College of DuPage
Systems Portfolio
Submitted to the
Academic Quality Improvement Program
The Higher Learning Commission
North Central Association of Colleges and Schools
November 1, 2008
Harold D. McAninch, Ph.D., Interim President
Micheal E. McKinnon, Chairman, Board of Trustees
Mark J. Nowak, Vice Chairman, Board of Trustees
Kory Atkinson, Trustee
David Carlin, Trustee
Joseph T. Snyder, Trustee
Kathy A. Wessel, Trustee
Joseph C. Wozniak, Trustee
Malek Zoubi, Student Trustee
Joseph Collins, Ph.D.
Academic Quality Improvement Program Liaison
Interim Executive Dean, Academic Affairs
Ingrid Peternel, M.A.
Technical Editor for Systems Portfolio
Professor of Speech Communication
College of DuPage
425 Fawell Boulevard
Glen Ellyn, IL 60137
Table of Contents
Chapter
Page
Institutional Overview
1
Category 1:
Helping Students Learn
6
Category 2:
Accomplishing Other Distinctive Objectives
33
Category 3:
Understanding Students’ and Other Stakeholders’ Needs
41
Category 4:
Valuing People
51
Category 5:
Leading and Communicating
60
Category 6:
Supporting Institutional Operations
66
Category 7:
Measuring Effectiveness
70
Category 8:
Planning Continuous Improvement
76
Category 9:
Building Collaborative Relationships
84
Glossary of Abbreviations
90
College of DuPage November 2008
Institutional Overview
01 Distinctive institutional features
Figure 0.1 College of DuPage Location
Since its founding as a public, non-profit, nonresidential community college in 1967, College of
DuPage (COD) has become the second largest postsecondary educational institution in Illinois. As a
comprehensive community college, COD has served
as provider, partner, and advocate over one million
taxpaying residents and businesses of Community
College District 502. Technologically sophisticated,
innovative and forward thinking, the College offers a
wide range of educational and cultural programming
to credit and non-credit students of all ages. COD
maintains alliances with K-12 schools, baccalaureate
transfer institutions, business, industry, non-profit
and community-based organizations, and
municipalities. A key focus of these alliances is
advocacy for educational, workforce, and economic
development opportunities for currently underrepresented and under-served groups within District
502.
Located 35 miles west of the Chicago Loop (see
Figure 0.1), Community College District 502 covers
357 square miles, encompasses DuPage and portions
of Cook and Will counties, includes 48 communities,
30,000 businesses, and comprises one of the largest
suburban metropolitan areas in Illinois. It includes 24
public and 13 private high schools, and 18 other postsecondary educational institutions. College of
DuPage is part of the 48-college Illinois Community
College System. COD operates with a locally elected,
seven-person Board of Trustees, whose members
serve staggered six-year terms, and a student trustee.
The Board includes seven members from Community
College District 502 elected by the district at large
and one student trustee elected by students. In 1995,
the Board adopted COD’s mission to be at the
forefront of higher education, serving the needs of the
community. The College will be the first place
residents turn to for the highest quality education and
cultural opportunities. The College will serve as a
model of distinction for community college education.
The mission is predicated upon the College’s Core
Values: Integrity, Honesty, Respect, and
Responsibility.
Over the past 14 years, the College has devoted
considerable time and energy to evaluation of its
strengths and opportunities for improvement. As an
early participant (2000) in the Academic Quality
Improvement Program (AQIP) through the Higher
Learning Commission of the North Central
Association of Colleges and Schools, COD is
actively committed to institutional self-assessment,
targeted planning, and implementation of strategies
leading to measurable results. The initial decision to
participate in AQIP was a proactive response to
consultant site visit observations that the College
needed to streamline its planning processes. AQIP
provided the structure for the College to develop a
comprehensive, systems approach to improve
institutional effectiveness. Participation in AQIP
requires the College to systematically and
comprehensively plan, implement, monitor, and
assess its processes and performance. AQIP
emphasizes helping students learn, which is
consistent with COD’s belief in the power of
teaching and learning, and supports the College’s
vision: by 2010, those served by College of DuPage
will be the nation’s best-educated citizens.
02 Scope of offerings
Each year the College of DuPage offers educational
and cultural programming to approximately 83,000
credit and non-credit students of all ages, as well as
to 100,000 patrons of the visual and performing arts.
The College has over 90 academic programs, with
courses offered at approximately 100 different sites.
Seven degrees are granted – Associate in Arts,
Associate in Science, Associate in Engineering
Science, Associate in Fine Arts-Art, Associate in
Institutional Overview - 1 -
College of DuPage November 2008
Fine Arts-Music, Associate in Applied Science, and
Associate in General Studies – as well as many
certificate options in approximately 50 areas of
concentration. In addition, the College of DuPage
provides a wide range of non-credit programming.
development, cultural awareness, general education,
and lifelong learning needs of its communities’
residents. The College has a strong commitment to
community education and development. COD also
offers a wide variety of Continuing Education
programs, an Adult Fast Track program, online
courses, and special seminars and workshops for
community members with a specific interest in mind.
Figure 0.2 summarizes the educational opportunities
and scope of offering within the College.
COD’s educational services are designed and
implemented to meet the basic education,
developmental education, English as a Second
Language, transfer preparation, workforce
Figure 0.2 Educational Opportunities and Scope of Offering
Educational Opportunities
First two years of baccalaureate education to prepare students for
transfer to upper division degree programs
Career education to train or retrain students for entry into vocational
fields or to upgrade skills
General studies to provide students with basic education and
recreational needs
Services to fulfill educational, cultural, economic and recreational
needs
Support services, including individual advising and counseling, to
motivate and nurture the success of all members of the learning
community in achieving personal goals
Scope of Offering
Associate in Arts (AA), Associate in Science (AS), Associate in
Engineering Science (AES), Associate in Fine Arts (AFA) Art Option,
Associate in Fine Arts (AFA) Music Option
Associate in Applied Science (AAS), Associate in General Studies
(AGS), 46 Certificate Programs, Cooperative Agreement Instructional
Programs
Developmental Education: Writing, Reading, Mathematics;
Continuing Education: Non-Credit Classes, Lifestyle Enhancement,
Personal Enrichment, Institute of World Languages, Scholars
Academy, Youth Education, Older Adult Institute; Business and
Professional Institute: Center for Corporate Training, Center for
Workforce Development, Suburban Law Enforcement Academy; ESL
Program: Adult, Academic ESL, English Language Institute, Family
Literacy; Adult Basic Education/Adult Secondary Education: Basic
Skills, Pre-GED, GED Preparation, Citizenship Program.
Student Affairs Division: Admissions and Information, Registration,
Records, Financial Aid, Career Services Center, Student Activities,
Counseling Transfer & Advising; International Education; Forensics
(Speech Team); Performing Arts; Athletics
Counselors, Faculty Advisors, General Advisors working in the
Classroom, Advising and Transfer Center, Center for ESL Studies,
ESL Advising Office, Center for Adult Literacy and GED Preparation,
Honors Program
03 Student base, needs and requirements
As demographic shifts have occurred in DuPage
County, the student population has become more
racially and culturally diverse, especially during the
past decade. In Fall 1973, the first term for which
student ethnicity data was collected, 4.3% of credit
students of known ethnicity were categorized as
minority while in Fall 2008, 33% were categorized as
such. COD serves a larger minority population than
the proportion in DuPage County—33% compared to
26.2% (2006 Census) for the county (minority
Figure 0.3
Enrollments for COD from Fall 2005 to Fall 2008
% of
Year
Credit Change
NonCredit
27,117
-9.2
2975
2005
enrollment has increased nearly 40% during the past
13 years). The Fall 2008 minority enrollments are:
Hispanic, 15%; Asian/Pacific Islander, 11%; Black,
6%; and Other, 1%.
With a Fall 2008 enrollment of 14,601 full-time
equivalent (FTE) of COD students, 60% attend fulltime and 40% attend part-time. Figure O.3 reflects 4year enrollment trends.
% of
Change
Total
% of
Change
FTES
% of
Change
-17.1
-23.3
30,092
-10.8
14,645
2006
26,032
-4.0
2,735
-8.1
28,767
-4.4
14,431
-1.5
2007
25,768
-1.0
2,593
-5.2
28,361
-1.4
14,601
+1.2
2008
25,668
-0.5
2,562
-1.2
28,230
-0.5
14,913
-0.4
Institutional Overview - 2 -
College of DuPage November 2008
Eighty-two percent of COD’s total enrollment is on
the main 273-acre Glen Ellyn campus, and 18 % is at
regional sites. The median age of COD students is 23
years; the average age is 30 years.
COD is invested in corporate partnerships that
include efforts with Aramark, UPS and Gateway that
will led to new programming, scholarships, and
equipment.
To help academic areas determine short- and longterm requirements and expectations of students, the
College utilizes input from a number of sources.
COD’s formal program review process incorporates
student and other stakeholder requirements in the
development of new curricula, programs and
services. Input is obtained from occupational and
vocational advisory committees, local business and
industry leaders, receiving baccalaureate institutions
and regular community needs assessments. COD’s
Office of Research and Planning regularly surveys
students and other stakeholders regarding their
satisfaction with College services, course offerings,
instruction, communication and facilities. Current
satisfaction results and trend comparisons are
included in Category #3.
COD has forged strategic collaborations with local
municipal governments to develop local Community
Education Centers to provide customized
programming and services. The College of DuPage
Foundation is the fund-raising arm of the institution,
established as a not-for-profit 501(c)(3) organization
in 1967, the year the College was founded. The
Foundation Board of Trustees is comprised of
corporate and community leaders who donate their
time but operate with staff support from the College.
Thanks to the efforts of the Foundation and its
supporters and friends, over the past 26 years COD
has been able to invest more than $20 million into
student scholarships, expansion and enrichment of
programs, technology, facilities and other essentials.
05 Faculty and staff base
04 Collaborations
COD has many collaborative relationships essential
to helping the College fulfill its mission. Area high
schools provide the majority of the College’s
traditional-aged students. One of COD’s original
AQIP Action Projects was to improve the
effectiveness of partnerships with area high schools.
One outcome is the enrollment of 800 students in
dual credit classes receiving college credit for
college-level work completed.
COD has established dual admission agreements with
Lewis University, Northern Illinois University,
Eastern Illinois University, Elmhurst College and
Roosevelt University to assist students in making a
seamless transition from the two-year college
program to the university. Additionally, COD
possesses articulated agreements, for various transfer
and Career Tech Ed programs, with most
baccalaureate granting institutions in Illinois, as well
as many out-of-state institutions.
College of DuPage is involved in collaborative
efforts with local employers, the major baccalaureate
institutions in Illinois that receive the majority of
COD’s transfer students, area hospitals, clinical
agencies and boards, such as the DuPage Workforce
Investment Board. The newly established Health
Care Council has created expanded programs to meet
the increased demand for qualified nurses and
medical technicians.
In the Fall 2007, COD employed 304 full-time and
881 part-time faculty, 917 full- and part-time support
staff, and 50 administrators. In addition, 343 student
aides work for the College. The ratio between FullTime Equivalency (FTE) students and FTE
instructional faculty is 19/1. Of the 304 full-time
teaching faculty (not counselors and librarians), the
highest degree earned is as follows: 29% (87) hold a
doctorate degree, 65% (199) hold a master’s degree,
and 6% (18) hold a bachelor’s degree/less.
Full-time, part-time, and temporary classified
employees of College of DuPage are members of the
Classified Personnel Association. The Board of
Trustees recognizes the College of DuPage Faculty
Association of the Illinois Education
Association/National Education Association as the
negotiating representative for all full-time faculty and
also recognizes the College of DuPage Adjuncts
Association as the negotiating representative for
those part-time faculty who provide at least 18 credit
hours of instruction per academic year, excluding the
summer quarter, and teach at least one credit class
each academic quarter for a minimum of three
consecutive academic years. The Fraternal Order of
Police serves as negotiating representative for all
regular, full-time sergeants, patrol officers,
community service officers and dispatchers. The
Board recognizes International Union of Operating
Engineers Local No. 399 as the negotiating
representative for all full-time and part-time
operating engineers and maintenance mechanics
employed in the Engineering Department, excluding
Institutional Overview - 3 -
College of DuPage November 2008
the chief operating engineer, assistant chief engineer,
secretaries, and all other managerial, supervisory,
confidential, temporary, or part-time academic
employees or students.
06 Facilities and technology
The College’s main Glen Ellyn campus includes nine
on-campus buildings in Glen Ellyn: Rodney K. Berg
Instructional Center, Student Resource Center,
Seaton Computing Center, Harold D. McAninch Arts
Center, Physical Education and Community
Recreation Center, Early Childhood Education and
Care Center, Open Campus Center, Building K and
Building M. The Student Resource Center addition
was completed in 1995. The three-story, 160,000
square foot facility houses an expanded library,
bookstore, student center, Jack H. Turner Conference
Center, and on its third floor, the state-of-the-art
Academic Computing Center that opened in 1998.
COD has eight regional sites.
The College has a (FY08) $143.5 million operating
budget with revenue derived primarily from local
taxes, tuition, and state apportionment. Revenue for
the operation of COD is derived from state
apportionments, local taxes and student fees. Capital
development is accomplished with local and state
funds. The operating review for 2008 includes: local
taxes at 47%, tuition and fees at 40%, state
allocations at 11% and investment at 1 %. Special
grants from state and federal sources may be
acquired, and gifts and grants from foundations and
private sources may be accepted through the College
of DuPage Foundation.
Revenue sources, once thought to be reliable, have
become less so. In the past nine years, state funding
has declined from 18% of the operating budget to
11%. With reduced funding, the Board of Trustees
and the College must balance access and
affordability.
COD has a well-developed technology infrastructure
that supports instruction and administrative
computing. The College’s technology resources have
grown significantly since 1986. Networked personal
computers have grown from less than 100 in 1986 to
over 4,400 today. Student computer labs with an
average capacity of 30 workstations have expanded
from three labs to 130 labs in the same timeframe.
All full-time faculty have a personal computer, and
all offices and classrooms are connected to the
campus-wide enterprise network, providing Internet
access for faculty, staff, students and the community.
The College operates a two-way interactive video
network through a partnership with the State of
Illinois. The COD network links with 30 sites in
northern Illinois and nine other consortia to over 400
sites statewide. The College supports and operates a
24-hour a day radio station, WDCB 90.9 FM, and
WDCB-TV on cable in Glen Ellyn, Naperville,
Winfield and Wheaton.
COD’s commitment to public health and safety,
environmental protection, and waste management
includes a public safety (police) department, an
environmental, heath and safety department, an
institution-wide recycling program, the elimination of
hazardous waste water from retention ponds, cogeneration of electricity for the entire College, a
prairie restoration and education program, and
vermicomposting. The College also serves as a
training hub for the Citizen Preparedness Program, a
national public safety initiative.
The College has multiple accreditations in addition to
AQIP. These are covered in Category #1.
07 Competitive environment
College of DuPage’s most prevalent competitors are
(a) other community colleges and universities within
Illinois for limited state funds through equalization,
capital outlay, and grant funding; (b) public school
systems and community libraries for local property
tax dollars; (c) private for-profit and non-profit
institutions such as Robert Morris College, DeVry
University, Illinois Institute of Technology and the
University of Phoenix, that provide low
overhead/high return education within the College’s
target markets; and (d) corporate training programs
through major corporations and government entities.
According to COD’s district-wide needs assessment,
the College’s service area is experiencing rapid
economic change that has created a need for more
sophisticated training and education for employees of
local businesses and community residents. The
College is at an advantage because of tax subsidies,
affordable cost, high quality instruction, sophisticated
technological infrastructure, and excellent facilities
for many of its occupational programs. The College
has begun developing marketing strategies through
further development of enrollment management.
Although there has been demand for a publicly
funded baccalaureate institution within District 502,
COD has chosen to meet this challenge through
collaborative ventures, such as resource-sharing with
public and private baccalaureate institutions, such as
Northern Illinois University and DePaul University.
Institutional Overview - 4 -
College of DuPage November 2008
•
08 Key opportunities and vulnerabilities
College of DuPage faced three key challenges upon
the decision to join AQIP in 2000. First, the number
of students needing developmental education was
growing, the rate of completion in developmental
coursework was low, and testing and placement
processes and procedures were inconsistent. Second,
general student advising was not well coordinated
across the College for academic transfer programs.
Third, relationships with area high schools lacked
focus and coordination to address unmet student
needs. These challenges became the foci for COD’s
first three AQIP Action Projects. Significant
progress has been made in all three areas. See
Sections 1P3 and 1R4 for results of AQIP Action
Project #1 on improving students’ developmental
reading, writing, and math skills; Sections 3P2 and
3R3 for information on AQIP Action Project #2
student advising; and Section 9R1 for results of
AQIP Action Project #3 on improving partnerships
with area high schools. As a result of these action
projects, COD has reaped additional benefits. All
College action plans are now related to long-and
short-term planning and allow for systematic
deployment and assessment. A web-based College
planning process has been implemented that aligns
budgeting and outcomes measurement. A Balanced
Scorecard of key performance indicators has been
developed. Benchmarking with similarly sized
community colleges nationwide continues.
Additionally, a procedure to measure academic and
non-academic efficiencies has been implemented.
Because the College is growing a more systematic
and continuous quality improvement environment,
there continues to be the presence of positive
institutional change.
•
•
•
•
Improved planning, information flow, and
assessment of systems and processes that allow
for identification of meaningful outcome
measures and performance targets for costeffective programs and services.
Institutionalizing recommendations from COD’s
first three AQIP Action Projects, including
mandatory testing and placement, more intrusive
student advising, and formal coordination of
partnerships with area high schools.
Implementation of Facilities Master Plan, funded
through an approved bond referendum, to build
new facilities on Glen Ellyn campus and regional
sites.
Increased planning and development of regional
centers, community education centers, and
partnerships as part of the College’s longstanding commitment to community outreach.
Implementation of Datatel Colleague, an
Enterprise Resource Plan system which will
provide an integrated approach to data collection,
processing and analysis, along with Business
Objects business intelligence software, which
will allow greater access to College data.
Key vulnerabilities for the College of DuPage are:
• Decreased state funding and imposed tax caps.
• Increasing numbers of incoming students
unprepared for college-level work.
• Aging facilities in some areas and space shortage
for some programs.
• Underserved community residents in need of
educational services.
• Communication and collaboration identified by
employees as needing improvement.
Key strengths that allow College of DuPage to
translate these vulnerabilities into opportunities are:
• Improved linkage of corporate and private
funding, and state and federal government
grants.
Institutional Overview - 5 -
Category #1:
Helping Students Learn
College of DuPage November 2008
Category 1: Helping Students Learn
1C1 Common student learning objectives
The identification of common student learning
objectives is a multi-level system. At the most basic
level, common student learning objectives are
reflective of the Educational Opportunities that
College of DuPage offers to students:
• To prepare students with the first two years
of baccalaureate education for successful
transfer to upper division degree programs.
• To provide career education to train or
retrain students for entry into vocational
fields.
• To provide students with basic education
and language skills upon which they can
build.
As such, courses and curricula are designed to
develop knowledge, skills, and attributes applicable
to both the current and future academic and
professional lives of students.
a.
4.
5.
At a more elevated level are the common learning
objectives for degrees, certificates, and programs.
Based on the feedback from the 2004 Systems
Portfolio, the College implemented an action project
(see section 1P1 for a discussion of QIP 7) to better
define common student learning objectives for
general education. Two teams have been chartered
since that time, and the College currently has the
following objectives, which are in the process of
being ratified:
1. Critical Thinking
a. Identify and challenge assumptions,
including one’s own
b. Develop alternative solutions
c. Evaluate practical and ethical
implications
d. Present solutions to problems or issues
e. Provide a researched, logically
structured argument
f. Apply scholarly and scientific methods
2. Information Literacy
a. Explain the need for information
b. Develop a plan for finding the needed
information
c. Locate information effectively and
efficiently
d. Evaluate information and its sources
critically
e. Use information effectively, ethically,
and legally to accomplish a specific
purpose
3. Knowledge Integration
6.
7.
8.
Evaluate contemporary social issues in
scientific, historical, ethical, or aesthetic
terms
b. Make connections between subject
areas
c. Evaluate critically opinions based upon
new information
d. Use interdisciplinary thinking in
everyday life
Effective Communication
a. Use the appropriate written convention
to critically evaluate and discuss ideas
b. Listen actively to a speaker’s message
and argument
c. Identify the context and background of
your audience
d. Formulate coherent, well-supported
arguments
e. Use language and rhetoric appropriate
to the setting, purpose, and audience.
Mathematical Reasoning
a. Calculate values using arithmetic
operations and perform algebraic tasks
b. Discover the validity or invalidity of
mathematical arguments
c. Employ appropriate strategies to model
and find the solution to a problem
d. Identify the limitations of mathematical
models
e. Use appropriate terminology to clearly
communicate solutions to problems
Scientific Reasoning
a. Use appropriate lab or field methods to
measure, collect data, or conduct
controlled experiments
b. Use appropriate procedures and tools to
analyze data
c. Make inferences by synthesizing
analytical results with fundamental
concepts and theoretical perspectives
Aesthetic Appreciation
a. Demonstrate an understanding of
events, values, and ideas rooted in
human experience.
b. Critically analyze issues from a cultural,
historical, artistic, or philosophical
context
c. Make informed aesthetic judgments of
works of art
Social Awareness
a. Apply historical, ethical and scientific
reasoning to social concerns
Category #1: Helping Students Learn - 6 -
College of DuPage November 2008
b.
Recognize social responsibilities, ethics,
and individual rights of others in a
global society
c. Identify causes and variations of social
diversity
Common student learning objectives for all students
across all courses are present at the certificate and
program levels also. As part of the College's
program review process (Section 1P1), each program
is required to identify several key learning outcomes
that every graduate of that program should attain.
Accordingly, active course files and instructor syllabi
specify a particular course’s specific learning
objectives.
1C2 Aligning learning with mission
COD ensures that student learning expectations,
practices and development objectives align with
mission, vision and philosophy by the set of carefully
articulated common learning objectives (Section
1C1). Through assessment of student learning, the
College can evaluate the extent to which the
objectives have been met.
The process that ensures alignment of learning and
mission begins with the curriculum development
process whereby measurable student learning
objectives are clearly articulated along with methods
of evaluation/assessment. As part of a course’s
active course file, this information is evaluated first
in the proposal stage by the course initiator in concert
with discipline faculty members and the associate
dean. Then it goes through a series of steps in which
the proposal is reviewed, supported or approved by a
faculty and administrators to ensure that course
proposals and/or revisions and deletions are
consistent with the College’s mission and vision
statements. The active course file for each course is
subsequently reviewed and revised, following this
same process, during the Program Review cycle. All
procedures in the curriculum development and
approval process are handled though the CurricUnet
curriculum management program.
1C3 Key instructional programs and methods
COD offers seven associate degrees: Associate in
Arts (AA), Associate in Science (AS), Associate in
Engineering Science (AES), Associate in Applied
Science (AAS), Associate in General Studies (AGS),
Associate of Fine Arts-Art (AFA-Art), and Associate
of Fine Arts-Music (AFA-Music). An Associate of
Arts Teaching-Mathematics (AAT-Math) has been
approved by faculty and is awaiting approval from
Illinois Community College Board (ICCB).
