mixed results due to a lack of standardized reporting format; more structure projected to be added to 2012 ARPD. Implementation of standardized reporting of program learning outcomes in Annual Report of Program Data (ARPDs). Revision of College’s policy on Comprehensive Program Review (CPR) (K5.202) in progress. All programs developed tactical action plans for improvement in their CPRs due March 31, 2013. 2012: ARPDs completed by all instructional and student support programs. All programs report results of program student learning outcomes assessment and steps for improvement based on the results. 2013: The revised policy on CPR (K5.202) is approved and implemented. CPRs require reporting assessment of program learning outcomes, results of the assessment and plans for improvement based on these results. CPRs completed by all academic and student support programs. CPRs require tactical plans that are based on program learning outcome results and aligned with the strategic plan. CPRs require steps for improvement based on program learning outcome results. December 2013: ARPDs completed by all instructional and student support programs. Programs report results of program learning outcomes assessment and steps for improvement based on the results. The revised planning and budgeting cycle is implemented. The Allocation Request Form (ARF) used by the revised cycle ties allocation requests to improving program outcomes and the institution. Title III carry-over fund allocation decisions are based on improvement plans in ARPD, CPRs, and ARFs. Student Success Committee’s 2014 student survey and faculty/staff survey identified common learning support needs, resulting in many open meetings discussing implications for instructional programs, instructional support programs, and student services. Recommendations required institution-level resource allocation of $125,000 from Title III carry-over funds.