Key instructional programs include 46 transfer area
programs; 61 career and technical education
programs; the honors program; developmental
programs in the areas of reading, mathematics and
writing; and English as a Second Language (ESL).
Key programs are offered through the four academic
divisions: Business and Technology; Liberal Arts;
Natural and Applied Sciences; Health, Social and
Behavioral Sciences; ESL programs are offered
through the Academic Alternatives and Instructional
Support Division.
Expanding current programs has been a COD priority
as well. These include a commitment to
developmental education in the areas of reading,
writing and mathematics. AQIP Action Project #1
has made significant changes, aligning the key
components of the developmental curriculum to
effectuate improvements in student performance.
Additionally, the team made preliminary
recommendations for a developmental infrastructure
that will complement existing College structures and
will provide better alignment of efforts to assist
developmental students.
Delivery methods accommodate a wide variety of
student and program needs. Face-to-face instruction
in a classroom spans daytime and nighttime classes
including the Adult Fast Track (AFT) accelerated
learning program. Additional methods include
flexible learning opportunities, independent study,
field and experiential learning, classes by audio,
video, television, print, CD-ROM and the Internet.
Students are also able to earn credits via dual-credit
agreements, articulated credit, credit by proficiency,
credit by demonstrated competence, and through
internships, cooperative education and service
learning. Articulated credit provides students with
the opportunity to receive credit for college-level
courses taken while they are in secondary school.
COD has 25 programs for which students can earn
articulated credit. Agreements exist with 15 public
districts, three private districts, eight out-of-district
schools, and with a career center, the Technology
Center of DuPage (TCD). Currently COD has dual
credit agreements with eight high schools, an
increase of two from FY06, and the DuPage Area
Occupational Educational System, the provider of
most occupational/vocational programs for high
school students in DuPage County.
Learning resources offered through the Library in
multiple formats and modes of delivery are key to
student learning. The Library provides hundreds of
thousands of educational resources that support the
curriculum and the teaching process, along with
Category #1: Helping Students Learn - 7 -
College of DuPage November 2008
computers and other types of equipment necessary
for accessing these resources. Additionally, the
Library itself is a physical resource in which a great
deal of student learning takes place, both individually
and in groups. The Library’s “collections” include
over 240,000 books (including electronic books), 700
periodical subscriptions, 28,000 videorecordings, and
over 70 electronic databases of articles and factual
information.
Lecture replay and Podcasting capabilities were
implemented for faculty in the classroom, providing
student access to replay video and audio course
lecture online. Many programs, such as speech,
photography, technomusicology and most career and
technical education programs also have dedicated
classrooms and/or labs housing discipline-specific
technology. A wide variety of state-of-the art
audiovisual equipment is available both on and off
campus for instructional use.
Technology is readily available and widely used in
the formal instructional context. Information
technology at the College encompasses institutional
activities that use technology for the distribution and
access of information both on and off campus. It
includes the use of computing technology to support
instruction in classrooms and classroom computing
labs, technology based learning alternatives, open
computing labs, and secure connectivity to the
Internet; connectivity may consist of a wired or
wireless infrastructure. All full-time faculty have a
personal computer, and all classrooms are connected
to the campus-wide enterprise network. The
“MyCOD” portal consists of 80,000 student accounts
and greater than 10,000 classes downloaded, and
allows students, faculty, and staff to create a
personalized, customized website that integrates
college links and information on a single web page,
based on interests and needs. The Blackboard online
course management system was adopted in 2007. In
Spring 2008, 1,152 courses were using Blackboard
for instructional purposes, up from 298 in the fall.
According to the Office of Research and
Planning, as of November 2005, technology is
integrated in 75% of all courses; the College
offers 255 online courses. As the campus
continues to change, and the Facilities Master
Plan (FMP) is implemented, it will have a
profound impact on the technology available
to provide the College’s programs and
services. Technology resources include the
actual number of PCs for FY05 – FY07 and
the projected PCs for FY08-12 (Figure1.1).
The Information Technology Strategic Plan
predicts a total increase of 849 computers or
15% in the number of PCs on campus over the
next five years. Most of the increase is due to
the new buildings in the Facilities Master
Plan. The largest increase is for technology
enhanced classrooms defined as the faculty’s
top priority. The technology classroom
increase from FY06 to FY11 is planned at
35%.
Figure 1.1 Technology Resources
Personal Computer Growth FY05-12
Area
Actual
FY05
Student Lab Computers
Faculty Computers
Staff Computers
Tech Enhanced Classrooms
Total
FY06
Projected
FY08-12
FY07
FY08
FY09
FY10
FY11
FY12
Increase
2854
2925
2996
3058
3478
3478
3628
3628
632
355
360
386
391
396
401
406
411
25
1101
1121
1147
1152
1157
1162
1167
1172
25
100
110
139
160
260
270
296
306
167
4410
4516
4668
4761
5291
5311
5497
5517
849
1C4 Preparing students to live in a diverse society
and world
COD uses a variety of practices to prepare students to
live in a diverse world. Diversity is specifically
addressed in the College Philosophy:
The College of DuPage values diversity. We seek to
reflect and meet the educational needs of the residents of
our large multicultural district. We recognize the
importance of embracing individual differences and
cultures and value the contributions made to the College by
people of all ethnic and cultural backgrounds. We affirm
our role as a catalyst for promoting dialogue and tolerance
on issues supporting the common good.
Students seeking the AA, AS, AAS, AGS, AAT or
AFA degrees must complete at least one course from
the International/Intercultural Studies and/or one
from the Human Relations categories (Figure 1.2).
Figure 1.2 Categories
International/Intercultural Studies
Courses enhance student capacity to:
Category #1: Helping Students Learn - 8 -
Human Relations
Courses emphasize
College of DuPage November 2008
•
•
•
•
•
conceptualize and
understand the complexity
of an international system
(economics, government,
political science)
understand world cultures
and international events
appreciate the diversity as
well as the commonality of
human values, beliefs,
behaviors
understand and apply the
principles of intercultural
communication
broaden student perspective
by exposure to a culture
different from the student’s
own
issues of:
•
•
•
•
ethnicity
gender
race
other
concerns
related to
improving
human
relations
In 2004, the College instituted a Global Studies
Program, a concentration of general education
courses designed for students who are motivated to
become globally literate. The program includes a
language requirement and a study abroad or
equivalent service learning experience. A Global
Scholars Program (GSP) was subsequently initiated;
global scholars are students who successfully
complete 25 hours of GSP-designated courses,
including two interdisciplinary seminars and a world
language.
The International Education Office serves the
international and intercultural needs of the College.
The office:
• promotes study abroad opportunities which
include 5-week language and culture
programs as well as a semester or longer
programs in any of 30 different sites around
the world;
• sponsors cultural/educational events
designed to celebrate and raise awareness
about culturally diverse groups both
domestically and internationally;
• facilitates opportunities for faculty to
incorporate international/intercultural
perspectives into their teaching;
• provides opportunity for all staff to enhance
their professional development by engaging
in a variety of cross-cultural experiences
such as teaching at other institutions, and
attending international seminars.
The College maintains a Student Support and
Cultural Center, whose mission includes support of
ethnic underrepresented students in receiving
academic, social and cultural support. Student
Support and Cultural Affairs specialists help students
navigate the academic system through: intensive
academic and personal advising; field trips to four-
year colleges and universities; academic workshops;
and cultural events.
The College actively recruits people of diverse
backgrounds in all levels of staffing through
consciously developing a recruiting plan for each
vacancy and monitoring the selection process at all
phases. Board Policy 4072 includes equal
employment opportunity and affirmative action
policies.
The Library provides a broad range of educational
materials on all types of cultures, outlooks, and
experiences. In addition the Library web pages are
also offered in Spanish. Resources are offered in
multiple formats and delivery modes to reach all
members of the College’s diverse population.
The Office of Special Student Services ensures
access, provides accommodations, and coordinates
support services to students with disabilities. These
include: sign language interpreters, note taking, large
print/Braille, mobility assistance, testing
accommodations, books on audio tape, TTY and
assistive technology.
Because learning extends outside the classroom, the
College offers numerous programs, activities and
events to support and supplement instruction. For
example, the College’s Asia Committee sponsors a
monthly hour-long lecture-discussion series centered
on various Asia-related topics facilitated by expert
speakers and a series of symposiums that celebrate
diverse Asian cultures in their widest sense. Clubs
and organizations also present options for preparing
students to live in a diverse world. Six are
cultural/ethnic; seven are religious; and five are
political/social. Additionally, the Global Flicks
program, a festival of international films presented in
their original language with English subtitles, is
presented each spring.
In order to address differences in learning styles,
courses are offered in a variety of delivery methods
and formats, as described in Section 1C3. The
accommodation of diverse learning styles is also
supported by the Information Technology
infrastructure, also described in Section 1C3.
1C5 Maintaining a healthy campus climate
The process for maintaining a healthy campus
climate is supported by the College Philosophy:
The College of DuPage promotes full
participation in planning and decision
Category #1: Helping Students Learn - 9 -
College of DuPage November 2008
making. We support participatory
governance and the involvement of the
College community in the development of
shared vision. We believe that all students,
staff and residents can make meaningful
contributions within a respectful, equitable,
and responsive environment. We strive to
build an organizational climate in which
freedom of expression is defended and
civility is affirmed.
It is also supported by the code of Shared Ethical
Values:
Integrating our shared ethical values into
the daily life of the College is a continuous
process. In our classrooms, offices,
activities and processes, these shared ethical
values guide the way we interact with each
other. Integrity- We expect the highest
standards of moral character and ethical
behavior. Honesty-We expect truthfulness
and trustworthiness. Respect-We expect
openness to differences and the uniqueness
of all individuals. Responsibility-We expect
fulfillment of obligations and accountability.
Student rights and responsibilities are described in
Board Policy and Procedure 5715 which covers
Freedom of Speech and Assembly, Freedom of
Association, Freedom of Press, and Judicial
Procedures and Policies for resolving matters related
to violations of the Student Code of Conduct.
Board Policy 5050 covers course-related academic
integrity and provides a formal structure for resolving
problems that arise from academic dishonesty. A
student grievance policy is in place along with
student appeal procedures which embraces seven
appeal procedures: Academic Regulations
Committee, Financial Aid Committee, Judicial
Review Board, Traffic Appeals Committee,
Accessibility and Special Needs Committee, Grade
Review Procedure.
Respect for intellectual property rights issues is
clearly addressed in the Contractual Agreement
between the Board of Trustees and the Faculty
Association (the Faculty Agreement). All materials
developed without substantial support of the College
belong to the faculty member; all materials developed
through a work for hire contractual agreement belong
to the College; all materials developed with
substantial support of the College will be jointly
owned; substantial support is specifically defined in
the agreement.
In terms of the marketing of instructional materials,
Board Policy and Procedures 4076 indicates: The
College shall own all rights to any and all
instructional materials made or developed by College
of DuPage personnel, either in the course of
employment by the College, or through the use of
facilities or funds provided by or through the
College. Procedures for the marketing of
instructional materials are explained in Procedure
4076 and do not abrogate faculty rights under the
Intellectual Property Rights section of the Faculty
Agreement.
In support of scholarship and reflection, and as
addressed in the Faculty Agreement, the College
annually offers full-time faculty the number of
sabbatical leaves equivalent to 2% of the total fulltime faculty and one-semester non-teaching
assignments up to a maximum of 3% of current
Faculty per academic year. Also in accordance with
the Faculty Agreement, each full-time faculty
member is also eligible to use funds from the Faculty
Development and Renewal Fund for purposes of jobrelated professional memberships and associations,
professional-related periodical subscriptions, and
upon approval, reimbursement of tuition, fees,
conference registrations and/or other professional
growth activities.
1P1 Determining common student learning goals
General education is defined and coordinated by the
College of DuPage faculty through the Degree
Requirements Committee, a subcommittee of the
Faculty Senate. The committee is responsible for
developing, monitoring and reviewing coherent
degree requirements in accordance with standards set
by the Illinois Community College Board (ICCB),
Illinois Articulation Initiative (IAI) and other agents
in higher education. To meet the aims of general
education (Section 1C1), some flexibility exists for
each student to select courses. The requirements for
each associate’s degree determine specific choices in
each category. General Education requirements for
the Associate in Arts, Associate in Science, Associate
in Engineering Science, and Associate in Fine Arts
degrees are in compliance with the IAI standards.
In response to an accreditation issue raised in the
Systems Appraisal Feedback Report, the College
established a General Education Task Force, whose
charge was to determine five to ten well-documented
criteria against which systematic approaches to
General Education might be assessed. The work of
this task force led to Quality Improvement Project
(QIP) 7: Improving General Education Learning
Category #1: Helping Students Learn - 10 -
College of DuPage November 2008
Outcomes. This team examined documents
pertaining to current general education processes at
the college, including the Catalog, the Systems
Portfolio, the Systems Appraisal Feedback Report,
and the General Education Task Force Report. After
reviewing the current situation, the team reviewed
best practices at peer institutions regarding general
education outcomes. The team proposed a list of
measurable general education student learning
outcomes consistent with IAI and ICCB guidelines,
(see Section 1C1) which was accepted by the Quality
Improvement Council. Appropriate stakeholders at
the College are engaged in ratifying the proposed list
of general education student learning outcomes.
* term to term
* program
completion
•
Transfer
information
•
Student prepared for
other disciplines
•
Grade analysis
•
Student satisfaction
(needs revision)
* course comparison
* satisfaction
* student profile
•
Faculty satisfaction
•
Facilities/Equipment
Review
•
Program faculty establish program specific student
learning objectives with review first by the Division
Curriculum Committee and then the College
Curriculum Committee. The process for the
development of curriculum used by these two groups
was the result of the work of the Institutional
Curriculum Process Task Force, a group of faculty
and administrators charged with establishing an
effective and efficient institutional process that
ensures appropriate constituent review of the
development of all COD 0400 level, 1000 level and
2000 level courses and programs. (See 1P2 for
Figure 1.5.)
As part of the mandated ICCB Academic Program
Review process, specific program learning objectives
are systematically reviewed in a five-year cycle. In
Spring 2005, the College formed the Program
Review Advisory Council (PRAC), a cross-divisional
group of faculty and administrators, charged with
overseeing the Program Review Process. To that
end, in Figure 1.3, the PRAC has delineated the
data/information necessary for Program Review
process, along with the data/information source.
Figure 1.3
Program Review Data/Information
Data/information to be
collected
•
Program and
discipline goals
•
Benchmark
comparisons
•
Student learning
outcomes
•
Active Course File
•
Enrollment – 5 year
trend
•
Demographic
analysis
•
Success rate in next
course
•
Retention
* within courses
Info Source
Faculty
Administration/Faculty
Faculty
Administration
•
•
Research & Planning
Faculty
Research & Planning
Faculty
Faculty
Administration/Faculty/Students
Graduate
satisfaction
Employer
satisfaction
Local environmental
scan
Research & Planning
Research & Planning
Administration
The PRAC sequenced the steps for the program
review process for the Career and Technical
Education Programs and for the Transfer Discipline
Programs (Figure 1.4).
Figure 1.4 Program Review Processes
CTE Program Process Steps
1. Perform an environmental scan,
including benchmarks,
certifications, job outlook.
2. Compile data on employer
satisfaction, graduate satisfaction
and transfer information.
3. Define and revise program goals.
4. Compile data on enrollment
trends and demographic analysis.
5. Compile data on retention,
success rate in next course, student
learning assessment, and grade
analysis.
6. Compile data on satisfaction
measures for students and faculty.
7. Analyze data from previous
steps.
8. Comment on facility, equipment,
and support needs.
9. Create a five-year improvement
plan with
timeline/activities/measures.
Research & Planning
Research & Planning
Research & Planning
Research & Planning
Category #1: Helping Students Learn - 11 -
Transfer Discipline
Process Steps
1. Define and revise
discipline goals.
2. Active Course Files are
reviewed.
3. Identify Assessment tool
that addresses selected
goals.
4. Attach Student Learning
Assessment findings.
5. Identify benchmarks, if
any, for comparison (e.g.,
professional organizations).
6. Compile data from R &
P, administrators,
enrollment, demographics.
7. Compile data on
retention, transfer success
rate, student preparedness
for other disciplines,
student success in next
course, grade analysis.
8. Compile data on student
satisfaction, faculty
satisfaction, employer,
graduate, facilities, and
equipment.
9. Compile data from
Environmental Scan
(External & Internal).
10. Analysis of data (6-9).
11. Make
recommendations.
12. Create a five-year
improvement plan.
College of DuPage November 2008
The Program Review process aligns itself with
Criterion 1-Helping Students Learn.
proposals for new programs and courses must follow
the Curriculum Proposal, Revision, Deletion Process
(PRD); see Figure 1.5 for Curriculum Process Flow
Chart. The purpose of the curriculum development
process is to ensure consistent quality, accountability
and adherence to high standards of excellence, while
maintaining compliance with all state requirements
and other accrediting bodies. Full-time faculty are
responsible for curriculum development. Faculty and
academic administrators collaborate to review,
evaluate, and update the curriculum and oversee
initiation, design, development, modification, and
discontinuance of courses and programs. The entire
process ultimately ensures that the PRD is consistent
with College mission and vision statements.
When applicable, student learning objectives must
also be compliant with those set forth by the ICCB
(http://www.iccb.state.il.us/index.html) and the IAI
(http://www.itransfer.org ). The goal of IAI is to
facilitate the transfer of students among Illinois
institutions of higher education. Career and technical
education/vocational student learning objectives must
also be compliant with program specific
regulations/standards of their licensing or accrediting
bodies.
1P2 Design of new courses and programs
The college strives to provide a rich and diverse
curriculum that is responsive to the varied and ever
changing needs of the communities it serves. All
Figure 1.5 Curriculum Process Flow
Curriculum Process for:
New and Revised courses
New and Revised Discipline Certificates
New and Revised Discipline Specific A. A. S Degrees
Minor Revisions
Major Revisions
Division
Curriculum
Committee
Course entered
into CurricUNET
College
Curriculum
Committee
Approve
Sample
Syllabus where
appropriate
Disappr
ov
e
Approve
Academic VP
Dis
app
rov
e
pro
ap
D is
Process Ends
Discipline
Members
(5 days)
Advisory
Committee
Librarian
Comments
(5 days)
ve
Approve
Faculty
develops
course with
discipline
ICCB
Associate Dean
Support or
Non-Support
(10 days)
Instructional
Services
IAI and Transfer
Dean Support or
Non-Support
(5 days)
Legend
Information
Movement to next step of process
End of process
Major revision and return to faculty initiator or
sponsor
Minor revision completed by faculty initiator or
sponsor, but continuing through the process
Design of new programs generally originates with
faculty in the academic division, although some
originate in agencies affiliated with the state and
county, career and technical education/vocational
Advisory Boards, clinical site coordinators, local
employers, current students, graduates, administrators
Category #1: Helping Students Learn - 12 -
College of DuPage November 2008
and faculty in other academic divisions. In
September 2006, the Quality Improvement Council
(QIC) approved a charter for Quality Improvement
Project (QIP) 8: Academic Program Development
and Approval Process. The QIP team produced a
clearly articulated institutional program development
and approval process in compliance with state and
other regulatory requirements, which is revealed in
Figure 1.6. The process used for the development of
new programs begins with the proposal of an idea,
follows the idea through the review and research
stages, and ends with the ICCB application and a link
to the Curriculum Process Flow chart.
Figure 1.6 New Program Proposal Flow Chart
New Program Proposal Flow Chart
New Program
Proposal Form
Dean Proposal Review
Form
Non-S
uppo
rt
Support
*Hold Bin
(Hold Bin Review Form)
*Hold Bin Review is Conducted Regularly with a
Minimum of an Annual Review Required
Non-Support
Proposal does not
move forward
Deans’ Council
Proposal Review Form
No
n-S
up
po
rt
Support
VP Academic Affairs
Proposal Review Form
Support
Associate Vice President Academic
Planning and Assessment and
Division Curriculum Committee Chair
Notified
Resources
Committed and
Assigned for
Research
ICCB Form 20
Part A Sent to ICCB
Curriculum
Process Begins
Both the New Program Proposal research and
research required by the ICCB application for
curriculum approval provide for an examination of
educational market issues, along with student needs.
In the College’s New Program Proposal Form, the
proposer must indicate if the program already exists
at any college or professional school in Illinois, along
with a statement of benefit to the College and the
District 502 Community. This statement is supported
by evidence from The Illinois Department of
Employment Security (IDES), the state's premier
source for labor market information. This information
includes employment statistics, job forecast, wages
and demographic characteristics. IDES collects,
analyzes and disseminates this data in cooperation
with the U.S. Department of Labor's Bureau of Labor
Statistics and Employment and Training
Administration. The data help monitor and forecast
national, statewide and local economic trends.
Additionally, ICCB application includes a feasibility
analysis, requiring documentation of the labor market
need for the proposed curriculum.
In addition to ICCB and IDES, the College of
DuPage balances educational market issues with
student needs by also focusing on regional
employment trends through data from DuPage
Workforce Investment Board, local municipalities,
Chambers of Commerce, and professional
organizations. Additionally, the College tracks
student interests and needs through partnerships with
high schools, feedback during registration,
enrollment trends, and ad-hoc inquiries. These initial
sets of data are used to identify potential needs for
new academic programming or modifying existing
ones. Once identified, the College engages in an in-
Category #1: Helping Students Learn - 13 -
College of DuPage November 2008
depth analysis to examine the potential market and
interest for a prospective program. In Fall 2006, the
Business and Technology Division used these
processes to launch two new programs: Cosmetology
and Paralegal Studies.
The need for a post-secondary Cosmetology program
was first identified by data collected by the
Technology Center of DuPage (TCD). Accordingly,
the TCD approached the College about partnering in
the expansion of the TCD Cosmetology program by
offering dual credit, by hosting a second clinic in the
underserved part of the district, and by offering a
program addressing the needs of the post-secondary
population. The TCD was also concerned that
students receive college-level coursework in
business, supervision, marketing, accounting, and
communication skills to prepare them for success in
what is a highly competitive, small business market.
Concurrently, IDES data was showing a steady
growth in this service sector career niche, which
traditionally opened the doors to small business
ownership to minority women who could capitalize
on their cultural knowledge to deliver services to
their neighborhoods. Based on these findings, the
College built a business plan for a new Cosmetology
program, which was approved by the Cabinet and the
Board of Trustees.
The need for a COD Paralegal Studies program was
identified by a multi-year tracking of increased
enrollment of District 502 students in a Paralegal
Studies program offered by another community
college. Tuition credits and state apportionment
awarded for these students quadrupled in five years.
To confirm a local base of potential employment
opportunities, the College sent a survey to the
members of the DuPage County Bar Association.
Eighty-four percent of the respondents (n=25) said
they currently hire or were planning to hire paralegals
and responded enthusiastically when informed that
COD was contemplating a Paralegal Studies
program. The program began in Fall 2007.
1P3 Required student preparation
Preparation required of students begins with the
completion of three pre-course tests (Figure 1.7).
Evaluating a student's current skill level ensures
appropriate placement in reading, writing and math
courses and contributes to successful results
throughout a student's career. Students may take tests
on a walk-in basis in the Testing Lab on campus in
Glen Ellyn, or at one of the College’s four offcampus centers.
Figure 1.7 Pre-Course Tests
Reading
Test is a mandatory placement exam. Students
Pre-Course
who accumulate or exceed 6 credit hours of
Test
college-level courses must take this test. The
Reading Placement Test may be taken two times
in a one-year period. Test scores are used to
advise students about their readiness for collegelevel reading. The highest score is used to
determine placement, and scores that meet the
Reading Competency Requirement are valid
forever; all other scores are valid for one year and
determine placement in the appropriate reading
course. Reading pre-course test exemptions can be
found at http://www.cod.edu/testing/Pre_Test.htm.
Test is a mandatory placement exam. Both new
Writing
and returning students who intend to enroll in
Pre-Course
English 1101, Composition, are required to take
Test
this test to determine preparation for entry into an
English composition course or, if needed, the
appropriate developmental writing course.
Eligibility for English 1101 also requires evidence
of having met the Reading Competency
Requirement. The Writing Placement Test may be
taken two times in the first one-year period. The
highest score is used to determine placement.
Writing Placement test and Writing Placement
Essay scores that place students into English 1101
are valid for a two-year period. All other Writing
Placement test and Writing Placement Essay
scores are valid for one year.
Mathematics Students who intend to enroll in Math 0482, 1218,
Pre-Course
1220, 1428, 1431, 1432, 2134 or 2231 as their first
Test
math course at College of DuPage are required to
take a Math Placement Test before enrolling. This
test is one component of placement in an
appropriate math course. The Math Placement
Test may be taken two times in the first one-
year period and the most recent score is used
to determine placement; scores are valid for
one year. Verification of successful completion
of any prerequisite courses is the second
component. Prerequisites are listed under the
individual course in the mathematics section of the
Class Schedule and the Catalog
(http://www.cod.edu/Catalog/).
AQIP Action Project #1 made a recommendation to
implement the automatic checking and enforcement
of prerequisites and other course pre-enrollment
criteria in order to improve the proper placement of
students in classes. As a result, AQIP Action Project
#5 (QIP 5), Improving Student Academic Readiness,
was approved and later chartered into teams: QIP 5A
has completed its work on the programming of the
automatic enforcement process for course
prerequisites; QIP 5B has completed its work on the
process of assessing the process used in the
implementation of the programming; QIP 5C has
completed its work on planning for automatic
enforcement of course pre-enrollment criteria; QIP
5D has completed its work on developing the
communication plan for that implementation, as well
as necessary updates; QIP 5E has completed its work
on assessing the process used to automate the
Category #1: Helping Students Learn - 14 -
College of DuPage November 2008
enforcement of prerequisites. Their report has been
accepted by the QIC for implementation of
recommendations.
All ESL programs require mandatory placement
testing. In addition, all ESL programs require
program-wide pre- and post-testing, mandatory
advising, and specialized tutoring as requested by
teaching faculty.
Program and discipline faculty define required
student prerequisites and admission requirements
when a program is first approved (Section 1P2).
Some of these prerequisites and requirements are set
internally. For example, in the foreign language
programs, advanced course placement is
recommended for students who previously have
studied a foreign language. Students may be required
to take an oral placement exam. Students seeking
admission to the Nuclear Medicine Technology
program must provide, among other admission
requirements, documentation of two years of direct
patient contact work or the completion of specific
Health Sciences courses, and completion of the
Health Occupations Aptitude Test with a minimum
grade of 50% in all categories. These requirements
are predictive of an applicant’s readiness or
suitability for specialized instruction in the field.
Other program prerequisites and requirements may
be determined externally by the IAI and/or program
licensing and accrediting agencies.
Students taking courses in an alternative delivery
mode may also self-assess their preparation for the
learning they will pursue. Students enrolling in
online courses can review the webpage “Succeeding
in Internet Courses”
(www.cod.edu/Online/succeed.htm), while those
enrolled in the flexible self-paced courses offered
through the Center for Independent Learning (CIL)
can review the webpage “Are Distance Learning
Courses for Me?” available at
www.cod.edu/dept/CIL/CIL_Surv.htm.
1P4 Communicating expectations to students
The process for communicating general education
and program-specific learning outcomes for students
is multi-faceted. The 2007-2009 Catalog available
online http://www.cod.edu/Catalog/ or in hardcopy
describes academic policies and procedures for new
students, returning or continuing students, and
incoming transfer students. The Academic
Information section describes academic policies and
requirements. The section of Degrees and
Certificates outlines graduation requirements for
associate degrees, as well as general education
learning outcomes for the AA, AS, AES, and AFA
degrees. Certificate requirements are listed in the
section entitled Associates in Applied Science.
Degree and certificate requirements are also listed in
the Program Guides for students and in the
COMPASS Student Guide and Planner. Program
Guides are available online
http://www.cod.edu/Catalog/, and in printed version,
and are updated annually.
Expectations regarding student preparation and
learning objectives are also routinely communicated
in advising and orientation sessions and by a variety
of media such as mailings, postings, pages on the
College’s web site (see also section 1P3), via the
MyCOD student portal, and on linked discipline and
program-specific web pages. Expectations and
learning objectives are included in activities such as
College Night, Career Fairs, Open Houses,
Information Sessions, Course Schedule Planning,
FYI Sessions, Campus Visit Days and Specialized
Advising which includes Program Specific Sessions,
the ESL Advising Office, the Student Support and
Cultural Center, and International Student Services.
Instructor course syllabi also include information on
student preparation and student learning objectives.
For those courses covered by the IAI, “expected
learner outcomes” is listed as a syllabus requirement.
All course syllabi and Active Course Files are kept
on file in the academic division offices.
Expectations regarding the newly automated
prerequisite checking for course registration were
communicated to students not only by the normal
communication devices which are part of the
admissions, registration and advising processes, but
via a webpage designed specifically for this purpose.
QIP 5D developed a plan to communicate the status
and progress of the automatic enforcement of course
and pre-enrollment criteria (see 1P1) to all College
faculty and staff. This plan identified efficient
methods of communication (based on normal and
typical communication processes) regarding
implementation timeline, deadlines and progress
updates. As a result, the admissions, student support
and registrations services are better able to
communicate to prospective and current students the
expectations regarding student preparation.
Category #1: Helping Students Learn - 15 -
College of DuPage November 2008
Eleven multi-faceted resources assist students in
selecting their programs of study. (Figure 1.8)
1P5 Advising and Placement
Figure 1.8 Advising Resources
Advising Resource
Role
Assist students in individual appointments or in group settings with information about courses, programs and
Faculty Advisers
graduation requirements.
http://www.cod.edu/advising/faculty.htm
Assist students with advising questions, not specific to a particular field of study. No appointment is necessary, and
General advisers
new students are seen on a first-come, first-served basis only. http://www.cod.edu/advising/general.htm
Assist linguistic minority students (immigrant, refugee and international non-English-language background) through
Specialized advisers
the ESL Advising Office. Required advising sessions are held at the four-week and mid-term points and at the
request of faculty. http://www.cod.edu/Academic/ABE_GED/ESL_APP.htm
Assist F-1 international students through International Student Office in maintaining their non-immigrant student
status. http://www.cod.edu/intl_student_advising/
Assist ethnically underrepresented students,, and advanced ESL students moving to college-level coursework, and
underprepared developmental reading students through the Student Support and Cultural Center to provide intensive
academic and personal advising. http://www.cod.edu/advising/multicultural.htm
Counselors
Transfer Information
Office
Career Services Center
Online Advising Tools
Student Planning
Worksheets
Degree Audit
Cooperative
Education/Internships
Assist students interested in learning more about the Honors Program, needing an honors permit to register for an
honors course, needing help planning their honors courses, or needing assistance with special transfer information
for Honors Scholars. http://www.cod.edu/Academic/AcadProg/Hon_Prog/advs_plan.htm
Professionally trained to help students with decisions on a broad range of concerns: assistance to undecided students
about career decisions; assistance to undecided students about transfer planning; counseling with academically atrisk students; providing career, personal and educational counseling services; providing group test interpretation;
and offering off-campus referrals when appropriate. http://www.cod.edu/advising/counseling.htm
Provide students with: referrals to faculty advisers for specific transfer planning; printed and web resources for IAI
planning; course equivalency guides for transfer to four-year colleges and universities; Illinois college and university
catalogs, application and scholarship information; coordination of high school articulation; and minority transfer
planning. http://www.cod.edu/Academic/AcadProg/TranProg/TranProg.htm
Offers career resources a variety of options. Opportunities include cooperative education, internships, full and part
time employment and community service. http://www.cod.edu/advising/career.htm
Includes links to the Academic Advising Calendar, The Helm (counseling and advising newsletter), the STARS
(Student Advising Resources Site) advising resource system, online New-Student Orientation, Advising Guide,
Streaming Video Resources, the Catalog, Class Schedule document, degree requirements, pre-course testing, and all
programs of study leading to a degree or certificate. http://www.cod.edu/advising/
A planning tool available in printed version or online which outlines the degree requirements for the various
associate degrees. http://www.cod.edu/advising/studplan.htm
Darwin Degree Audit system, http://www.cod.edu/AdRegRec/Records/RecFiles.htm#Deg_Com, is an electronic
tool used to monitor a student’s progress toward completion of a degree or certificates. [The official evaluation of
degrees is done by the Records Office.]
Allows students to gain on-the-job experience related to their academic program.
http://www.cod.edu/Service1/CECS/CoopEdu/CoopEdu.htm
Gaps between the necessary and actual preparation of
students are addressed in the pre-course testing
process (See Section 1P3). Discrepancies between
the necessary and actual preparation of students and
their learning styles are addressed by means of
academic assistance services offered in the Academic
Support Center and several of the satellite centers.
(Figure 1.9) Students using these services may be
having difficulty completing their coursework in one
or more classes, as well as those students who are
doing fine in their coursework but feel they could do
even better with some assistance. Discrepancies
between necessary and actual preparation of students
are also addressed in a variety of free Student
Success Workshops sponsored by Student Services
office, http://www.cod.edu/advising/food.htm.
Unless otherwise noted, academic assistance services
are free of charge.
Figure 1.9 Academic Assistance
Writing Center coaches provide assistance with a variety of activities, such as narrowing a topic, focusing a thesis, deciding on
Writing
strategies and revising a paper. Some students are referred to the Center, while others seek assistance on their own. Coaching
takes place during a single session or through a series of standing appointments. Hours are Mondays to Fridays at the Glen
Ellyn campus, with Saturday morning and evening hours available at the Addison, Naperville and Westmont
Reading Center coaches help students at all levels improve their comprehension and develop strategies that enhance overall
Reading
learning absorption and reading enjoyment. Some students are referred to the Center, while others seek assistance on their
own. Coaching takes place during a single session or through a series of standing appointments. Hours are Mondays to Fridays
at the Glen Ellyn campus, with Saturday morning and evening hours available at the Addison, Naperville and Westmont
Category #1: Helping Students Learn - 16 -
College of DuPage November 2008
Mathematics
Speech
Tutoring
Services
centers.
The Math Assistance Area is able to assist with Mathematics 0460 through Mathematics 2232. If a student is taking a more
specialized course, calling ahead is recommended to see when instructors who are familiar with that specialty are available.
The center is open weekdays both day and nighttime hours, along with Saturday morning hours.
Videotapes are available for the following courses:
Mathematics 0460, 0470, 0481, 0482, 1102, 1108, 1220, 1428, 1431, 1432, 1635, 2231.
The Speech Assistance Area offers coaching in delivery skills and speech writing techniques. The Speech Assistance Area is
located in the Academic Support Center on the Glen Ellyn campus. The center is open week days.
Peer tutoring is free to eligible students who request this service; it is available for a variety of courses. Given tutor
availability, students proficient in subject areas provide tutoring to other students. Tutors help clarify points from lectures, labs,
discussions or assigned readings. Peer tutoring is conducted on campus in Glen Ellyn and at selected off-campus C.O.D.
locations. Peer tutors offer the same service over the Internet.
Students may also take advantage of IVCTutor, a web-based tutoring system, at http://www.ivctutor.info.
Free professional tutoring is offered for students with documented disabilities in the Office of Health and Special Student
Services.
The Scholars Academy offers professional, fee-based tutoring in a variety of subject areas, for students who do not meet
eligibility requirements for the free
Skills
Development
The Athletic Tutoring program assists student athletes in their coursework as well as obtain scholarships to four-year schools.
Skills Development courses are available in the four Centers for Independent Learning (Glen Ellyn, Addison, Naperville, and
Westmont) and are for anyone interested in improving or upgrading their skills for college-level work. Courses in basic
reading, English, math and study skills are available in a variety of learning formats.
In addition to serving current students, the Skills Development program attracts prospective students who have a desire to
attend college, but have not been in a formal learning environment since high school.
1P6 Documenting teaching and learning
effectiveness
Standards for documenting effective teaching and
learning begin with evaluation of faculty. Faculty
working toward tenure are expected to complete a
full evaluation cycle at least once a year during their
probationary period. The performance of full-time
tenured faculty members is formally evaluated every
three years. The process is both developmental and
evaluative. A Student Rating Questionnaire provides
student feedback to the assessment and evaluation
process. The questionnaire is composed of ten
institutional questions. If desired, ten additional
discipline questions developed by faculty within the
discipline, and if desired, ten individually developed
questions which provide feedback on specifics
relative to the quality of instruction that takes place in
an individual faculty member’s classes are also
included. All new part-time COD instructors are
evaluated using a student questionnaire during the
first terms they teach; part-time instructors who have
taught at COD for a minimum of one year will be
evaluated at least once during the academic year.
Effective teaching and learning is also documented
by establishing standards for syllabi. Many of these
standards are set by the IAI. The Course Syllabus
Checklist, presented to faculty at the New Employee
Orientation, requires that syllabi incorporate several
criteria including: course description, course
objectives, topical outline, assignments, deadlines,
and grading scale.
Effective teaching and learning is also measured by
student retention and success rates, most especially in
the core academic skill areas of composition, speech
and mathematics, along with student persistence
rates.
Effective learning is documented by means of a
three-tiered assessment program (Figure 1.10)
Figure 1.10 Assessment Program
Faculty members are expected to be active in assessment by using Classroom Assessment Techniques (CATs) to gather
Classroom Level
feedback about a single lecture/discussion, to examine students’ grasp of key concepts and issues in the discipline, or to
solicit students’ self-reflective assessments of their progress in a particular unit of study. In the most recent formal
survey of faculty, over 85% indicated that they participate in some regular form of classroom assessment techniques.
The Student Outcomes Assessment Committee is in the process of developing an on-line system in which results of
these classroom assessments can be shared college-wide.
Faculty members are expected to be involved in multi-section, discipline and/or program assessment. At this level,
Discipline/Program
Category #1: Helping Students Learn - 17 -
College of DuPage November 2008
Level
faculty may examine the patterns of outcomes from multiple sections of the same course or several courses in a
discipline or program. This process is a component of the Program Review Process (Section 1P1) During the Program
Review cycle, program quality is assessed by the students, faculty and administration affiliated with the program.
In the CTE programs, effective teaching and learning is documented in information gathered from the annual Graduate
Follow-up Survey Questionnaire. Such information includes summary employment data for career and technical
education divisions. For the certificate and AAS respondents, a summary for each career and technical education
program of demographic characteristics, continuing education, and employment information is included as well. These
results are published in the annual Survey of Graduates report. The IBHE requires the College to publish evidence of
student success in career and technical education programs. Data collected includes the number of COD graduates who
are successful in passing certification tests and licensing exams. (See Section 1R2)
College-wide Level
Students enrolled in any of the ESL programs are required to pre-test and then post-test after 50 hours of instruction.
The American College Testing/ Collegiate Assessment of Academic Proficiencies (ACT/CAAP) assessments of general
education competencies determine whether or not the College is succeeding in improving students’ skills. The Student
Outcomes Assessment Committee coordinates this assessment process. COD conducted annual rounds of entry-level
and exit-level assessments using the full ACT/CAAP batteries from 1998 through 2003, using the results to build
baselines and develop ways to increase the skills-bases of students. In 2007 the Student Outcomes Assessment
Committee developed a “Reading Improvement Project” and in 2008, a “Critical Thinking Skills” Improvement Project
using the ACT/CAAP assessment measures (See also Section 1R4)
1P7 Instructional Delivery process
In developing an effective and efficient course
delivery system, COD takes into account the needs of
several distinct student populations: new students,
continuing students, and students seeking alternative
course delivery methods. Students interested in
alternative course delivery options may enroll in
appointment-based courses, telecourses, open labs,
broadcast courses, online courses, field and
experiential learning, interdisciplinary courses, and
adult accelerated degree programs. However, the
majority of courses are taught in the traditional
classroom mode. In Spring 2007, 13,887 FTE
students were in traditional classroom settings, while
1,659 FTE students were in alternative modes of
instruction. Instructional delivery is reflective of the
availability of staff, facilities and equipment. The
College operates on a 7-day per week schedule with
classes scheduled weekdays from 7 am to 10 pm.
Courses are offered in the traditional 16-week
semester format as well as 1st 8-week, 2nd 8-week,
and 12-week classes, thereby making it possible for
students to find courses at several points during a
given semester.
Apart from courses on the main campus, the College
offers courses at over 90 sites throughout District
502, serving the needs of a large geographical area.
These sites include seven off-campus centers and 15
in-district high schools. Collectively these sites
account for approximately 20% of the College’s
enrollment. Classes are also delivered at businesses
and industry sites throughout the district. The Center
for Corporate Training adds more than an average of
50 county corporate office sites to the training off
campus. Both C.O.D. Online and Adult Fast Track
(See AFT in Section 1C3.) have shown growth in
balancing both institutional and student needs. The
AFT program began August 1999 with 90 students
who were working toward the AA or AAS Business
Management degree students. The program has since
expanded to include the AGS degree. In FY 2007,
AFT had 382 students enrolled in multiple courses.
C.O.D. Online started in 1997 with two courses and
now offers 250+ courses to over 3000 students per
semester.
As per the Faculty Agreement, the Emerging
Technologies and Alternative Delivery Formats
Study and Advisory Committee is charged with
reviewing practices related to preparation,
performance, working conditions, and load
calculation with respect to emerging technologies and
alternative delivery formats. In order to maintain a
progressive, integrative approach to incorporating
these emerging technologies and alternative delivery
formats into the curriculum, the committee makes
recommendations which impact teaching and
learning.
An efficient and effective course delivery system is
also the result of the academic dean’s/associate
dean’s study of enrollment trends of a previous term.
Data on the number of sections for a particular
course, time of day offered, frequency of meeting,
day of the week, campus location and/or delivery
method, and faculty availability all affect course
availability for any given semester. Once the Class
Schedule document is in place, courses and sections
may be added. Opportunity to overload a course
beyond the maximum number of seats assigned is left
to the individual faculty member. In Summer 2008,
and in light of conversion to Datatel, the QIC
chartered QIP 9 in order to examine opportunities for
improvement to the course scheduling process.
Category #1: Helping Students Learn - 18 -
College of DuPage November 2008
1P8 Curricular currency and effectiveness
College of DuPage faculty is responsible for
developing curriculum and plays the central role in
the development and approval of curriculum. The
currency and effectiveness of curriculum is an
ongoing, rigorous process involving both external
and internal (peer) review that is influenced by the
Program Review cycle, the Instruction Committee,
and the CurricUnet process. In addition, the College
maintains a variety of external advisory and review
groups to ensure currency of curriculum (Figure
1.11)
Figure 1.11 Curricular Currency
Internal (Peer) Review
The ultimate goal of Program Review is to ensure the continuation of high
quality programs appropriate to the College’s mission and the community served.
Program/discipline reviews include (Section 1P1) written feedback from students,
full and part-time faculty, administrators, and advisory committees that include
local employers. In this process, curriculum, and services, facilities and
equipment in support of that curriculum are examined in order for each to be
maintained, refined or discontinued. During this review cycle, program faculty
review the Active Course File for each course in the program in order to reaffirm
as is, indicate changes made or indicate changes in progress. Beginning with
programs being reviewed during the 2004-2005 academic year, an expanded
review allows disciplines to define and prioritize discipline/program learning
goals and evaluate how these goals are achieved throughout the entire curriculum,
as well as develop a plan for action based on these results. The Program Review
process also identifies: the need for new courses; courses in the program which
have not been offered in the current and previous academic years and plans for
offering or deleting those courses listed; current issues, problems or needs in
articulating any courses with four-year colleges and universities; current issues,
problems or needs in working relationships with high schools; new certificate or
degree programs that have been developed during the program review period; and
the use of alternative delivery systems.
External Review
For the transfer curriculum, faculty and administration
participate in the discipline-level Illinois Articulation
Initiative panels convened through the Illinois
Community College Board. The panels provide external
peer review to align curriculum and thereby insure
articulation of transfer credit.
For the Career and Technical Education curriculum, the
College convenes advisory councils for each
programmatic discipline. Each is comprised of industry
members who advise on the currency of curriculum.
To address system-wide issues (e.g. impending shortages of
health care practitioners) the discipline-level advisory
councils are complemented by industry-sector advisory
councils, such as the case of the Health Care Leadership
Summit, comprised of senior administrators with the major
hospital and long-term care facilities throughout the
district.
The Instruction Committee works to: consider matters of instructional
importance and make recommendations to the Faculty Senate regarding action;
assist individual faculty in carrying out their instructional duties and
responsibilities; advance the professional interests of faculty members; maintain
academic excellence in the curriculum and learning experience by assisting all
efforts to improve the quality of instruction and the instructional experience at the
College; assist other Senate committees with input on issues that have an
instructional aspect or impact; and maintain the integrity of the educational
program. The Instruction Committee has 2 sub committees: Degree Requirements
and Demonstrated Competency. Membership includes liaisons from all Division
Curriculum Committees as well as the Campus Curriculum Committee.
CurricUnet is an online curriculum development and workflow automation
program to facilitate all phases of curriculum development and approval. As an
authoring, editing, and management tool, CurricUnet facilitated the faculty’s
conversion in 2005 of over 2,000 credit courses to the semester format, as well as
provide substantial benefit to COD’s overall curriculum development and
approval process.
1P9 Determining student and faculty support
needs
faculty development. Input is summarized along
with the strengths and opportunities for improvement.
Determination of student and faculty needs relative to
learning support is also supported by the Program
Review process (Section 1P1). The process seeks
input from faculty and administrators, as is
appropriate, to identify the adequacy and currency of
instructional equipment and supplies, and the
adequacy and currency of support as is related to the
Library, technology, lab staff, administration,
advising, counseling, cooperative education and
Faculty needs relative to learning support are also
determined by the nature and number of inquiries to
the Information Technology Help Desk. These
inquiries are tracked by means of an Information
Technology Help Desk dashboard available at
http://www.cod.edu/it/helpdesk/dashboard/it/. Such
inquiries most frequently relate to software
applications.
Category #1: Helping Students Learn - 19 -
College of DuPage November 2008
The mission of the Teaching and Learning Center
(TLC) is to enable each employee at College of
DuPage to achieve excellence and to promote student
learning through the scholarship of teaching. The
TLC offers classes, workshops and support programs
to promote the faculty, staff and administrator roles
in student learning and disseminates information
regarding effective teaching and learning, emerging
tools, ideas, and research
(http://www.cod.edu/dept/tlc/about.htm). The
Teaching and Learning Center surveys faculty and
staff for information on need and interest for
workshops and classes. Workshops and classes are
developed and offered in response to those needs.
The Library supports the student learning and
development process in a number of ways. It
provides students a supportive environment in which
to do research, work on their assignments, and study.
Over 26,000 students hold library cards. Additional
students use the Library’s computers and other
resources without obtaining a card. The Reference
Desk provides assistance to students every minute the
Library is open, seven days a week, and provides
information and assistance in finding and using
library materials and information. Circulation
Services distributes videocassettes, DVDs and a variety
of AV equipment to the classroom and provides laptops
for faculty and staff use. The Library’s College and
Career Information Center provides information and
resources related to choosing colleges, choosing
careers, finding financial aid, preparing for
specialized exams, and securing employment. A
librarian is assigned to each discipline and program
in the College to assist the faculty, students, and
administrators in those areas. These liaison librarians
deliver approximately 1,000 classes to more than
20,700 students each year and also provide
individualized assistance to students. In addition to
teaching customized instruction sessions on library
services and resources, the librarians create research
guides tailored to specific classes and research-based
assignments, and create suggested reading lists. The
Library also offers a variety of online and face-to
face workshops and tutorials, including a program on
Information and Literacy Instruction which
emphasizes the acquisition of critical thinking skills
while learning how to find and evaluate information
resources, and the assessment of student learning of
the knowledge and skills needed to do research.
Additionally, the Library provides reference services
via email and instant messaging.
Areas utilized in determining student support include
the pre-course testing policy (Section 1P3) and
demand for service of the Academic Support Center
(Section 1P5). Each offers both daytime and
nighttime hours to accommodate needs of differing
student populations.
1P10 Alignment of curricular and co-curricular
goals
A number of programs align student development
with curricular learning objectives, as well as provide
opportunities for students to practice the skills that
develop mastery of the common student learning
objectives. Student Activities provides classroom
and experiential learning opportunities in a
supportive, values-based environment to prepare and
inspire students to be active leaders in a complex and
ever-changing society. Student Activities sponsors 19
clubs that are associated with academic programs, up
from nine clubs in 2004. Figure 1.12 illustrates a
sampling of the numerous opportunities available to
students which also offer co-curricular learning
opportunities, reinforcing COD’s commitment to
support student learning and success:
Figure 1.12 Co-curricular Alignment
Co-curricular
Curricular Alignment
Activity
Combines community service with academic instruction. In service learning courses, students are involved in organized
Service Learning
service projects that address the needs of community organizations. This ‘win-win’ method of instruction develops
students’ academic skills in the classroom, as well as a sense of civic responsibility and commitment to their community.
Prepares students to pursue and succeed at internships and co-ops. Qualified students who enroll for academic credit are
Cooperative
mentored by a C.O.D. internship adviser and worksite supervisor, which creates an ideal learning partnership leading to
Education and
career and workforce development.
Internship
Represents the student body to the administration and provides a place for students to become involved in the college
Student
community. Various levels of involvement are available for students who wish to supplement their education with
Leadership
practical leadership experiences. The president and vice-president have voting rights on the Leadership Council and the
Council
Quality Improvement Council.
Assist the Admissions Office in activities designed to develop speech communication skills while promoting the College
Student
of DuPage. Those students selected for a Student Ambassador position are eligible for tuition waiver for one of two
Ambassadors
sections of Speech Comm 1100 offered during the summer term.
A weekly student newspaper with a circulation of more than 10,000, the Courier offers students paid, on-the-job
Courier
experience in writing, editing, photography, graphics and layout. Students may also enroll in Journalism 1110, 1105
Category #1: Helping Students Learn - 20 -
College of DuPage November 2008
Chaparral student
magazine
Prairie Light
Review
Forensics (Speech)
Team
Honor Societies
Student Activities
Program Board
Athletics
WingsStudent-run art
gallery
and/or 1130 for credit. In addition, qualified students may earn college-credit and a weekly salary through the
Cooperative Education work/study program. The Chaparral student magazine is a themed publication. Staff members
must enroll in Journalism 1115, a one-credit flexible format class offered year-round.
The Liberal Arts humanities magazine is produced twice a year by a class of student editors enrolled in English 2210.
Editors review submissions of original works in the areas of fiction, non-fiction, poetry, photography, 2-D/3-D artwork of
any media.
Travels throughout the state and nation competing in various speaking, debate and oral interpretation events. Many
forensics team members have been recipients of scholarships at four-year schools
Phi Theta Kappa is the International Honor Society for Two-year Colleges provides opportunity for the development of
leadership and service on local, regional and international levels; Alpha Beta Gamma is the business honor society; Alpha
Mu Gamma is the foreign language honor society; and Psi Beta the psychology honor society. All require a minimum
GPA requirement.
Members learn valuable business, organizational, negotiation, and leadership skills while planning and implementing
events.
Sports teams, competing in the North Central Community College Conference, include ten sports for men and nine for
women. Along with recreational sport clubs are 30 intramural sports: 10 for men, 9 for women, and 11 co-ed teams.
These activities support both the credit and non-credit physical education courses.
Offers periodic displays of student artwork. Additionally, each spring the William E. Gahlberg Gallery devotes a show to
the work of College of DuPage students.
1P11 Student assessment process
Determining the process for student assessment has
been faculty-driven. The Student Outcomes
Assessment Committee (SOAC) was formed in 1994
and has designed a series of General Education
Assessment processes using the ACT/CAAP
batteries. (See also Section 1P6.) The SOAC will be
conducting college-wide General Education
Assessments at entry level and exit level during the
2008-2009 academic year. As a point of reference,
the SOAC has produced an internal document
tracking all assessment-related activity at the
College, as harvested by SOAC last year. The
Program Review Advisory Council (PRAC) was
formed in 2005 (Section 1P1). The PRAC has also
been overseeing the assessment of student learning
component of program review. In 2005-2006, the
PRAC instituted a three-year cycle of define/refine,
assess, improve for each program. This three-year
cycle runs independently from the five-year program
review cycle, but when a program is up for review,
the program review will include a report on the
program’s student learning assessment activity. To
that end, a part of each of the college in-service days
has been devoted to program review activities,
thereby allowing faculty dedicated time to the
discipline/program’s appropriate cycle: define/refine,
assess or improve.
The assessment of students also relies on pre-course
testing (Section 1P3) and results of mandated
licensing and certification examinations for the career
and technical education/vocational programs. In
addition state-approved assessment instruments are
used for placement, pre- and post-testing of ESL
students as mandated by the ICCB.
As discussed in Sections 1C1 and 1P1, QIP 7A was a
cross-disciplinary team chartered in order to examine
general education student learning outcomes.
Members of the team included faculty from the IAI
general education areas of math; communications;
physical and life sciences; humanities and fine arts;
social and behavioral sciences; as well as faculty
representatives in general, a representative from
Counseling and Advising, an academic dean, and an
associate dean. Once the outcomes are ratified,
assessment of these outcomes will be developed by
the appropriate stakeholder groups.
1P12 Student preparation for further study or
employment
The College regularly examines how well students
who complete programs, degrees and certificates are
prepared for further education or employment. Nine
months after program completion, the Office of
Research and Planning surveys former students
(“graduates”) regarding employment and transfer.
This information, along with that from career and
technical education and vocational discipline
advisory boards, local business and industry leaders
and employers, and receiving baccalaureate
institutions, provides insight into student preparation.
Data is shared within the institution in a variety of
reports and topical papers and reviewed by the
appropriate constituent groups.
The Illinois Board of Higher Education requires the
College to publish periodic “Consumer Reports” to
provide evidence of student success on state and
national licensing examinations and certification
tests. Collection of data regarding student
preparation for further study or employment is also
required by the ICCB as part of the Program Review
process. Additionally, an annual Student Satisfaction
Category #1: Helping Students Learn - 21 -
College of DuPage November 2008
Survey is mailed to randomly selected students in
order to learn how satisfied students are with their
experiences at COD. Questions regarding course
content and quality of instruction are included in this
survey. Results of the CAAP assessment testing also
allow comparison of students’ general education
competencies at the time of entry with their
performance after taking courses at COD for at least
one year.
1P13 Measures of student performance
A wide variety of student performance measures is
collected and analyzed regularly (Section 1P12).
These include: self-reported data from the graduate
follow-up surveys; classroom and multi-section
assessment instrument results; surveys of student
goal attainment; student persistence rates; degree
completion rates; success of developmental students;
and grade distribution reports. Grade distribution
reports compile data by course, program and division
in order to chart overall student achievement, make
state and nation-wide comparisons, as well as review
and maintain consistency in standards and
instruction. The Office of Research and Planning
regularly collects data regarding the effectiveness of
career and technical education programs and labor
market needs. ESL students are tracked through
state-wide match conducted by the ICCB.
Figure 1.13 Credit Completer Success Rate
100%
80%
60%
40%
20%
0%
Speech
Comp I
Comp II
FY 01
79%
73%
60%
Algebra
48%
FY05
91.80%
84.60%
86.20%
68.77%
FY06
82.60%
80.60%
75.30%
50.60%
As a key instructional area, developmental courses in
writing and math reflect the percent of students
earning an A, B, C or P at the end of the term. Fiveyear NCCBP completer success rate trend data
(Figure 1.14) shows an increase in Mathematics from
81.7% in 2004 to 82.21% in 2005. In Writing, the
trend data showed a slight increase from 89.0% to
89.9%.
Figure 1.14 Developmental Completer Success Rate
95.00%
90.00%
85.00%
80.00%
Student performance is also collected and analyzed
regularly as part of the Program Review process
(Section 1P1) and as part of the Strategic Planning
process.
The College also participates in the National
Community College Benchmark Project (NCCBP)
and collects and reports measures of student
performance as prescribed by that project.
1R1 Student Learning Achievement
Results for common student learning objectives
(Section 1C1) include data from National
Community College Benchmarking Project (NCCBP)
on retention and success in the core academic skill
areas of Comp I, Comp II, Algebra and Speech. Data
for Fall 2005 indicates an 82.75% retention rate,
down from 86.8% in Fall 2004, and a completer
success rate of 80.25%, down from 84.7% in 2004,
for students enrolled in credit, college-level courses
and earning an A, B, C or P grade at the end of the
term. Overall each shows an increase in each
category as compared to 2001 levels. (Figure 1.13)
75.00%
Fall 01
Fall 02
Fall 03
Fall 04
Fall 05
Math
84.20%
86.30%
83.30%
81.70%
82.20%
Writing
93.80%
91.80%
87.20%
89.00%
89.90%
For students enrolled in developmental courses and
earning an A, B, C or P at the end of the term, fouryear student retention rate NCCBP trend data (Figure
1.15) for math shows an increase from 69.6% to
87.7%. In Writing, the trend data shows an increase
from 51.6% to 90.1%. (Note: 2005 NCCBP retention
data was not available)
Category #1: Helping Students Learn - 22 -
College of DuPage November 2008
Figure 1.15 Developmental Retention Rate
Figure 1.18 Term-to-Term Persistence
100.00%
65.50%
80.00%
65.00%
60.00%
64.50%
40.00%
64.00%
20.00%
63.50%
0.00%
Fall 01
Fall 02
Fall 03
Fall 04
63.00%
Mat h
69.60%
66.30%
86.50%
87.70%
62.50%
Writ ing
51.60%
82.40%
88.70%
90.10%
A total of 3,397 students received a degree or
certificate in FY2006—84 fewer than the previous
record number in FY2005. Seventy percent of these
graduates received a career and technical education
degree or certificate.
Percent of first-time, full-time degree-seeking
freshmen who complete their degree within 150% of
catalog time has averaged 73.3% over the last three
years. (Figure 1.16)
Figure 1.16 Percent FTFT Who Complete Within 3 Years
78.00%
76.00%
74.70%
76.00%
74.00%
72.00%
63.40%
62.80%
FY03
FY 04
FY05
FY 06
1R2 Student competence evaluation
Evidence that students have acquired the knowledge
and skills required for degrees or credentials include
“pass rates” on state and national certification or
licensing tests taken by graduates from the Allied
Health programs. Results indicate that graduates of
COD Allied Health programs maintain an impressive
success rate (above 80%) when taking these exams,
consistently above national pass rates. Figure 1.19
represents the institutional pass rates of Radiologic
Technology, Nursing (ADN), and Dental Hygiene
programs relative to national averages of 2003-2005,
the most recent years of available data.
Pass Rates on Licensure Exams Compared
to National Averages
69.10%
68.00%
66.40%
FY 03
FY 04
FY 05
100%
90%
80%
70%
FY 06
Within-term course persistence rates have held steady
at around 86% for the last three academic years
(Figure 1.17).
Rad Tech
Natl Avg.
87.5%
86.80%
86.60%
85.5%
84.80%
84.5%
FY 04
FY 05
COD 2003
Nursing
COD 2004
Dental Hyg.
COD 2005
Continuation of AQIP # 1, Improve Students’ Skills
in Developmental Reading, Writing and
Mathematics, has resulted in focus on the percent of
students passing the Exit Exam in Developmental
Reading and thereby meeting the reading competence
requirement (See Section 1P3). As revealed in
Figure 1.20, there was a 6.5% increase from FY 2006
to FY 2008 for those passing the exit exam.
Figure 1.17 Within Term Course Persistence
86.5%
64.10%
Figure 1.19 Pass Rates on Professional/Licensure Exams
70.00%
66.00%
65.00%
FY 06
Term-to-term persistence rates have averaged around
64% for FY 2003-2006 (see Figure 1.18).
Category #1: Helping Students Learn - 23 -
College of DuPage November 2008
Figure 1.21 Entrance Essay Pass Rates (ESL rates not available
for ’05)
Figure 1.20 Developmental Reading Exit Exam Results
55%
54%
53%
52%
51%
50%
49%
48%
47%
85%
53.51%
83%
80%
81.30%
77.80%
77.10%
75%
50%
71.20%
70%
72.70%
65%
63.00%
47.01%
60%
FY 06
FY 07
FY 08
Fall 05
Classroom/ CIL
Passing the English 1101 entrance essay, in addition
to meeting the reading competence requirement, is
also a prerequisite for entrance to English
Composition 1101. Results for those students who
passed the entrance essay as a result of completing a
developmental writing course indicate a decline since
FY 2006 (Figure 1.21). The decline is attributed to
changes in the way the essays are read. In the spirit
of continuous quality improvement, the full-time
English composition faculty have ratcheted up the
selection and training of the essay readers, due to a
longtime complaint that a number of students in
English 1101 who had passed the Entrance Essay
were not ready for the class. From these complaints
more rigorous standards put into place. See also
section 1I2.
Fall 06
ESL Sect ions
Fall 07
Tot al Passing
Eighty-three percent of the 2006 transfer degree
(AA/AS/AES/AFA) graduates continue their
education after COD, including 74% who transferred
to a four-year institution. In the past year, at least
63% initially enrolled on a full-time basis. Fortytwo percent of career and technical education degree
or certificate program graduates reported that their
training at COD enabled them to acquire their present
job or advance in their job; an additional 24%
indicated that their training improved skills needed in
their job. The median salary for A.A.S. graduates has
risen steadily over the past seven years to $47,840,
outpacing the rate of inflation.
For other results, see Section 1R4 Comparative
Results.
1R3 Teaching and learning process results
As noted in Section 1P1, Program Review requires
that each academic discipline conducts a Student
Outcome Assessment Project (SOAP) and also that
each discipline conducts an improvement plan over a
5-year cycle of evaluation. The SOAP results and
Improvement Plan status for each academic
program/discipline are shown in Figure 1.22.
Figure 1.22 Academic Program Review Results, Segmented by Program
Number of Improvement Plans:
I = Initial; O = Ongoing; C= Completed
Discipline/ Program
Business Law
Application Programmer
Linux
Microcomputer
Web Programmer
CIT
Criminal Justice
I
1
1
2
1
1
1
Electro-mechanical
Electronics engineering
Developmental English
5
O
2
2
2
2
1
4
1
4
3
1
3
3
C
Type of Assessment
Pre-test/ post-test
Software
Tests & projects
Software
Locally developed tests
Certification/ licensure exam
Pre-test/post-test
Standard Technology
Literacy test
Standard Technology
Literacy test
Student Outcomes Assessment Project Stage:
Initial Stage = IS; Ongoing Stage = OS
Project
Stage
Outcomes
IS
Baseline year
IS
Revising assessment tool
OS
Baseline year
IS
Revising assessment tool
OS
Baseline year
OS
Need resources to accomplish
OS
Revising assessment tool
OS
None reported
OS
IS/OS
None reported
Revising assessment tool
Category #1: Helping Students Learn - 24 -
College of DuPage November 2008
English Comp
1
1
Literature
1
4
Fashion
HIT
2
3
3
3
2
5
1
1
1
1
1
1
INET
Journalism
Long Term Care
Administration
Manufacturing
MPTV
1
Reflective letters
Rubric, Pre/post-test,
demographic analysis
Demonstrated competency
assessment
Certification/ licensure exam
Standard Technology
Literacy test
Study habits instrument
IS
Revising assessment tool
OS
Significant improvement from pre-to post-test
OS
OS
Average score 89.3%
90% Pass rate
OS
OS
None reported
Student use of instrument improves performance
OS
IS
IS
IS
OS
Meets professional criteria
None reported
Baseline year
Improvement noted; exploring development of student
portfolios
100% Pass rate
1
1
1
1
1
1
Certification/ licensure exam
National Competency Exam
Portfolio evaluation
Oral source citation & visual
aids
Certification/ licensure exam
Building Materials pre/posttest; Building ID Assessment
Pre-test/ post-test
Certification/ licensure exam
Certification/ licensure exam
Certification/ licensure exam
Certification/ licensure exam
IS
IS
OS
OS
OS
OS
Baseline year
Baseline year
100% Pass rate
90% Pass rate
100% Pass rate
100% Pass rate
1
Certification/ licensure exam
OS
93% Pass rate
1
1
1
Certification/ licensure exam
Certification/ licensure exam
OS
IS
OS
Management
1
Pre-test/ post-test
OS
Office Technology
Radiation Therapy
Respiratory Care
Surgical Technology
1
1
1
1
Pre-test/ post-test; portfolios
Certification/ licensure exam
Certification/ licensure exam
Certification/ licensure exam
OS
OS
OS
OS
78% Pass rate (State average = 72%)
College is investigating discontinuing program.
79% Pass rate
60% of items showed significant increase; 20% no
significant change; 20% showed significant decrease
80%-90% demonstrated competency on post-tests;
portfolios- 100% met or exceeded rubric standards
86% Pass rate (83% national pass rate)
97% Pass rate (80% national pass rate)
90% pass rate
Technical Comm
Mathematics
Adult Ed and ESL
1
1
1
Pre-test/ post-test
Course embedded questions
Exit exams to next ESL level
OS
IS
OS
Improvement demonstrated in post-test
Baseline year
22% ready to take exit exam; of these 88% passed
Speech Comm
Therapeutic Massage
Architecture/ PreArchitecture
Construction Management
Dental Hygiene
DMI Mammography
DMI Nuclear Medicine
DMI Radiography
DMI
Sonography/Vascular
EMT-B & Paramedic;
Fire Science
Facility Management
Food Service Admin
1
2
4
2
Results for ESL (Figure 1.23) track the number of
students who made learning gains, transitioned to the
next course, and are functioning at a “C” or better
level in subsequent ESL coursework. While there
has been a decrease in Advanced English Language
Institute (ELI) students transitioning into collegelevel coursework, those completing the Advanced
Academic (Developmental) ESL has increased, while
the others have slight declines.
Figure 1.23 ESL Results
ESL Segments
Students with learning gains on state-mandated tests
Grant students completing an educational functioning level based on state-mandated pre/post testing
Students completing Advanced Academic (Developmental) ESL
and
earned a “C” or better
Students enrolled in Advanced ELI transitioning into college-level coursework
and
earned a “C” or better.
Results for CurricUnet include the number of new
course proposals, course revisions, and course
deletions processed by the College Curriculum
Committee. The results for 2005-06 as compared to
2006-07 are provided in Figure 1.24.
Category #1: Helping Students Learn - 25 -
FY 06
3,133
1,958
75%
FY 07
3,083
1,930
89%
Difference
-1.6%
-1.4%
+14%
75%
70%
-5.0%
67%
56%
-11%
83%
76%
-7.0%
College of DuPage November 2008
Figure 1.24 CurricUnet Results
Figure 1.25 Completed or Transferred
Proportion of Students that Completed
Degree/Certificate or Transferred within Three
Years with NCCBP Comparison
4
10
Deletions
Revisions
56
Proposals
59
0
50
187
80%
60%
143
100
2005-06
150
40%
200
2006-07
20%
0%
2004
2005
2006
2007
Median
31%
29%
30%
36%
57%
37%
43%
38%
90th %ile
70%
62%
64%
58%
C.O.D.
Results for the alignment of co-curricular
development goals with curricular learning objectives
include the degree to which participation in Service
Learning improved student understanding of course
concepts. Seventy percent of students say it
improved their understanding of course concepts,
which represents a 6% increase over last year.
Results for Co-op/Internship Course Outcomes
indicate in 2007, a 99.3% student satisfaction with
meeting learning goals, up from 98% in 2006.
According to the Integrated Postsecondary Education
Data System (IPEDS) Feedback Report 2007, the
College of DuPage exceeds the graduation rate,
transfer-out rate, and full-time retention rate, as
compared to the IPED median comparison group
where N=15. (Figure 1.26).
Figure 1.26 IPEDS Undergraduate Cohort
For CAAP testing results, see Section 1R4.
61%
FT retention rat e
1R4 Comparative results
The NCCBP Revised 2007 Aggregate Data Report
reveals comparative results for the College’s
common student learning objectives (1C1). In terms
of objectives providing students with basic education
and language skills upon which they can build and
preparing students for the first two years of
baccalaureate education for successful transfer to
upper division degree programs, NCCBP data places
the College of DuPage in the 78th percentile rank for
students who transferred in three years. In terms of
providing career education to train or retrain
students for entry into vocational fields, NCCBP data
places the College in the 43rd percentile rank for
students who completed a degree or certificate in
three years. Figure 1.25 indicates COD results from
2004-2007 for the proportion of students who
completed a certificate, degree or transferred within
three years, the median results of all institutions
participating in NCCBP, and the 90th percentile
NCCBP results. During the 2004 through 2007
reporting period, the national median for completers
steadily increased from 29% to 38% while the 90th
percentile ranking decreased from 70% to 58%.
COD students’ performance improved reaching a
high of 57% in 2006. Although the rate dropped
back to 43% in 2007, it remained five percentage
points above the national median.
64%
26%
Transfer-out rat e
Graduation rat e
-10%
35%
11%
17%
10%
30%
COD
50%
IPEDS M edian
More specifically, IPEDS data also reveals that the
number of Associate’s degrees and certificates
awarded by COD exceeds that the IPEDS median
comparison group (Figure 1.27).
Category #1: Helping Students Learn - 26 -
70%
College of DuPage November 2008
Figure 1.27 IPEDS Degree/Certificates
Figure 1.29 Transfer GPA
COD Students Transfer GPA Compared to
All Illinois Transfer Students
274
Cer t if icat es <1yr
1,349
Governors State
147
Cer t if icat es 1-2 yrs
UI-Urbana
322
Northeastern
1,332
Degrees
SIU-E
1,854
UI-Chicago
0
500
1,000
COD
1,500
2,000
NIU
ISU
IPEDS Median
SIU-C
Illinois tracks first-time students who attend full-time
and are pursuing a degree. After three years,
approximately 75% of COD students have completed
their degrees, transferred to another institution or are
still enrolled at COD. For the same period,
approximately 71% of all Illinois students met the
criteria. Trend data for 2006-2008 is shown in Figure
1.28.
Figure 1.28 : Completed, Transferred or Still Enrolled
Percentage of First-time, Full-time, Degreeseeking Students Who Complete, Transfer
or Are Still Enrolled After Three Years
Chi State
Eastern
Western
2.00 2.20 2.40 2.60 2.80 3.00 3.20 3.40 3.60
Other Transfer GPA
COD Transfer GPA
The proportion of these career completers who are
employed in a field related to their certificate or
degree is shown in Figure 1.30. According to
NCCBP data, COD was below the national median
2004 through 2006; there was a dramatic increase
from 48% to 72% in 2007 that placed COD’s
performance above the national median.
80%
Figure 1.30 – Placement Success
75%
Career Program Completers
Employed in Related Field with NCCBP
Comparison
70%
65%
2006
2007
2008
COD
77%
75%
75%
Illinois
72%
71%
71%
100%
80%
60%
According to the Illinois Shared Enrollment and
Graduation Database’s Community College Feedback
Survey for the 2005-2006 Academic Year, COD
graduates/transfer students compare favorably with
those of public and private two- and four-year
institutions within the state, as revealed in Figure
1.29. At eight of the 11 institutions, COD students
arrive with higher GPAs than the statewide transfer
population as a whole.
40%
2004
2005
2006
2007
COD
48%
52%
48%
72%
Median
68%
66%
66%
67%
90th %ile
87%
86%
84%
89%
College of DuPage has used ACT/CAAP instruments
since 1998 as a significant part of the General
Education assessment activity. Scores across six
rounds of testing showed stability of both population
and instrumentation. COD scores on all six CAAP
batteries, as revealed in Figure 1.31, show that COD
is at the national norm in Reading and Science
Reasoning, and above the national norm in Writing,
Mathematics, and Critical Thinking.
Category #1: Helping Students Learn - 27 -
College of DuPage November 2008
Figure 1.31 CAAP Battery Scores
Figure 1.33 Critical Thinking Project Assessment
Writing
Skills
Science
Reasoning
Reading
Mathematics
Critical
Thinking
70
60
50
40
30
COD Average
65
65
63
63
61
61
59
59
Figure 1.32 Reading Project Assessment
Experimental groups
57
Pre-Test
In 2006, the Student Outcomes Assessment
Committee developed and supported an assessment
project aimed at raising general education reading
skills. Weekly “reading tips” and discussions about
reading were implemented in ten sections of classes,
including Chemistry, English, Philosophy, and
Psychology, a total N of about 350 students. Using
this design, statistically significant improvement
(pre/post) was shown using the ACT/CAAP Reading
Skills Assessment. As shown in Figure 1.32, all
experimental groups increased their scores on the
assessment, and the full cohort showed an alpha level
of .04 level of statistical significance. All control
groups, both pure control groups and the studentactive control groups showed no statistically
significant difference between pre- and post-test
scores, and in some cases scores decreased slightly,
although not at a statistically significant level.
Post-test
Pre-Test
Post-test
The rate that COD students return from one term to
the next has consistently been around 64% (Section
1R1). Persistence rates of COD students who enroll
in one fall term and then return for the next fall term
are lower than the NCCBP median, as seen in Figure
1.34. However, COD showed an upward trend in
2007. Both the term-to-term and fall-to-fall
persistence rates are slightly below the median for all
schools in the NCCBP.
Figure 1.34 Student Persistence
Persistence Rates with NCCBP Comparison
70%
60%
50%
40%
30%
Term-to-Term
Fall-to-Fall
2004
63%
42%
2005
64%
45%
2006
65%
40%
2007
63%
44%
Median
68%
47%
Control groups
61
61
60
60
59
59
58
58
57
57
56
56
55
55
54
67
57
National Norms
Experimental groups
Control groups
67
ACT/CAAP General Education Comparison
to National Norms
Course retention rates reflect the number of students
who enroll in a course and do not withdraw before
the term ends. Over the last four years 85%-87% of
grades were not withdrawals, according to Figure
1.35. The NCCBP median was 88%.
54
Pre-Test
Post-test
Pre-Test
Post-test
Figure 1.35 Course Retention
College-Level Credit Course Retention Rate
with NCCBP Comparison
Similarly, in 2007, the Student Outcomes Assessment
Committee developed a “Critical Thinking Skills
Improvement” model. Weekly “Critical Thinking”
exercises were conducted in selected sections of
Education, Humanities, Philosophy, Physics, and
Psychology courses. The ACT/CAAP assessments
were used as the external measure, and again,
statistically significant results were obtained in all of
the experimental sections, with no change in the
Control groups. (Alpha levels similar to above
study.) Results are shown in Figure 1.33 below.
90%
88%
86%
84%
82%
2004
Category #1: Helping Students Learn - 28 -
2005
COD
2006
NCCBP Median
2007
College of DuPage November 2008
NCCBP course completers are considered successful
if they earn a grade of “C’ or better. Over the past
five years, 80%-86% of COD students were
successful. Similarly, the NCCBP median ranged
from 80%-85% (Figure 1.36).
Figure 1.38 Peer Comparison, Developmental Reading
2006 NCCBP Peer Analysis, Developmental
Reading Completer Success Rate
95%
90%
85%
Figure 1.36 – Course Completer Success
80%
College Course Completer
Success Rate
75%
70%
65%
90%
60%
55%
70%
50%
A
50%
NCCBP
NCCBP
NCCBP
NCCBP
COD
85%
85%
80%
81%
Median
80%
85%
85%
85%
COD
C
D
E
F
G
H
I
Figure 1.39 Peer Comparison, Developmental Math
2006 NCCBP Peer Analysis, Developmental
Reading Completer Success Rate
The NCCBP allows users to create a peer set of
institutions, and in 2006, COD compared its
developmental course performance to a select group
of eight peers including a national Baldrige Awardwinning community college. Figure 1.37, peer
comparison in developmental writing, and Figure
1.38, peer comparison for developmental reading,
show that COD performed near the top-of-the-class
for this select group of peers in the success of
completers and in Figure 1.39 near the middle for the
success of completers in developmental mathematics.
80%
75%
70%
65%
60%
55%
50%
A
B
C
D
COD
F
G
H
I
Another comparative measure is the success rate of
students in the first college-level courses taken after
the developmental sequence. COD success rates for
math have been fairly steady around 83%, exceeding
the NCCBP median score. The writing success rates
have been fairly steady around 90%, which puts it
close to best in class, around the 90th percentile, as
seen in Figure 1.40.
Figure 1.37 Peer Comparison, Developmental Writing
2006 NCCBP Peer Analysis, Developmental
Writing Completer Success Rate
85%
80%
75%
70%
Figure 1.40 Success After Developmental Sequence
65%
Credit Developmental/Remedial Student Success
in First College-level Courses
60%
55%
100%
50%
A
COD
C
D
E
F
G
H
I
95%
90%
85%
80%
75%
Math
Writing
Category #1: Helping Students Learn - 29 -
2004
2005
2006
2007 Median
Best
84%
94%
86%
92%
83%
87%
82%
90%
90%
90%
79%
82%
College of DuPage November 2008
1I1 Improving current processes
1I2 Setting improvement targets:
Systematic process improvement structures have
been institutionalized since the Systems Portfolio
Feedback Report was received. The College formed
the Program Review Advisory Council, which spent
a year on a systematic analysis and improvement of
the program review process. The Institutional
Effectiveness Council (IEC) was restructured after a
needs assessment by the Office of Academic
Planning and Assessment. The IEC now is the main
agent at the institution for implementing a systematic
approach to improvement teams. An Efficiency and
Effectiveness (E&E) process has been implemented
based on an American Society of Quality audit
process. The E&E team conducts 4-8 process
reviews each year. In addition, there are currently
four Quality Improvement Projects that are actively
engaged in improving various institutional processes.
Targets for improvement in the area of student
learning are set through a variety of methods. For
individual courses and academic programs, targets
for continuing improvement occur at the program or
discipline level, in response to student performance
data and the results of the assessment of student
academic achievement at the program level.
Priorities for improvement are also identified by
college-wide analysis of student outcomes
assessment data, retention and graduation rates, job
placement rates, transfer rates, responses to
accreditation requirements and recommendations, as
well as results of local and national survey instrument
results.
Improvements to current processes for helping
students learn and develop also occur at the
program/discipline level. For example, in developing
appropriate assessments for the psychology
courses/program offered at the College, the
Psychology faculty adopted the American
Psychological Association’s Goals for the
Undergraduate Psychology Major for the program
learning objectives. Assessment instruments
developed by full-time faculty were distributed to
full- and part-time faculty for inclusion in their
syllabus and course. A major revision of the General
Psychology final exam was initiated as a result of the
end-of-course data analysis; minor modifications
were made in the upper division course assessments.
In March 2007, results for student learning outcomes
were shared in the Strategic Planning Update Retreat
which included the Faculty Senate, the Student
Affairs administrators, and the Academic Affairs
administrators. These discussions continued over
several months and resulted in the Academic and
Student Affairs Strategic Objectives for 2007-2009,
two of which support Helping Students Learn. The
Key Performance Indicator (KPI), Sub-Objective,
Measure and Targets for each Strategic Objective
were identified in subsequent sessions. Figure 1.41
represents improvements based on the Strategic
Objective 2: Identify and meet the needs of underprepared students before and after college entrance,
and Strategic Objective 3: Improve student success
and degree/certificate completion for all student
cohorts.
Figure 1.41 Targets for Improvement
Strategic Objective 2: Identify & meet the needs of under-prepared students before & after college entrance.
KPI
Sub-Objective
Measure
2.1 Student reading skills
Improve the reading skills of students
Compass/Asset & Gatesin developmental reading courses.
MacGinitie tests given
pre- and post-course
2.2 Student writing skills
Improve the writing skills of students
Compass/Asset and
in developmental writing courses.
maybe WPE as pre-test
and English Entrance
Essay as post-test
2.3 Student math skills
Improve the math skills of students in
Pre/post test model.
developmental math courses.
2.4 Developmental math student success
Increase the rate of success of
Course success rate of C
rate.
developmental math students in
or better from R&P.
college-level math courses.
2.5 Developmental Success Rates
Increase the level of success as
Enrollee Success
measured by grades (A, B, C).
NCCBP Credit,
Developmental Course
Success Rates
2.6 Developmental Success Rates in
college-level courses.
Increase the level of success as
measured by grades (A, B, C).
NCCBP Credit,
Developmental Student
Success rates in collegelevel courses
Category #1: Helping Students Learn - 30 -
Target
Increase by 2%
Increase by 2%
Achieve a 75% success rate.
Increase by 2%
Increase each area by 1%
(Math from 30% to 31%;
Writing from 59% to 60%;
and Reading from 67% to
68%)
Increase each area by 1%
(Math from 72% to 73% and
Writing from 80% to 81%)
College of DuPage November 2008
Strategic Objective 3: Improve student success and degree/certificate completion for all student cohorts.
KPI
Sub-Objective
Measure
3.1 Degree/Certificate Completion
Increase the number of full time, firstNCCBP: Proportions of
time students completing degrees or
students that complete
certificates within 3 and 5 years.
degree or certificate
3.2 AAS Degree/Certificate Completion
Increase the number of AAS degrees & Local data
certificates completed within 3 and 5
yrs.
Local data
3.3 AA or AS completion or transfer
Increase the number of full time, firsttime students completing AA or AS
degree or IAI transfer within 3 and 5
years.
3.4 Student Success
Increase college-level course success
NCCBP: Credit collegerates (C or better).
level course success rate
3.5 Core academic area success
Increase enrollee success in core
NCCBP: Enrollee
(English Comp 1 & 2, Algebra, and
success in core academic
Speech) academic area.
skill areas
As a result of the CAAP testing (Section 1R4), the
College continues to focus improvements in each of
the CAAP areas across the curriculum. Although
reading score gains were modest in the “reading tips”
assessment project, the implications for helping to
increase student reading skills across the curriculum
using this type of design continues to be targeted.
As a NCCBP core academic skill area, and based on
the FY 2007 Program Review assessment, the
English Composition Faculty identified the following
actions in their plan for improvement:
• Review and propose updates to the Program
Goals, Active Course Files, recommended
textbooks, and other materials that establish,
direct, or affect curriculum and instruction
in composition.
• Plan, conduct, and report on student
outcomes assessment in all delivery modes.
• Track and respond to persistence/retention
and grade distribution data.
• Institute programs to help high school
English teachers prepare students throughout
the county for their college composition
courses.
As a key instructional program, and based on the FY
2007 Program Review assessments and 2008 Annual
Update, the developmental English faculty include
the following actions as a plan for improvement:
• Research and implement assessment and
reporting instruments for placement into and
exit from the Developmental English
program, as well as for moving through the
developmental sequence of courses in
Reading and Writing.
• Develop and implement options for
improved assessment of student
achievement in the Developmental English
courses.
•
•
Target
Increase by 0.25%
Increase by 0.25%
Increase by 0.25%
Increase next-term from 65%
to 66%
1% increase in each core area
Redesign the Basic Reading II course and
explore the feasibility of adding a lowerlevel developmental course and a higher
level reading course.
Continue the process to submit the materials
for National Association for Developmental
Education (NADE) Certification of the
Developmental English Program and follow
NADE recommendations to merit
certification.
Also as a NCCBP core academic skill area, and based
in the 2008 Program Review assessments, the
Mathematics faculty look to conduct follow-up
studies related to placement scores in each of the
following ways:
• Analyze Pre-Algebra scores with a view to
possible placement into the arithmetic
course;
• Track the effectiveness of mandatory
placement into 1000 and 2000 level courses;
• Determine appropriate changes to the cut-off
scores for the Math 1432, 2134, and 2231
courses.
The faculty also seeks to improve communication
with part-time faculty, improve communication with,
and awareness of best practices in mathematics
departments of peer institutions, conduct advising
sessions for students, counselors, advisers, and parttime faculty, and charge a committee to brainstorm
methods of improving the success rates of
developmental mathematics students.
In the process of compiling data and information for
the ICCB Community College Performance Report,
the College has analyzed statewide data from all
community colleges on a common set of institutional
indicators of effectiveness. The administrators of
areas of the College who own the data chose goals
for each specific indicator in order to improve or
maintain COD performance level relative to its own
Category #1: Helping Students Learn - 31 -
College of DuPage November 2008
past performance, as well as benchmarking the
College to the performance of other community
colleges in the state of Illinois.
Results are communicated through multiple means.
Results are distributed in hard copy and can be
accessed online at the Research and Planning (R&P)
website http://www.cod.edu/dept/Research/Index.htm
and on the IEC and R&P websites on the College’s
Intranet. In addition, results are communicated via
the Public Information Office which includes
postings on the College’s website. Also utilized are
all-college email, the Leadership Council meetings
and minutes, the Quality Improvement Council
meetings and minutes, the Board of Trustees
meetings and minutes, as well as meetings and
minutes of individual disciplines and programs, the
Gold Standard newsletter produced by the QIC, and
the Community College Performance Report.
Category #1: Helping Students Learn - 32 -
Category #2:
Accomplishing Other
Distinctive Objectives
College of DuPage November 2008
Category #2: Accomplishing Other Distinctive Objectives
2C1 Other Institutional Objectives
College of DuPage provides quality training,
information and cultural opportunities for district
residents. It serves as a center for the cultural and
intellectual enrichment of DuPage County. In
addition to credit generating coursework, the College
engages in non-instructional community outreach as
well as non-credit coursework. The community
outreach units include the Business and Professional
Institute (BPI), Continuing Education (CE),
McAninch Arts Center (MAC), College of DuPage
Foundation, and Resource Development/Grants.
2C2 Alignment with mission and vision
The units involved in community outreach support
the College’s mission to respond to the lifelong
learning needs of residents and businesses. The key
areas of programming open to the public in
Continuing Education (CE) include: Adult
Continuing Education, Youth Education, the Older
Adult Institute, the Academy for Non-Profit
Excellence and the Suburban Law Enforcement
Academy (SLEA). SLEA is one of six law
enforcement academies in the state which provide
basic law enforcement training to new police recruits
as well as continuing law enforcement training to
experienced police officers. The key areas of
programming provided by Business and Professional
Institute (BPI) include the Center for Customized
Solutions (CCS) (formerly called the Center for
Corporate Training) and the Center for
Entrepreneurship. The CCS provides both off-theshelf and customized solutions to companies and
organizations in business and industry, with a focus
on employee development and quality improvement.
The Center for Entrepreneurship operates three units
with grants from the state and federal government:
the Illinois Small Business Development Center, the
Illinois Procurement Technical Assistance Center and
the Illinois International Trade Center. The library in
the Center for Entrepreneurship houses materials on
government policies, business development,
financing, and directories of resources. There is a
long-term and highly successful partnership with
SCORE (Service Corps of Retired Executives)
members who do first-level orientation with
businesses seeking services.
COD serves as a center for the cultural and
intellectual enrichment of the community through its
Arts Center. The College established the MAC as a
central location where patrons can experience the arts
under one roof. The MAC offers a full range of
programming from purely entertaining to artistically
challenging, designed to foster lifelong appreciation
of the arts, sensitivity to cultural diversity, and
willingness to experience new artistry.
In order to provide the necessary external funding for
COD to achieve its mission, Resource Development
works through two distinct means of fundraising. The
College of DuPage Foundation is the fund-raising
arm of the College. It works primarily with
individuals, corporations, private and family
foundations in order to raise, accept and administer
gifts, grants and bequests. Resource
Development/Grants works with project directors and
College leaders to develop projects and proposals
which can be submitted though a formal process to a
diverse group of potential funders: agencies of the
state and federal government, government-funded
agencies, and public foundations. While Grants often
works in collaboration with the Foundation in
pursuing funding through corporations and private
foundations, currently the Grants list reads only
public funding sources; individual or family
foundations are not pursued.
2C3 Support in Helping Students Learn
CE provides a broad spectrum of programming
opportunities across generations. Youth programs
target students in grades 3-12 including specialty
groups, such as gifted and talented as well as home
schooled children. In collaboration with local high
schools, CE provides high school-level courses that
result in high school credit awarded by the home high
schools. The BPI primarily focuses on the workforce
training and the economic development of the region.
The integration of culture and learning is evident in
the numbers of students (500) participating each year
in music, theatre and dance performance
opportunities at the MAC, as well as the 30-40
students selected to participate in the Annual Juried
Student Art Exhibit. In addition, more than 50
workshops/master classes, pre- and post-performance
discussions, artist receptions, and special lectures are
offered annually to the College and community at
minimal or no charge. The reduced student prices for
nearly all events encourage students to attend cultural
events. The College of DuPage Foundation and
Resource Development/Grants support and
complement the processes and systems for Helping
Students Learn by funding scholarships, equipment,
endowments, fellowships, buildings and educational
programs. In the past five-year period, Foundation
Category #2: Accomplishing Other Distinctive Objectives - 33 -
College of DuPage November 2008
assets have grown from $4.5 million to $9 million.
Each of the year’s grant proposals addressed one or
more of COD’s Institutional Priorities through a
variety of program plans and activities. For FY07,
these included: implement enrollment management:
with attention to increase in program completers,
student persistence toward goals, and expanded
academic offerings to meet community expectations;
improve operational efficiencies with resources for
initiatives, new programming and to strengthen
services; improve student experience and customer
service; improve leading and communication. The
total dollar amount of funded proposals for FYO7
was $6,320,268.
2P1 Determining other objectives
The College’s other distinctive objectives have
evolved during the last 41 years. Historically, the
College of DuPage has responded to community
needs as they became apparent. The newly
implemented planning process (see Category #7)
should lend itself to identifying additional needs in a
more intentional manner while allowing the College
to respond to changing economic conditions.
2P2 Communicating expectations
The College maintains an intranet site that includes a
list of current institutional goals and objectives. Each
unit of the College develops objectives annually. An
objective is defined as a measurable, time-sensitive
statement of how an area at the College will help
implement the College’s strategic goals, going
beyond day-to-day activities and focusing on
improving processes, developing new capabilities
and transforming programs.
2P3 Determining needs
Resource needs are addressed in the planning process
after area objectives have been approved. One
component of the action plans produced during the
planning process by each unit is the identification of
resource needs. These requests are visible on the
intranet site and reviewed by the appropriate
administrators. Community outreach areas either
function as cost-recovery units or compete for
education funds in the budgeting process.
The MAC uses a number of mechanisms to
determine the needs of the Performing Arts Center.
The Director of Performing Arts has created an
Advisory Board comprised of community members,
patrons, and donors to help address future needs of
the MAC. Also, periodic audience surveys are
conducted to determine patrons’ satisfaction and
interest in programming. Through the ticketing
process, patrons also have the opportunity to rate
events. A marketing firm, taking into consideration
demographics and other factors, helps determine
appropriate marketing targets and community
response patterns.
2P4 Assessing and reviewing objectives
The appropriate vice president reviews the annual
objectives. The objectives or the processes that
support them may be adjusted during this review. In
addition, each approved objective is required to have
at least one action plan associated with it. The
appropriate vice president also reviews the action
plan.
2P5 Measures
Currently, BPI and CE collect data related to program
participation and financials, as well as participant
satisfaction. The MAC tracks attendance, profit/loss,
audience surveys, focus groups, the number of
subscribers each season and anecdotal input
(letters/e-mails of praise/criticism). Foundation and
Resource Development/Grants regularly collect and
analyze financials such as assets and
fundraising/grant writing efforts, along with the
number of funded proposals, number of active grant
projects, number of employees supported with grant
funding, and number of students served.
Additionally, grant reports outline outcomes and
deliverables and enumerate impact.
2R1 Results for accomplishing other distinctive
objectives
Results for the number of individuals receiving
customized training and the number of businesses
provided with technical assistance are shown in
Figure 2.1, reflective of decreasing Federal and State
dollars available to assist companies in reducing the
cost of the training.
Category #2: Accomplishing Other Distinctive Objectives - 34 -
College of DuPage November 2008
Figure 2.1 Business and Professional Institute Results
2006
81
2005
2004
2003
1,471
150
1,750
85
1,930
2,340
107
0
1000
2000
Assistance
3000
Training
Continuing Education programs produce significant
revenue, as evidenced by an 11.4% increase
from FY 05 to FY 06 and a 13.3% increase from FY
06 to FY 07 as shown in Figure 2.2.
Figure 2.2 Continuing Education Net Revenue
Ne t Reve nue
$2,000,000
Figure 2.4 McAninch Arts Center Tracking Results
Data Area
2004 2005 2006 2007
243
255
233
277
Performances
90
104
88
111
Events
7
7
7
7
Art Exhibits
222
228
213
213
Illinois Towns
The following are new data categories being tracked
by the MAC:
• Illinois Arts Council Funding = $57,750
• Ticket Revenue = $1,281,651
• Touring attendance = 36,977
• Resident Professional Ensemble attendance
= 20,242
• College Music/Theatre attendance = 10,273
• Student involvement in the MAC-supported
ensembles and performance groups
o College Music = 682 students
enrolled in 10 ensembles
o 23 student concert events
o College Theatre = 215 students
enrolled in 7 fully stage
productions
$1,500,000
$1,000,000
$500,000
$0
Net Re venue
FY05
FY06
FY07
$1,349,135
$1,502,778
$1,706,355
The McAninch Arts Center tracks the total number of
patrons, performances, events (speakers or forums),
art exhibits, and locales as well as funding and
revenue. In three of the data categories there was an
upward trend from 2006-2007 with a 26% increase in
the number of patrons (Figure 2.3), a 19% increase in
the number of performances and a 26% in the number
of events; the remaining three categories remained
stable (Figure 2.4).
Figure 2.3
Last year, College of DuPage grant awards were up
47.6%, with a significant $4 million that has been
submitted and remains pending. Foundation
fundraising had a 139.9% increase last year, breaking
the $2 million threshold and indicative of success in
reaching individual donors because of a large bequest
and a donation from a private individual. Together,
the Foundation and Grants results increased by
63.5% over last year (Figure 2.5)
Figure 2.5 Foundation Fundraising
$10,000,000
$8,000,000
$6,000,000
$4,000,000
McAninch Arts Center Patrons
$2,000,000
95,000
$0
91,270
90,000
84,083
85,000
80,000
FY04
Fundraising $5,242,598
FY05
FY06
FY07
$7,180,718
$5,172,576
$8,458,774
78,601
Foundation and Grants distributes funding across
wide areas of the College as revealed in Figure 2.6.
75,000
70,000
66,707
65,000
60,000
2004
2005
2006
2007
Category #2: Accomplishing Other Distinctive Objectives - 35 -
College of DuPage November 2008
Figure 2.6 FY 07 Grant Funding by College Area
FY07 Funding by College Area
Business &
Technology,
$1,043,295, 16.4%
Academic Affairs,
$5,543, 0.1%
Arts & Humanities,
$91,200, 1.4%
Library/Community
Development,
$11,393, 0.2%
Health, Social &
Behavioral
Sciences,
$1,752,411, 27.6%
Workforce
Development,
$699,460, 11.0%
Law Enforcement,
$244,313, 3.8%
TV/Radio,
$243,178, 3.8%
Student Services,
$399,789, 6.3%
Math & Science,
$236,991, 3.7%
Literacy,
$1,625,345, 25.6%
The Suburban Law Enforcement Academy is one of
six academies in the state. Although two of the six
law enforcement academies in the state have
decreased annual enrollments, the Suburban Law
Enforcement Academy at the College continues to
register a consistent level of enrollments (Figure 2.8).
An increased level of enrollments is expected in
FY08 as expanded facilities become available and an
additional cycle of basic law enforcement training is
added to serve a combination of interns at Harper
College and police recruits from within the College’s
district.
Figure 2.8 SLEA Enrollments
FY07 grant statistics include: 156 active grant
initiatives; 80 new or continuing proposals submitted;
eight proposals submitted through the COD
Foundation, resulting in $32,650 of funding; 45
employees supported with grant funding; and 12 new
project directors or co-project directors.
2000
1500
1000
500
0
2R2 Results comparisons
Continuing Education across the state and nationally
(according to the Learning Resources Network) has
experienced a decrease in enrollments as a result of
the economy. Nonetheless, according to data
submitted to the ICCB, CE at COD continues to
provide one of the largest, most successful CE
programs in the state (Figure 2.7).
Fig 2.7 Continuing Education Enrollment Comparisons
FY 02
FY 03
FY 04
FY 05
gi
n
El
Tr
i to
n
O
ak
to
n
M
or
ai
ne
ar
pe
r
D
H
CO
La
ke
Cn
ty
45,000
40,000
35,000
30,000
25,000
20,000
15,000
10,000
5,000
0
FY 06
According to the National Community College
Benchmarking Project (NCCBP) 2007 aggregate data
for Business and Industry Productivity (FY 2006)
category, College of DuPage ranks favorably against
the 100+ institutions providing similar services,
placing it in the 98th percentile for number of
companies served. (See also results in Section 9R2).
2002/03 2003/04 2004/05 2005/06 2006/07
Continuing Ed
1031
937
1671
1214
1690
Basic Academy
165
171
185
175
169
In order to increase its corporate outreach and
business presence, BPI is undergoing reorganization
and a move to a new facility. Center for Customized
Solutions revenues in the past three years have not
met goals and new targets have been defined for each
salesperson as well as the unit as a whole. Tracking
mechanisms have been developed and are reviewed
weekly. The Center for Entrepreneurship’s tracking
complies with the parameters set by the state and
federal funding agencies. In last year’s report, the
funders expressed satisfaction with the targets
achieved.
In FY08, the McAninch Arts Center was named a
“Partner in Excellence” by the Illinois Arts Council.
College of DuPage is the only community college in
the state to receive this designation. Illinois Arts
Council “Partners in Excellence” are selected for
their contributions in providing the highest level of
arts programming to the community, for their
superior management and financial stability, and for
providing access to the arts to underserved and
multicultural audiences. The College compares
favorably with other institutions in its cultural
offerings to the public. 2007 data from Elgin
Community College can be compared to that of COD
as revealed in Figure 2.9.
Category #2: Accomplishing Other Distinctive Objectives - 36 -
College of DuPage November 2008
Figure 2.9 Comparative Results for Cultural Offerings
Data Area
Elgin
COD
%
CC
Difference
68,204
84,083
+21.5%
Patrons
204
388
+90.2%
Performances/Events
$15,750
$57,000+
+261.9%
IL Arts Council
Funding
$452,000 $1,281,651
+183.6%
Ticket Revenue
The Association for Performing Arts Presenter,
American Symphony Orchestra League, Arts
Midwest, and similar arts service organizations
survey national audience attendance at performing
arts events. Studies measure attendance based on
capacity of the facility, with the national average
holding around 72%. The MAC measures its
attendance capacity at 70% for similar professional
events (non-academic and Resident Professional
Ensemble events).
COD Foundation efforts have been focused on
obtaining a greater percentage of funding from
individuals, which accounts for over 80% of
charitable giving nationally. (Figure 2.10)
Traditionally, results in community colleges have
been much higher from corporations, which represent
less than 5% of charitable giving nationally. The
goal has been to engage in activity that results in
numbers more reflective of national philanthropy.
Figure 2.10 Funding Sources
100%
80%
60%
40%
20%
0%
FY03
FY06
FY 07
Indiv
25%
40%
79%
Corp
46%
35%
13%
College of DuPage Literacy Programs are second
only to the City Colleges of Chicago system in size,
performance and funding. Nearly 6,500 students
accessed literacy programs in seven distinct
instructional areas. COD literacy programs, with 130
part-time faculty and 14 staff, exceed the size of
some community colleges. At over $1.4 million,
ICCB funding for Adult Education and Family
Literacy represents the largest state grant awarded to
COD for FY07. The program has the highest rating
in statewide performance influenced by the
percentage of documented student outcomes and the
provision of excellent services. District 502 has a
growing Index of Need for literacy services, the
second highest in Illinois.
2R3 Strengthening the institution
The College of DuPage district depends upon the
MAC to provide a wide variety of arts events
including world music, dance, theatre, jazz, and
classical as well as an eclectic music series. Home to
four resident professional ensembles, the MAC
supports regional Illinois artists and provides quality
performance opportunities to patrons. The MAC also
provides the College and the community with
engagement opportunities beyond traditional
performances. During the 2006-07season the MAC
brought the ensemble Sones de Mexico to the West
Chicago public library for a lecture demonstration on
traditional Mexican folk music, provided lectures by
artists in the gallery, offered master classes, and preand post-performance discussions for multiple
events. This past year the MAC hosted a free
international film festival showcasing eight awardwinning films that had a community and campus
attendance of 2,272. The non-instructional
community outreach activities at COD encourage the
development of community alliances within and
beyond the College district. Along with non-credit
coursework, these areas help the College respond to
the lifelong learning needs of its community as well
as provide high quality cultural opportunities. An
additional benefit is the enhanced image presented to
the residents of the district.
As a result of funding from grant proposals:
• 148 families participated in family literacy
programs at five sites. After 80 hours of
instruction, 77% of eligible adults increased
English language skills by one or more
levels. One hundred percent of adults
increased communicative English skills and
reading time with their children.
Additionally, 80 parents participated in a
pilot project to improve language skills,
foster citizenship and increase community
engagement.
• 404 students were provided with tutoring
from The Adult Volunteer Literacy
Program, supported by Illinois Secretary of
State funding. One hundred thirty two
volunteers, specially trained in Reading,
Math and ESL, tutored adult learners for
6,075 hours at 30 sites. These efforts
contributed to significant learning gains:
Category #2: Accomplishing Other Distinctive Objectives - 37 -
College of DuPage November 2008
51 Adult Basic Education (ABE)
students gained on reading grade
level;
26 ABE students reached a 9th
grade reading level;
182 ESL students gained at least
one proficiency level;
65% of the adult students receiving
math tutoring gained at least one
grade level;
48% gained at least two grade
levels.
•
The Licensed Practical Nursing (LPN) Capacity
Bridge Program, implemented with a $1.4 million
grant awarded by the US Department of Labor
Community-Based Job Training Initiative, along with
an additional $3.4 million in leveraged resources
contributed by College of DuPage and community
partners, expects to:
• impact 1,300 youth and adults, and 200
parents by the end of the three-year grant
period;
• graduate 110 LPNs, and increase the
capacity to serve an additional 300 students
annually in the Certified Nursing Assistant
program;
• target 50 middle school students, 195 high
school students, and their parents to
participate in career development activities;
• target 45 K-12 teachers to participate in
healthcare information workshops.
•
o
o
o
o
o
Career and Technical Education (CTE) students
benefited from nine grant proposals and over $1
million in funding that improved programs with
enhanced advising; a refined curriculum to teach
academic, vocational and technical skills; and
equipment reflecting current industry standards:
• 14 female participants participated and nine
completed intensive study in math, physical
fitness, hands-on construction skills and job
readiness to prepare for the construction
apprenticeship exam and additional COD
coursework through the Non-Traditional
Career and Apprenticeship Training
Program funded by Chicago Women in
Trades.
•
ICCB grant funds were used to acquire:
mammography program scanners; an auto
service technology alignment machine;
software for the motion picture/television
program; and removable drives for the
Computer Internetworking Technology
program.
•
Student advising first-term guide sheets for
19 CTE programs were printed.
COD worked in collaboration with local
high schools to: pilot a course in study skills
and reading for high school seniors; offer
computer-based software for remedial
assistance in math, reading and writing;
provide workshops for high school
counselors; and career awareness activities
for high school students. A targeted group of
at-risk youth completed a pilot project to
encourage postsecondary education in highwage, high-growth technology fields.
Perkins Postsecondary Career and Technical
Education funding supported significant
activities such as: tutoring in high-risk
“gateway” courses - those that prevent
students from advancing in their chosen
programs; upgrading selected labs,
instructional systems, software and
equipment; acquiring library materials in
business and health programs; designing and
implementing skills assessment tools within
vocational programs.
Over 2,400 College of DuPage students benefited
nearly $400,000 in funding for outreach and diversity
awareness activities; enhanced service learning
opportunities, sustained programs to foster academic
preparation for college; and support services and
equipment for students with disabilities:
• 115 service learning students worked with
medically fragile children and their families
over the last two years.
• The CoACH – COD partnership was named
a semi-finalist for the Jimmy and Rosalynn
Carter Partnership Award for Campus Community Collaboration.
A growing focus on Science, Technology,
Engineering, Math (STEM) related initiatives
resulted in over $236,000 in impact funding:
• Biocalculus, chemistry and physics curricula
will be enhanced through three National
Science Foundation grants.
• A Shifting Gears initiative to prepare
students for postsecondary education leading
to careers in manufacturing aligns with
regional labor market projections. Submitted
to ICCB/Joyce Foundation in FY07, the
proposal was one of eight Illinois
community colleges selected for funding in
FY08.
Category #2: Accomplishing Other Distinctive Objectives - 38 -
College of DuPage November 2008
Students benefit from support received for student
scholarships (Figure 2.11). In FY07, 55 students
were provided tuition and fee scholarships and 56
students received textbook awards. Other
scholarships were distributed with a total of $360,481
in awards offered to COD students from the
Foundation.
The College of DuPage Foundation and Resource
Development/Grants improves systems and processes
by reviewing the year’s accomplishments and setting
targets and goals for the next fiscal year by listening
to the needs of the College: funding scholarships,
equipment, endowments, fellowships, buildings and
educational programs.
Figure 2.11 Scholarship Funds Raised
2I2 Targets and improvement priorities
$300,000
$250,000
$200,000
$150,000
$100,000
$50,000
$0
FY04
FY05
FY06
FY07
Dollars Raised $160,830 $220,004 $255,896 $205,668
2I1 Improving systems
The departments within the Business, Professional
and Continuing Education Division use a variety of
strategies to seek continuous improvement. They
include: advisory groups, steering committees, data
analysis and surveys as well as internal focus groups
and working groups to address specific issues and
processes. Additionally, during school year 20062007, the CE and BPI divisions underwent in-depth
program reviews by the Learning Resources Network
(LERN). The CE Department has implemented
almost all of the recommendations made by LERN in
their report to the College. Most importantly, CE is
now fully engaged in a permanent process of
continuous improvement, focused on streamlining
procedures and improving customer satisfaction. BPI
is implementing the LERN recommendations with
new weekly tracking, redesign of its mission and its
outreach mechanisms, and an analysis of its staffing
and costs.
The MAC improves systems and processes by
holding monthly staff meetings and individual postproduction meetings with Resident Professional
Ensemble Directors in order to analyze and discuss
numerous kinds of data, including attendance,
capacity, revenue, expenses, demographics, ticketing
patterns, and so forth. Changes to processes, such as
marketing or ticketing, are made in collaboration
with other areas of the College, as needed. Changes
in individual ensembles are made after careful
planning and in conjunction with stakeholders who
interface with the Performing Arts.
Targets for improvement in the Business,
Professional and Continuing Education Division
differ depending on the process used. For advisory
groups and steering committees, targets for
improvement include greater stakeholder
participation and satisfaction as well as increased
student satisfaction (e.g. removal of barriers to
satisfaction); for internal focus groups and working
groups, the targets for improvement are defined in the
charter for each group, e.g. improved/streamlined
registration processes and customer-friendlier refund
policy. As to communicating results, the division
uses email within the College and an electronic
newsletter to external customers/students. BPI has
developed a quarterly Continuing Education
newsletter for use within the College.
Implementing new marketing strategies and hiring an
outside PR firm will help the MAC attain its goal of
achieving 75% capacity, above the national average.
Additionally, individual Resident Professional
Ensembles have individual capacity goals, based on
past performance. As an example, the New
Philharmonic’s capacity has improved in the last two
years from 45% to 58%. The goal for the coming
year is 65%.
The COD Foundation efforts have been working
toward developing greater strength in the private side
of philanthropy through individual support. (See
Section 2R2) These percentages jumped
significantly for “individuals” in FY07 because of
two large gifts, and yet illustrate success with the
intentional and strategic shift toward a more balanced
fundraising program which has greater dependence
on the relationships built with private donors. With
uncertainties related to public funding, and corporate
giving on the decline, strengthening a private donorbase remains critical for the future of COD. Greater
attention to the growing number of family and private
foundations will become part of the strategic research
efforts in the future.
Strengthening the internal culture of COD remains an
ongoing, yet positive development. Not only are
many new project directors supporting grant
Category #2: Accomplishing Other Distinctive Objectives - 39 -
College of DuPage November 2008
development, but new program areas have received
the help of the Resource Development Office to build
their own knowledge and skills to start some directed
fundraising for their efforts. While the number of
employees who were Foundation donors decreased,
their overall financial support increased, and this
remains an area for continued growth strategies.
Building a strategic plan to take greater advantage of
alumni relationships for fundraising is in progress.
An important donation highlight is the coding and
tracking of support received specifically from those
identified as alumni of COD. An important initial
step will be acquiring and updating any available
data. Each student graduating in 2007 received a
note of congratulations and a “COD Alumni” pin
from the COD Foundation at commencement. A new
manager of Annual Giving and Events position will
provide additional support to strengthening a
comprehensive fundraising strategy by expanding
direct mail efforts to include alumni, and move
toward on-line giving as an option for donors.
Category #2: Accomplishing Other Distinctive Objectives - 40 -
Category #3:
Understanding Students’ and
Other Stakeholders’ Needs
College of DuPage November 2008
Category #3: Understanding Students’ and Other
Stakeholder Needs
Parents of Students
3C1 Students and other major stakeholders
Board of Trustees
College of DuPage segments its many students and
other major stakeholders into broad categories and
further segments them into much narrower
subcategories. COD develops subcategories based on
several demographic factors including address, age,
gender, and ethnicity as well as academic factors
including academic success, preparedness, and
academic intent.
COD also recognizes its responsibility to meet the
needs of other major stakeholders: COD graduates,
prospective students, parents of COD students, the
Board of Trustees, residents of District 502, area
employers, and local legislators.
3C2 Students’ and other major stakeholder,
requirements and expectations
Students and other major stakeholders’ needs,
requirements, and expectations are determined
through regularly administered surveys, focus groups,
individual interviews, academic and administrative
program reviews, and input from external advisory
committees. These are outlined in Figure 3.1.
Figure 3.1 Students and Other Major Stakeholders
Major Stakeholders
Requirements
Expectations
Successful goal
Students
Quality education
attainment as
Convenient course
defined below
offerings
Affordable pricing
Associate Degree
Degree completion Success in the
workplace or at
Excellent advising
a 4-yr. school
Successful
Transfer
Excellent transfer
transfer to a 4preparation
year school and
Excellent advising
completion of
degree
Success in the
Certificate
Excellent
workplace
workforce
preparation
Excellent advising
Successful
Explore Career
Comprehensive
career choice
exploration of
career options
Upgrade job skills
Improve
Success in the
workplace skills
workplace
ESL/ABE/ASE
Obtain basic
Basic skills
literacy skills
competency
Personal Enrichment
Explore personal
Personal
interests
satisfaction
Graduates
Quality education
Success in the
workplace or at
a 4-yr. school
Prospective Students
Timely, up-toEfficient
date, information
admission
Residents of
District 502
Employers in
District 502
Local Legislators
Quality education
for children
Affordable pricing
COD meets the
needs of taxpayers
Fiscal
responsibility
Quality education
Affordable pricing
Quality education
Affordable pricing
Responsiveness to
workplace changes
Quality education
process
Children are
successful after
COD
COD fulfills its
mission guided
by its core
values
COD meets
needs
COD provides
well prepared
employees
COD meets
needs of district
3P1 Identifying, analyzing, and addressing
changing student needs
College of DuPage uses a variety of instruments to
identify student needs. Primary instruments are
outlined in Figure 3.2. Data collected from these
instruments are used by College academic divisions
and administrative units to develop action plans.
Figure 3.2 Student Assessment and Survey Measurement
Instrument
Measurement
Frequency
Prior to
Placement Tests
Entering student
enrolling in
proficiency in
English 1101, a
Mathematics,
Reading, and Writing college-level
Math course, or
enrolling in 6
credit hours.
Every two to
CAAP Assessment
Student competency
three years
in general education
after at least one year
at COD
COD survey
Students’ overall
COD Student
done annually,
satisfaction with
Satisfaction Survey
nationallyCOD
and nationallynormed surveys
normed student
on rotating
Student satisfaction
satisfaction surveys
cycle.
with instruction,
services, and
facilities and student
environment
Annually
Graduate Follow-up
How well COD
Survey
prepared graduates
for employment or
transfer;
graduates’
satisfaction with
courses and services
Student Engagement Student connection
Every three
Survey
and integration into
years
the College
Academic Program
Students assess
Each discipline
Review
program quality for
every five
each discipline
years.
Each adm. area
Where applicable,
Administrative
every five
student satisfaction
Area Program
years.
with services
Review
Bi-annually/
Student Support
Satisfaction and
Annually
Service Surveys
effectiveness of
services: advising,
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 41 -
College of DuPage November 2008
counseling, financial
aid, health services,
etc. (See also
Category 6)
Placement testing is administered in Reading,
Writing, and Mathematics to ensure proper student
placement in English and Mathematics. This policy
is outlined in Section 1P3. One of COD’s three
initial Action Projects was to improve student skills
in Developmental Reading, Writing, and
Mathematics. Student placement scores were a key
element of this initiative.
After the College administers the ACT/CAAP, the
College sends individual students their results.
On an institutional level, each year the College
regularly conducts two major surveys to determine
student satisfaction with services and programs. The
Student Satisfaction Survey provides trends for past
years and a detailed analysis completed by the Office
of Research and Planning. Both quantitative data and
qualitative comments are gathered. The survey covers
academic programs and areas that provide service to
students. Since 2003, the Student Satisfaction Survey
has included questions focusing on the College
environment from a student perspective. Individual
managers as well as the president’s Cabinet review
and analyze findings to determine how well students’
needs and expectations are being met. Trend data
plays an important role in determining if further
research into an area is needed. Downward trends
signal the need for investigation and intervention.
Cabinet members review the findings with their staff
members. Corrections are made, if deemed necessary,
at the unit level.
For example, a Student Services Scorecard Measures
continuous improvement team was established, and
balanced scorecards have been developed by Student
Services in the areas of General Advising, Career
Services, New Student Orientation, Reception Desk
Staff, Health and Special Student Services,
Multicultural Student Services, Counseling Services,
and Education 1115, College Success Skills. More
specifically, after seeing a downward trend in the
area of satisfaction with “academic advising/course
planning services” and “personal counseling
services” on the ACT Student Opinion Survey as
well as a downward trend on the satisfaction rating
for “advising/counseling” in the Noel-Levitz Student
Satisfaction Inventory, a Counseling Services
Evaluation and Outcomes Assessment Committee
was established to more accurately assess students’
evaluation of Counseling Services, as well as make
an initial effort at assessing student-experienced
outcomes which resulted from contacts with either
full or part-time counselors. The surveys were sorted
by counseling appointment code: Career, Standards
of Academic Progress intervention, Personal
Counseling, and Educational Counseling. Results are
reported in Section 3R2.
Student satisfaction data also is obtained from recent
graduates in the annual Graduate Follow-up Survey.
This survey includes questions on satisfaction with
various aspects of courses and with College services.
As with the Student Satisfaction Survey, individual
managers and the president’s Cabinet review and
analyze findings, implementing corrections, as
needed, at the appropriate level. Counselors also find
the results useful in career counseling.
Areas of the College occasionally request that the
Office of Research and Planning conduct special
surveys in order to research issues not routinely
covered in the Student Satisfaction and Graduate
Follow-up surveys. For example, in 2002-03 the
College surveyed students whose enrollments were
dropped for non-payment of tuition in order to
determine if students understood and were satisfied
with the College’s payment processes. Results of this
survey led to several improvements in the bill
payment process. The College conducted an
additional follow-up non-payment survey in Fall
2007. A team, charged with examining non-payment
issues, used the data from these surveys to bring
about additional improvements regarding billing and
payment.
The College also gathers student satisfaction data
from the ACT Student Opinion Survey (SOS), and the
Noel-Levitz Student Satisfaction Inventory (SSI).
These surveys are administered on a rotating 3-year
cycle along with the Community College Survey of
Student Engagement (CCSE). These national surveys
provide the College with national averages of each
question, which the College uses for benchmarking.
The CCSE was administered in 2003 and again in
2006. Based upon findings of the survey, the College
charged a quality improvement team with examining
the impact of learning communities on student
engagement. The data from CCSE has informed the
team’s efforts, and the team has adapted some
questions for use on a local survey, which will be
administered to both learning community and nonlearning community classes.
On a department level, many areas within Student
Services regularly conduct surveys to assess the
effectiveness of the services and programs to ensure
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 42 -
College of DuPage November 2008
that they are meeting the needs of the students. The
College Student Inventory is a tool that provides
counselors and advisors with an assessment of a
student’s strengths along with the self-identified
areas of weakness, and focuses on linking students to
the services they need in order to be successful in
college.
ICCB requires all community colleges to review each
academic and service program every five years.
Student data collected through these processes is used
to identify opportunities for improvement for both
academic and service units.
3P2 Building and maintaining student
relationships
The College begins building relationships with
students during the recruitment and admission
process. In addition to the normal recruitment
activities in local high schools, COD sponsors annual
events such as Junior/Senior Night to keep high
school students informed about COD programs and
services. Once a student has contacted the College
for potential enrollment, the Admissions Office
continues to send needed information to students.
Admissions and application materials, financial aid
information, invitations to register and to attend New
Student Orientation are sent to students.
Additionally, Admissions tailors recruitment
information to specific demographic groups. Each
year, a recruitment plan is authored and implemented
in relation to specific student groups such as
traditional-aged high school students, adult students
and minority students. These plans outline the ways
in which the Admission Specialists go about
identifying prospective students, how they build and
foster relationships with those students through the
application to the enrollment process. During the
annual Admissions Staff retreat, the previous year’s
recruitment plan is analyzed, based upon the previous
year’s enrollment figures. The plan is then revised to
reflect demographic changes, programmatic changes,
and new initiatives in recruiting techniques such as
the use of podcasting, mobile web and Facebook.
Furthermore, Continuing Education operates a robust,
non-credit youth education program that acquaints
students with COD.
Pre-enrollment processes include placement testing
and academic advising and counseling for students
who have not selected a major field of study. AQIP
#2: Improving Student Advising resulted in a
recommendation to adopt an enhanced advising
system. The College adopted a Comprehensive
Advising Model to create and enhance the advising
process to enhance student success and retention.
Implementation of the Advising Model continues to
evolve at COD, and an Advisory Committee was
established to monitor the progress and have
oversight of the advising function. In addition the
QIC chartered Quality Improvement Project (QIP)
10, Improving the Effectiveness of the
Comprehensive Advising Model.
Once enrolled, students are encouraged to attend
New Student Orientation. Several College areas
collaborate to sponsor campus activities during the
first week of the fall semester.
Relationships with students at COD are maintained
through a variety of means:
•
Contact with faculty in and outside of the
classroom
•
Counseling and advising support
•
Student Activities: Student clubs and
organizations; Athletic programs
•
Student Leadership Council, Student
Ambassadors, Peer Leaders, Program Board
•
Specialized academic programs such as Honors
Program and Phi Theta Kappa
•
Study abroad opportunities
•
Interaction with programs targeting specific
student populations
•
College, Career, and Job Fairs for both
traditional and non-traditional-aged
•
Older Adult Institute lectures and events
•
Kids and Teens on Campus Programs
•
On-going communication from the Registration
Office
•
College-owned radio station (WDCB)
•
Student performances at the McAninch Arts
Center
•
COD Web site
•
Student participation on institution-wide
committees
•
Career Services, Cooperative Education, and
Service Learning initiatives
3P3 Identifying, analyzing, and addressing
changing stakeholder needs
COD uses a variety of methods to identify, analyze,
and respond to the changing needs of major
stakeholders. Figure 3.3 lists the methods used by
COD to identify these changing needs.
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 43 -
College of DuPage November 2008
Figure 3.3 Determining Needs of Major Stakeholders
Major
Stakeholder
Method
Measurement
Prospective
Interaction with
Enrollment at
Students
Admissions
COD
Office
Students
Surveys
Satisfaction
with COD
Board of
Trustees
Residents of
District 502
Employers in
District 502
Local
legislators
Interaction with
COD President,
board meetings,
board retreats
Community
Needs
Assessment
Advisory
groups
Interviews
Focus groups
Surveys
Interaction with
COD President
Frequency
On-going
Every three
years
Satisfaction
with
Orientation/A
dvising/Regist
ration
Satisfaction
with COD
Annually
Programming
needs and
satisfaction
with COD
Programming
needs and
satisfaction
with COD
Every three to
five years
Satisfaction
with COD
On-going
On-going
On-going
3P4 Building and maintaining stakeholder
relationships
COD employees play a key role in building and
maintaining relationships with major stakeholders.
Figure 3.3 above outlines many of the ways that
various departments at the College interact with these
stakeholder groups to identify their needs and ensure
appropriate programs and services are offered.
As one of the 2007 Institutional Priorities, the
implementation of a Strategic Enrollment
management process will take place. The purpose of
enrollment management is to provide the College
with a means to exert more systematic influence over
the number and characteristics of new students, and
with the ability to influence persistence from
matriculation to graduation.
3P5 Determining new student and stakeholder
groups
New student and stakeholders that require
educational programs and services are identified by
means of: (1) analysis of the feedback received from
the students and other major stakeholders; (2)
analysis of demographic information for the COD
service district including U.S. Census and Bureau of
Labor statistics information; and (3) outputs of the
strategic planning process. Additional information
comes from broad faculty and staff participation in a
variety of forums with students and other major
stakeholders. Attempts are made to substantiate
anecdotal identification through survey work,
analysis of labor trends, regulatory agency
projections, and other methods.
Reports such as the Chargeback and Cooperative
Agreements summaries provide the College with
valuable information about the programs that COD
students are attending at other community colleges,
as well as the COD programs being sought by
students from other districts.
3P6 Collecting complaint information, analyzing
the feedback, and communicating actions
COD responds to complaints from students and other
major stakeholders on an individual basis. Students’
Rights and Responsibilities, Grievance Policy, and
Student Appeal Procedures are explicitly outlined in
the College of DuPage Catalog. COD responds to
complainants in person, by phone, email and letters.
Staff is directed to deal with all complaints on the
spot and try to resolve them immediately. If not
resolved, individuals are referred to the appropriate
person/department.
Comments regarding specific policies and or
procedures are collected and analyzed on an as needed basis. If it appears that a number of
complaints are received in regard to one particular
issue, complaints (and other related data) are
collected and analyzed with the assistance of the
Research and Planning Office. Course of action is
chosen based on the data and communicated with
affected stakeholders. Student Affairs Office
maintains a database of complaints and resolution.
The Division of Student Affairs monitors student and
stakeholder complaints within the context of its
various departments. All of the departments within
Student Affairs have defined procedures to collect
and analyze the complaints received, actions taken,
and the end results. The data is communicated to
appropriate stakeholders as needed.
3 P7 Determining student and other major
stakeholder satisfaction, measuring, and analyzing
results
COD determines student and other stakeholder
satisfaction primarily from results from regularly
administered surveys, focus groups, individual
interviews, academic and administrative program
reviews, and input from external advisory
committees. The measures of student and other
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 44 -
College of DuPage November 2008
stakeholder satisfaction COD collects and analyzes
regularly are outlined in Section 3R2.
Figure 3.6 Are Students’ Expectations Being Met
100%
90%
3R1 Student satisfaction results
80%
70%
According to 2007 Student Satisfaction Survey
results (Figure 3.4), 88% of students gave COD a
satisfactory rating overall. This is slightly higher
than satisfaction results from the previous two years.
Figure 3.4 Overall Student Satisfaction Results
60%
50%
40%
30%
20%
10%
0%
FY04
FY05
FY06
FY07
95%
96%
93%
74%
92%
Expect at ions Met
90%
88%
86%
84%
Student
Satisfaction
FY04
FY05
FY06
FY07
90%
87%
86%
88%
When students were asked if they had it to do all over
again, would they still enroll at COD, 88% answered
positively. (Figure 3.5). This is slightly lower than
results from the previous three years and shows a
slight negative trend.
Figure 3.5 Would Students Enroll All Over Again
94%
92%
90%
88%
On the Spring 2005 ACT Student Opinion Survey,
73% of students said that COD was their first choice
of college at the time of their admissions, and the
majority of students felt the quality of education at
the college was good or excellent. When asked if
they would enroll again, 70% said definitely or
probably yes. While there was no statistically
significant difference between COD students and the
national group in ratings of satisfaction with the
College in general, in many cases, COD satisfaction
ratings for individual items which dealt with student
engagement issues were below the national average.
These individual items below the national average
were:
• Demonstrating concern for students as
individuals
• Improve counseling
• Improve advising services including the
information advisors provide and
availability of advisors
• Greater out-of-class availability of faculty
• Improve course scheduling
• Improve parking and dining services
86%
84%
Enroll Again
FY04
FY05
FY06
FY07
93%
92%
90%
88%
When students were asked if COD was meeting their
expectations, 74% answered positively (Figure 3.6).
This is lower than satisfaction results from the
previous three years and shows a negative trend.
The Spring 2007 Noel-Levitz Student Satisfaction
Inventory (SSI) showed that COD students felt their
experience at the College ranged from about what
they expected to better than expected. Students rated
their level of satisfaction with the College at 5.04 on
a 7-point scale. In 2005, 64% of the respondents said
that COD was their first choice of schools to attend.
Compared to the national group of comparable
students, COD students reported lower satisfaction
with the overall College and with most specific items
on the survey. The gap between the COD ratings and
the national means increased slightly from the 2004
SSI. Opportunities for improvement were identified
as:
• Academic advising and counseling
effectiveness
• Concern for the individual
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 45 -
College of DuPage November 2008
•
Admissions and financial effectiveness.
Student participation in orientation is not mandatory;
historically, stand alone New Student Orientation
sessions had an average participation rate of 673
students (2001, 2002, 2003). Since the
implementation of the “one-stop”
Orientation/Advising/Registration sessions (OARS),
there has been an average 76% increase in students
attending orientation (2004, 2005, 2006, 2007) or
2,115 more students than with stand-alone
Orientation sessions only. Due to budget restraints,
OARS sessions were cut for the Summer 2006
eliminating evenings and Friday sessions altogether,
which may have attribute to a 7% (637 students) drop
in attendance in comparison to 2005. However, for
the summer 2007 OARS event, both Wednesday
evenings and Friday day sessions were added back to
the session offerings, increasing participation once
again (up 775 students).
3R2 Student relationship building results
The Counseling Services Evaluation and Outcomes
Assessment Committee survey was completed by 541
respondents. (See Section 3P1) This information
becomes the baseline data against which data
gathered over the 2007-08 academic year will be
compared. The areas receiving the highest positive
responses are summarized in Figure 3.8
Figure 3.8 Counseling Services Evaluation Survey
Survey type / Questions
%
Positive
Standards of Academic Progress intervention
Believe that I can now move forward
79%
Know of resources available to assist me.
76%
I experienced support while addressing my concerns.
73%
Career Counseling
Know the steps that will help me decide on future
careers.
75%
Experienced support while addressing my concerns.
75%
Believe that I can now move forward
75%
Personal Counseling
As part of the COD Student Satisfaction Survey,
students are questioned regarding their perception of
the overall College environment. These questions
allow the College to gauge the success it is
experiencing in building relationships with students.
The overall positive rating for COD student
satisfaction with the College environment is 83%,
down slightly from the previous year, as revealed in
Figure 3.7. Results for category specific items
include upward trends (1-3%) in Campus Security,
Minority Student Environment, Staff Fairness,
Faculty Consideration of Student Differences, and
Mentor Opportunities. Downward trends (1-5%)
were in the categories of Faculty Interest, Faculty
Diversity, Campus Activities, Support and Respect,
and Commitment to Racial Harmony, while results
for Faculty Fairness and Disabled Student
Environment remained stable.
Figure 3.7 College Environment Trends
92%
90%
88%
86%
I have identified the concerns to be addressed.
82%
I experienced support while addressing my concerns.
81%
Understand my role in making any needed choices or
changes in my life.
78%
3R3 Stakeholder satisfaction results
Typically, respondents to the Graduate Follow-up
Survey, which solicits satisfaction data from students
who have recently completed degrees and
certificates, express satisfaction with all parts of their
educational experience at College of DuPage. Results
from the 2006 Graduate Follow-up Survey showed
that 98% of respondents felt at least adequately
prepared by their COD education, up one point from
2005; 98% of transfer students felt at least satisfied
with the content of courses in their program in 2004,
2005 and 2006; 98% of AAS degree graduates felt
they were at least adequately prepared for the
workforce in both 2005 and 2006, up from 2004.
Sixty-nine percent of all employed respondents to the
2006 Graduate Follow-up Survey, found work within
District 502, up six percentage points from 2005 and
ten percentage points from 2004. (Figure 3.9)
84%
82%
80%
78%
Satisfaction
FY04
FY05
FY06
FY07
87%
90%
85%
83%
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 46 -
College of DuPage November 2008
Figure 3.9 Graduate Follow-up Survey Results
120%
100%
80%
60%
40%
20%
0%
Adequately
Prepared
Transfer
Satisfaction
2004
AAS
Satisfaction
2005
off their parents” instead of working go
there, other people look down on those who
go to COD, and it’s not prestigious. A few
negative comments related to the College
itself included: it’s too much like high
school, and credits do not always transfer.
According to many students, the image of
COD has improved, and it is becoming more
acceptable to attend COD, especially for
those who are unsure of their major.
Work Dist.
502
2006
Figure 3.10 shows additional stakeholder satisfaction
results.
Figure 3.10 Stakeholder Satisfaction Results
Major
Stakeholder
Results
Source
Board of
Positive impression of
Feedback from
Trustees
COD
COD President
Residents of
94% had a favorable
2000 DistrictDistrict 502
impression of COD
Wide Needs
Assessment
Report
Employers in 90% had a favorable
2000 DistrictDistrict 502
impression of COD
Wide Needs
53% rated COD as
Assessment
effective in meeting
their needs
Local
Legislators have a
Output from
Legislators
positive impression of
Legislative
COD
Breakfasts
High School Students (Prospective Students)
Results from a Spring 2002 high school student focus
group representing ten area high schools indicate:
• The overall impression these high school
students had of COD was mildly favorable
to very favorable. Positive impressions of
COD were many and included: a good
reputation, respected programs, being a
good value, being close to home, good
teachers (who care about students not
research), good courses, small classes,
flexible scheduling, many choices of majors
and classes, good preparation for a four-year
college, and a good place for people to go
who are undecided about a career.
• Negative impressions of COD were mostly
indirectly related to some students who
attend the College, rather than related
directly to academic programs, staff or
facilities. These included: that students only
attend COD because they can’t get in a fouryear college, students who want to “freeload
Parents of COD Students
In Spring 2002, COD participated in a community
college consortium to determine parents’ opinions
regarding the college-choice decision process. 944
parents of high school students attending COD
participated. Results from parents or guardians
indicated:
• 91% were confident that attending COD was
the right decision for their student
• 90% had a favorable impression of COD
• 96% agreed or strongly agreed that COD was a
good economic choice for students
• 95% agreed or strongly agreed that COD is a
good place for students who are unsure about
major and career options
• 55% agreed or strongly agreed that top high
school students should consider attending
COD
• 84% of respondents agreed or strongly agreed
that students at COD can transfer to
prestigious four-year institutions and can
readily transfer to four-year institutions
• 78% agreed or strongly agreed that students
who begin their academic career at COD and
transfer can complete a bachelor’s degree
within four years
• 74 % agreed or strongly agreed that the quality
of teaching at COD compares favorably to the
quality of teaching at four-year institutions
3R4 Stakeholder relationship building results
Over the past four years, the Admissions Office has
tracked the number of in-district high school senior
applicants. Fall 2007 saw a 51% increase in
applicants from contacts and a 39% increase in
enrolled students over Fall 2006, as revealed in
Figure 3.11.
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 47 -
College of DuPage November 2008
Figure 3.11 High School Senior Recruiting Results
Figure 3.13 HS Market Share
2007 High School Market Share with NCCBP
Comparison
2,500
2,000
25%
1,500
20%
1,000
500
15%
10%
Fall 2004 Fall 2005 Fall 2006 Fall 2007
Sr. Contacts
2,432
2,105
1,363
2,292
Applicants
1,607
1,409
1,094
1,653
Enrolled
1,176
1,061
854
1,185
3R5 Results comparisons
College of DuPage was one of 178 community
colleges to participate in the 2007 National
Community College Benchmarking Project (NCCBP)
in order to pool data on a variety of key performance
indicators for purposes of creating a set of peer
institutions and benchmarking local scores against
those peers.
According to data from the National Community
College Benchmark Project (NCCBP): COD’s
market penetration of 7% for Cultural Activities and
26% for Public Meetings, puts it at the 73rd and 92nd
percentile, respectively, among the community
colleges reporting data to the 2007 NCCBP (Figure
3.12).
5%
0%
35%
30%
25%
20%
15%
10%
5%
0%
Median
COD
90th %ile
Private HS
Total Rate
COD
21.58%
6.07%
20.14%
Median
21.49%
12.54%
19.53%
Noel-Levitz Summary items include the degree to
which the institutions met student expectations, overall
student satisfaction, and whether the student would
enroll again. As shown in Figure 3.14, COD ratings
for 2007 are below the national median in each item,
and lower than that of 2004 summary item ratings.
Figure 3.14 Noel Levitz Summary Results
Noel Levitz Student Satisfaction
Summary Items
6.00
5.50
5.00
4.50
4.00
3.50
3.00
Met
Expectations
Figure 3.12 Market Penetration, Community Participation
Market Penetration for Community
Participation with NCCBP Comparison
Public HS
2004 C.O.D.
Overall
Satisfaction
2007 C.O.D.
Would Enroll
Here Again
2007 National Median
Student impressions of the overall quality in the 2005
ACT Student Opinion Survey approached the 90th
percentile, well above the 2005 national median
(Figure 3.15). The survey found the top reasons
students attend COD are the low cost, the convenient
location, and the course offerings.
Figure 3.15 ACT SOS Results
Cultural
Activities
Public Meetings
Twenty percent of high school graduating classes in
the district chose COD the fall immediately following
high school graduation. This is slightly higher than
the median for NCCBP institutions, as revealed in
Figure 3.13.
ACT Student Opinion Survey Overall
Impression of Quality
4.30
4.20
4.10
4.00
3.90
3.80
3.70
3.60
3.50
2005 National
Median
2005 COD
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 48 -
2005 90th
Percentile
College of DuPage November 2008
The College of DuPage participated in the
Community College Survey of Student Engagement
(CCSSE) in 2003 and 2006. The two benchmarks
that deal specifically with student relationship
building are Student-Faculty Interaction, where the
results were above the national median (Figure 3.16)
and Support for Learners, which also improved from
2003.
Figure 3.16 CCSSE 2006 Benchmark Comparison
Community College Survey of Student
Engagement (CCSSE)
In a timely manner, the chair of the QIC will send a
letter to all team members thanking them for their
service, recognizing their efforts, and indicating that
their charge is completed. The letter will inform team
members of action taken at the QIC meetings and
outline the next steps.
COD 2006
Support for
Learners
StudentFaculty
Interaction
Academic
Challenge
Student Effort
Active and
Collaborative
Learning
52.00
50.00
48.00
46.00
44.00
42.00
COD 2003
will discuss the recommendations and recommend
changes, if necessary. The team leader and team
liaison should both be present during QIC
deliberations to answer questions and provide context
for the recommendations. Following discussions, the
QIC will vote on the recommendation (either as a
package or individually as instructed by the team in
the recommendation). Once voting is concluded, the
recommendations will be returned to the IEC for next
steps.
2006 Median
3I1 How COD improves current systems and
processes
Opportunities for improvement for students and other
major stakeholders are identified by College areas
through analysis of data from surveys, focus groups,
interviews, and demographic reports. The
Institutional Effectiveness Council (IEC) prioritizes
these opportunities for improvement and charters
Quality Improvement Project (QIP) teams to develop
recommendations for action plans. When
appropriate, QIP teams use a systems mapping
approach to analyze major processes. Each major
process is analyzed for efficiency and if gaps occur,
recommendations for improvement are forwarded to
the Quality Improvement Council (QIC), which
oversees implementation and monitors progress and
follow-up.
Once a QIP team has completed its charge and
developed a recommendation, the IEC will meet with
all available members of the team to review the
recommendation. If the IEC reaches consensus to
approve the recommendation, the team leader and
team liaison will draft an executive summary of the
recommendations for presentation to QIC. In turn,
QIC members are expected to review the executive
summary prior to the meeting at which the team
leader and team liaison will present the
recommendations to the QIC and respond to
questions. At the following QIC meeting, the QIC
3I2 How COD sets improvement targets and
communicates these targets to students and other
major stakeholders
QIP teams review student and other major
stakeholder benchmark and trend data, and analyze
the results. The QIC sets targets for improvement, as
described in Section 3I1.
COD’s improvement targets include:
• Developmental reading, writing and math, along
with English composition, as outlined in Section
1I2.
• Underprepared students both before and after
college entrance, student retention, and
degree/certificate completion as outlined in
Section I12.
• Increase the percentage of high school
graduating class choosing COD the fall
immediately following high school graduation.
This will be addressed by more:
¾ Targeted follow-up to inquiries via
telephone and e-mail
¾ Advertisement in high school newspapers
¾ On-campus visits for high school students
• Student satisfaction with faculty advising and
general advising. This issue is being addressed in
QIP 10. The work of this action project will
center on improvement in alignment of advising
services with students’ needs and goals, as well
as improvement of the student advising
experience.
The QIC has the responsibility to ensure that
communication regarding the quality program occurs.
There are several methods of communication for
improvement priorities employed at College of
DuPage, including:
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 49 -
College of DuPage November 2008
•
•
•
•
The Gold Standard newsletter that comes
from the QIC once per term and includes
articles on the overall implementation of the
quality initiative at the College.
An IEC website on the College intranet at
http://www2.cod.edu/iec/. This website
contains a listing of all current and past QIP
teams, minutes of QIP team meetings, and
QIP team recommendations.
Emails distributed periodically by the QIC,
containing updates or major events related to
current quality initiatives.
Constituency leaders or other members of
the QIC are publicized as the main contacts
for more information or specific questions
about the quality initiative. They are also
responsible for bringing input from the
constituencies back to the QIC. More
specifically, Cabinet has responsibility for
instilling the quality program in and through
the management structure of the College.
Cabinet members will also bring input from
their areas back to the QIC as appropriate.
Category #3: Understanding Students’ and Other Stakeholders’ Needs - 50 -
Category #4:
Valuing People
College of DuPage November 2008
Category #4: Valuing People
4C1 Organization of work environment, activities,
and jobs
The Board of Trustees sets policies and procedures in
the College of DuPage’s traditionally structured
organization whose Cabinet officers include the
President and four vice presidents.
As an umbrella group, the Leadership Council
actively sets the course for College activities and is
comprised of the leaders of every constituency group
(Figure 4.1), including the Cabinet, and two leaders
from the Administrative Council, College of DuPage
Faculty Association, Classified Personnel
Association, College of DuPage Adjuncts
Association, and Student Leadership Council. The
role of the Leadership Council is described more
fully in Section 5C1, Leading and Communicating.
Figure 4.1 Constituency Leadership
Administrative
There are 50 administrative positions,
Council
consisting of deans, associate deans, and
directors of the academic and nonacademic departments.
The Full-Time (FT) Faculty approx 320
College of DuPage
in number are represented by CODFA,
Faculty Association
and leadership organization, Faculty
(CODFA)
Senate; CODFA is affiliated with the
IEA/NEA.
Over 900 FT and PT classified staff
Classified Personnel
provides the support services at the
Association
College, from entry level to professional
(CPA)
level positions.
College of DuPage
PT Faculty are represented by College of
Adjuncts Association
DuPage Adjuncts Association; they are
(CODAA)
affiliated with the IEA/NEA.
Student Leadership
A group of elected representatives who
Council (SLC)
serve as the student voice to
administration
4C2 Key institutional and geographic factors and
part-time employees
Located in an affluent suburb of a major metropolitan
city, the College draws from a large pool of highly
educated, well-qualified candidates to fill most job
openings. PT staffers are used in every department
and division in the College. In fact, they outnumber
their full-time counterparts nearly 4:1 among faculty;
among classified staff the ratio is 1 PT: 1.5 FT.
Using part-time employees is a long-time practice
that allows the College to deliver its vast array of
programs and services in a cost-efficient manner.
Many PT staff members prefer a less demanding
work schedule as a lifestyle choice, while other PT
faculty work full-time jobs in their respective fields
and teach evenings and weekends. However, the
reliance on PT staff has raised some concerns
regarding equitable treatment, comparable benefits,
poor communication and disconnection from the
College community. Students are a vibrant and
important part of COD’s workforce numbering
approx 350 and employed in over 50 departments
throughout the College.
4C3 Workforce needs
The College is aware that when the economy is poor,
enrollment and FTE’s increase significantly. As a
result, more PT faculty and support staff are needed
to accommodate the additional students. As part of
the planning process, each area/department is
forecasting changes in their programs over the next
1-5 years, adding or subtracting staff as needed. In
addition, Human Resources tracks the number of
pending retirements, allowing some turnover to be
anticipated. During the hiring process, cultural
diversity of the candidate pool is targeted at 18%.
This figure may rise again as the cultural diversity of
the College’s student population and the surrounding
communities increases, as measured by Affirmative
Action audits and census data.
4C4 Key training initiatives
The New Employee Orientation Program is a
mandatory, College-wide training program designed
to give new full-time faculty, administrators and
supervisory or exempt classified employees the
information they need to quickly acclimate to the
COD environment and culture. On the
recommendation of a cross-constituency CI team, a
mandatory 12 module supervisory training program
was initiated in 2005. This program was designed to
ensure that all COD supervisors are familiar with
COD supervisory procedures and practices. In order
to address emergent needs associated with new
technologies or process, such as training on
Blackboard and Datatel, other training initiatives are
delivered on an as-needed basis. The Teaching and
Learning Center (TLC) provides training programs
for all of the College’s full and part-time employees
in a variety of delivery modes. The list is available at
http://www.cod.edu/dept/tlc/classes-workshops.htm.
In addition to TLC classes, employees are
encouraged to participate in outside training
opportunities as appropriate.
4P1 Identifying credentials, skills and values and
ensuring hiring processes account for these
requirements
Board policy covers the hiring process, and Human
Resources (HR) provides specific hiring guidelines
Category #4: Valuing People - 51 -
College of DuPage November 2008
and job descriptions for all positions. Academic
positions are credentialed in the traditional manner,
through applications, transcripts, resumes, reference
checks and calls to previous employers. A team of
departmental faculty members and their dean and/or
associate dean usually determines the specific skills
required for an academic position. Faculty
candidates typically are asked to share a
demonstration of their teaching. The team then acts
as the screening committee, with the dean making the
final hiring recommendation. A similar team may be
assembled for hiring a professional level classified
position. The area dean or director may make the
final hiring decision. For most classified support
positions, the supervisor fills the position and no
committee format is used. PT Faculty are hired by
the program coordinator or associate dean.
Administrative positions are dependent on the search
committee process, often involving multiple
interviews for the finalists with a variety of College
staffers. Cabinet level candidates appear at several
open forums to answer questions from members of
each constituency group. The College’s core values
covered by Board policy are considered during the
hiring process. The same situation exists for
institutional “fit” into the College of DuPage culture
and community. The College relies on the search
committees to address these issues during candidate
interviews.
4P2 Recruiting, hiring, retaining, orienting and
planning for employee changes
Recruiting efforts are directed in part by the nature of
the job to be filled. While all open positions are listed
on the COD web site, academic positions are
advertised in the Chronicle for Higher Education, the
Chicago Tribune, and beyond. Administrative
assistant and custodial positions are rarely advertised
beyond the posting on the web site. College of
DuPage is considered a quality employer in the area
and as such, the web site is widely read. Internal
candidates and informal networking provide
additional candidates for open positions. The
College has had a Career Ladder Assessment
Program in place for several years. It is designed to
help prepare classified employees for different
positions within the College. HR ensures that all
hiring processes follow federal, state, and local
guidelines including EEOC (Equal Employment
Opportunity Commission) and AA (Affirmative
Action). Those hired in a supervisory position must
take the in-house courses. Student workers are
matched with job requests submitted to HR after their
eligibility is verified. Interviews and selection take
place at the department level. COD enjoys a very low
turnover rate that can be attributed to compensation,
benefits, favorable working conditions, and for many
staff, job stability. The TLC administers the
mandatory formal orientation for many employees as
well as the mandatory supervisor orientation courses
for all supervisors (described in 4C4). Less formal
orientation occurs during the Fall All-College
Workshop and the College in-service days. PT
faculty receive orientation in their workshop
activities prior to the start of fall semester.
Additionally, HR produces and maintains
Guidebooks and Information Guides which are
available online at
http://www.cod.edu/gen_info/hum_res/guidebook.ht
m to all FT and PT faculty, classified staff,
administrators, supervisors, and supervisors of
student employees. Some departments offer new
employees a liaison or mentoring program. Early
notification of intended retirements or resignations
trigger the plan to prepare for personnel changes.
4P3 Ensuring work process and activity
contributions as well as ethical practices
Communication is fostered by a variety of high tech
and low tech methods including e-mail, Web Board,
public folders, broadcast voice mails, departmental
meetings, committee meetings, all staff mailings, offsite retreats, in-service workshops, cross constituency
meetings and open forums.
Cooperation, high performance, innovation,
empowerment, organizational learning and skillsharing happen on a daily basis in many departments
and work groups, and are specifically addressed as
part of the CI process. However, results from the
Great Workplace Team and Personal Assessment of
the College Environment (PACE) surveys indicate
that these are areas of concern for many employees.
Ethical behavior is addressed in a variety of ways
such as Board Policies 4069 (Ethics Policy), 4074
(Sexual Harassment) and by means of established
policies for compliance with FERPA (Family Rights
and Educational Privacy Act). Ethical issues are
generally handled at the departmental level. The
Board expects College employees to assume the
Code of Shared Ethical Values as outlined in Section
1C5. In 2006-2007, all College employees took an
online state of Illinois mandated ethics test.
Although no longer mandated by the state, an online
ethics test is under works by the College.
Category #4: Valuing People - 52 -
College of DuPage November 2008
4P4 Training and developing employees and
reinforcing training
The mission of the Teaching and Learning Center
(TLC) is to enable each employee at the College of
DuPage to achieve excellence. The TLC develops,
implements, and maintains an array of quality
programs and services. To support that mission, the
TLC offers employees a variety of training programs:
instructor-led classroom programs, one-on-one
training, and computer based training. Topics include
technology, wellness, safety, supervision, teaching
and learning, diversity, ethics, special topics, and
general interest. All staff members are encouraged
to take advantage of the training programs, which
include both credit and non-credit courses. Credit
courses offered by the College of DuPage are also
available to COD employees; tuition is waved for
such courses. Outside providers are used to meet any
unique training needs. Student workers receive onthe-job training. Specific departmental training needs
in areas such as safety and technology are arranged
through the TLC. Departmental or area supervisors
include training goals during the employee’s annual
review.
Training for administrators, FT faculty and FT
classified staff is reinforced through the development
of an approved plan as described in Figure 4.2 below.
Figure 4.2 Employee Development
FT classified personnel can prepare a
Education
Professional Development Plan with their
Development
supervisor. This job-relevant training plan
Program
ensures a pay increase upon successful
completion of the courses outlined in the plan.
FT faculty can design a Personal Education
Personal
Plan with their area administrator. In so
Education Plan
doing, FT faculty can earn credit towards steplevel advancement and fulfill professional
development obligations as outlined in their
contract.
Administrators can participate in the
Professional
Education Development Program to advance
Development
their knowledge and increase their pay.
Plan
4P5 Determining training needs
The TLC continuously monitors and assesses training
needs. At the conclusion of each TLC program,
participants are sent an electronic assessment survey.
Survey responses in both 2006 and 2007 indicate that
88% of participants rated their class experience as
above average or excellent.
primarily determined at the departmental level by the
department supervisor or administrator. Frequently a
new technology or initiatives will necessitate
training. The TLC is charged with working with
supervisors to develop and implement the needed
training.
4P6 Designing and using personnel evaluation
system
Human Resources designs and distributes evaluation
forms to each employee’s supervisor on an annual
basis. These include the Classified Annual Feedback
form for part-time and full-time staffers, the
Supervisory Job Performance Rating form
(employees who supervise a large number of people
can choose which three or four subordinates receive
the evaluation form), the Student Evaluation Form,
and the Administrative Evaluation form. To
encourage timely evaluations, supervisors who do not
complete and return evaluation forms receive a
strongly worded e-mail from HR copied to their vice
president. Completed forms are placed in the
employee’s HR file. For classified employees who
are supervisors, the College has added two questions
to their evaluation form, in order to help address
supervisory skill sets. Full-time faculty are evaluated
according to their respective sections in the Faculty
Agreement. Part-time faculty are evaluated several
times during the first year of their employment and
then periodically for the rest of their career. The
evaluation system aligns itself with the objectives in
Category 1 and 2, as each has the focus on teaching
and learning.
4P7 Designing recognition, reward, and
compensation systems and supporting employees
through benefits and services
Compensation packages and benefits are determined
by contracts or agreements negotiated between the
College and representatives of the CODFA
IEA/NEA, CODAA IEA/NEA, and the Classified
Personnel Association. Benefits vary according to the
employee’s status, part-time v. full-time and faculty,
administration or classified status. Any changes to
compensation or benefits must then be re-negotiated.
Prior to the start of negotiations, both the Faculty
Association and the Classified Personnel Association
survey their members to determine the group’s
priorities for benefits and compensation.
All classified staff participates in an annual
performance feedback review with their supervisors.
During that review, training needs are discussed and
training goals are established. Training needs are
Category #4: Valuing People - 53 -
College of DuPage November 2008
Recognition is available to any staff member in a
variety of award programs (Figure 4.3), most of
which carry a monetary reward.
Figure 4.3 Employee Recognition
Spirit of Service The Spirit of Service award recognizes any
employee for outstanding service by an
Award
individual. A colleague or a student can
nominate staff for this award.
Classified staff members can receive the
Outstanding
Outstanding Service Award when a peer or
Service Award
supervisor submits a lengthy nomination on
their behalf.
Student workers may be nominated for the
Outstanding
Outstanding Student Employee Performance
Student
Award.
Employee
Performance
Award
Outstanding Faculty Awards are awarded to
Outstanding
Faculty Awards both a FT and PT faculty members from each
sub-division. Peers and/or students can
nominate full-time faculty for the Outstanding
Faculty Member of the Year award.
Recognition, reward and compensation systems are
linked to providing service to the College community
and ultimately to helping students learn. For
example, after a Quality Improvement Project team
(See Section 3I1) has completed its charge, the chair
of the Quality Improvement Council (the College
President) sends a letter to all team members
thanking them for their service, recognizing their
efforts, and indicating that their charge is completed.
Employees are also supported through a variety of
wellness initiatives offered by the College’s Balanced
Lifestyles Wellness Program.
4P8 Determining, analyzing, and selecting a
course of action on key issues related to
motivation
The College employs multiple institutional
mechanisms for identifying, analyzing and
responding to issues of motivation for all College
employees. Open forums at constituent member
meetings and public sessions at the Board of Trustees
provide forums for a variety of issues. A variety of
surveys have been administered to determine
employee satisfaction with and opinions about the
College climate, including the PACE and Great
Workplace Team surveys. Results of the surveys are
reviewed by the Cabinet.
4P9 Providing for and evaluating employee
satisfaction, health and safety and well-being
The PACE survey is conducted every 3-4 years in an
effort to assess the College climate for all College
employees. It evaluates employee satisfaction based
on a number of climate factors. The Public Safety
Department and the Hazardous Material Management
Coordinator addresses health and safety issues, as
does a Faculty Senate Epidemiology Committee,
charged with promoting safe work environments
inside buildings used by the College. Inherent within
this charge are the following: identification of
problems that compromise health and safety in the
work environment; investigation of suspected causes
of injury and/or illness; promotion of solutions to
suspected concerns; and endorsement of procedures
and/or policies that attempt to prevent injuries and/or
illnesses, including efforts of other College
committees and/or groups having shared interests.
Furthermore, the College assures compliance with a
variety of federal, state and local occupational safety
mandates, such as the annual IEMA (Illinois
Emergency Management Association) radon safety
inspection for the Nuclear Medicine Technology
Program.
Employee heath, safety, and well-being is also
provided for in the Emergency Response Plan,
updated annually, which covers a broad range of
emergencies, among them bomb threats, hostage
crisis, shooting, weapon on campus, crisis
communications, emergency phone numbers, and so
forth. The full plan is available to all employees in
the College’s Public Folders. The Faculty and Staff
Emergency Response Handbook is posted in every
room of each College building; the handbook
provides a quick reference in cases of emergency. In
addition to this handbook, there are detailed
evacuation plans and shelter diagrams in every room.
The Pandemic Flu Preparedness Plan was the result
of a joint effort of the Pandemic Flu Planning
Committee, a cross-constituent group consisting of
administrators, faculty, classified staff and students.
The plan can be downloaded from the College’s
Avian Flu webpage:
http://www.cod.edu/pandemic/birdflu.htm
A streaming video on Emergency Response is located
at the COD Public Safety Police web site
at http://www.cod.edu/public_safety/ers.htm, along
with clips of sounds from the audible alarm systems,
to hear what the actual fire alarm and take-shelter
alarms sound like. Tornado and fire evacuation drills
are held yearly. The Public Safety Police publish an
Annual Report of Crime Statistics, along with a Daily
Crime Blotter which advises the college community
about campus crime and crime related problems.
The Balanced Lifestyles Wellness Program covers
six dimensions of wellness: social and cultural;
financial and career; family and home; spiritual and
Category #4: Valuing People - 54 -
College of DuPage November 2008
ethical; physical and health; and mental and
educational. Each employee has the following tools
and programs available: the Healthwise Handbook, a
Health Power Profile (health risk assessment),
departmental team-building programs, wellness
classes, activity programs, annual health events, and
personal consultations/lifestyle coaching. The
Wellness Program also sponsors a Wellness Incentive
Program where benefited employees can earn a
reduction in insurance premiums or a paid-leave day
in exchange for completion of certain wellness
activities. Information regarding this program can be
found at: www.cod.edu/wellness/. The Balanced
Lifestyles Wellness Program monitors its program
needs and outcomes through the use of surveys and
assessment reports. Outcomes data is gathered
through program evaluations, employee need
surveys, the annual Health Power Profile Aggregate
Report, and a Modified Claims Data Report.
4P10 Measuring effectiveness of valuing people
and analyzing results
The PACE survey has been conducted at College of
DuPage three times since 1994, most recently in
October 2006. The purpose of the survey was to
obtain perceptions of personnel concerning the
College climate, and to promote more open and
constructive communication among faculty, staff and
administrators. The climate factors measured include:
• Formal Influence
• Communication
• Collaboration
• Organizational Structure
• Work Design/Technology
• Student Focus
• Customized Factors which included the planning
process, quality improvement processes. and
core values
Healthwise Handbook usage, and learning
preferences.
4R1 Results for valuing people
The overall results from the 2006 PACE survey
indicate a healthy campus yielding a mean score of
3.42. This represents a drop from a mean score of
3.67 in 2003. Perceptions of climate by employee
group (Figure 4.4) show an increase for
administrators and a decrease for faculty and
classified staff.
Figure 4.4 PACE: Perceptions of Climate
3.8
3.6
3.4
3.2
Admin
Faculty
Classified
2003
3.68
3.67
3.5
2006
3.7
3.41
3.45
In Figure 4.5, employees identified the Student Focus
category as COD’s strongest climate domain in 2003
and 2006, whereas the Communication category
received the lowest mean score in 2003 and
Organizational Structure received the lowest mean
score in 2006.
Figure 4.5 Strongest and Weakest Areas
5
4
3
2
1
0
The Great Workplace Team is an annual survey that
looks at nine factors for an idea workplace: Physical
Environment, Practices, Value and Meaning, Benefits
and Pay, Collaboration, Innovation, Communication,
Core Values, and Attitude and Enjoyment. The
survey allows for written comments that bring an
added dimension to the numerical results of the
traditionally formatted survey tool.
In Fall 2007, a combined employee needs survey was
sent out to both participant and non-participants in
the Wellness Program. The survey covered program
satisfaction, non-participant self-care, wellness
program influence on overall health and well-being,
future program interest, supervisor support,
Student Focus
(Strongest)
Communication
(Weakest)
Organizational
Structure
2003
3.94
3.49
3.53
2006
3.7
3.16
3.12
In PACE 2003 the item “Extent to which employee
work is guided by clearly defined administrative
processes” was rated as a top area for improvement
with a mean score of 3.02. In PACE 2006 the mean
score improved to 4.06. Results for PACE Surveys
can be found on the College’s intranet site.
In the Great Workplace 2007 survey, 64% of those
responding said they were either “very much so” or
“for the most part” satisfied overall with their
Category #4: Valuing People - 55 -
College of DuPage November 2008
employment at the college. This is a decrease from
the previous two surveys; overall satisfaction in 2006
was 67% and 75% in 2004; in 2003 overall
satisfaction was 63%. (The question was not asked
on the 2002 survey). The survey examines nine
factors important for an ideal workplace. This year,
drops occurred in all but one of these nine categories
compared to the 2006 survey. The only category that
rose was benefits and pay. The largest drops were
seen in the practices, core values, and innovation
categories. The year 2004 represented the high point
in scores for all but two of the categories (physical
environment and innovation). The 2007 survey
represents the low point in scores in all but the
benefits and pay category, as seen in Figure 4.6.
Figure 4.6 How Well COD Has Met Expectations
80
70
60
50
40
30
20
10
0
FT classified staff members in all sections of the
survey in both 2003 and 2006.
The 2007 Wellness Program survey included 78%
from the East Campus, 18% from the West Campus
and 4% from off-campus sites. Survey respondents
broke down as follows: 5% administrators, 20% FT
faculty, 0% PT faculty and 70% FT/PT classified.
Additionally, 40% of the benefited employees
participated in the Wellness Incentive Program.
4R3 Results for employee productivity and
effectiveness toward goal achievement
TLC assessments indicate that total enrollment in
workshops and classes has increased 66% since Fall
2000 and increased 10% from 2006 to 2007 (Figure
4.7). Figure 4.8 reveals enrollment by employee
group in reaching the total yearly enrollments.
Figure 4.7 Total Enrollments
1500
n
ti o
n
ti o
ra
900
Co
l la
bo
va
no
un
m
m
Co
In
ic a
tio
n
es
g
tic
ac
Pr
ea
M
e/
lu
nv
ir o
Va
lE
nin
en
t
es
nm
lu
Va
re
Co
ys
i ca
1100
700
500
Ph
At
ti t
ud
e/
Be
En
ne
joy
fits
m
/P
en
t
ay
1300
2004
2006
2007
Total
The 2007 Wellness Survey revealed that:
• 40% of benefited employees participated in
wellness programming, as compared to 30% in
2003;
• 79% report consider the leadership (deans and
supervisors) in their area to be supportive of their
efforts, which is down from 90% in 2003;
• 78% of survey participants find the wellness
classes valuable and are interested in taking
additional classes in women’s health, financial
wellness, meditation, and chair massage.
4R2 Results for processes associated with valuing
people
The process of surveying COD employees resulted in
a 34% participation rate for the 2006 PACE survey,
down from 35.5% participation for 2003.
Respondents identified their constituency group and
results were compared for FT and PT members of the
same group. For all questions, PT faculty reported a
higher level of satisfaction than FT faculty in 2006.
Part-time classified were notably more satisfied than
FY
00
FY
01
FY
02
FY
03
FY
04
FY
05
598
735
876 1353 1028 974
FY
06
FY
07
806
908
Figure 4.8 Enrollment by Employee Group
1600
1400
Other
1200
Admin
1000
P/TClass
800
F/TClass
600
P/T Fac
400
F/T Fac
200
0
FY FY FY FY
00 01 02 03
FY FY FY FY
04 05 06 07
In 2007 the TCL offered 9 credit classes, and 112
workshops in 11 categories (Figure 4.9) to meet the
College’s identified training needs. Topics included
Current Issues in Adult Education, Domestic
Violence Awareness, Hot Topics in Nutrition,
American Red Cross Adult CPR/AED Certification,
Podcasting 10, and Using “Wikis” in the Classroom.
Category #4: Valuing People - 56 -
College of DuPage November 2008
Figure 4. 9 Enrollment by Category
Figure 4.11 Grievance & Harassment NCCBP Percentile Rankings
50
45
40
35
30
25
20
15
10
5
0
80
60
FY 06
FY 07
40
C
re
di
tC
l
Ad ass
vi
si
ng
D
iv
er
se CO CI
P
D
G op A A
en ul
a
er
al tion
In s
te
re
st
S
Te Su af
ac p e ety
r
hi
ng vis
/L ory
ea
Te rn
ch ing
no
W logy
el
ln
es
s
20
2005
2006
Grievance
%ile Rank
35
56
Harassment
%ile Rank
44
62
4R4 Results comparisons
More than 90 institutions of higher learning have
participated in climate studies by National Initiative
for Leadership and Institutional Effectiveness
(NILIE). Compared with the NILIE PACE Norm
Base from all the climate studies conducted at twoand four-year institutions which have used the NILIE
PACE standardized survey, College of DuPage was
below the NILIE PACE Norm Base for each of the
six climate factors (Figure 4.10). In previous surveys,
the College’s scores generally fell above the norm
base.
Figure 4.10 COD Climate Scores Compared with NILIE PACE
Norm Base
W
or
kp
C
O
om
l D Stu
C
r
Fo
g
o
es de
m
l
S
l
nt
rm u n ab
ig
t
n
or ruc
F Ov
ic
al
at
at
tu /Te oc er
In
i
i
r
o
c
o
flu
e
h u s all
n
n
2006 Norm Base
2006
2003
College of DuPage spent $569 per full-time
equivalent employee (FTE) for employee
professional development and training, which puts
COD in the top 20% of all schools reporting in the
NCCBP. (Figure 4.12)
Figure 4.12 Dollars Spent per FTE Employee NCBBP Rakings
Dollars Spent per FTE Employee Compared
to NCCBP
700.00
600.00
500.00
400.00
300.00
200.00
100.00
0.00
90th %ile
COD
75th %ile
4I1 Improvement of current processes and
systems
2
2.5
3
3.5
4
College of DuPage participates in the National
Community College Benchmarking Project
(NCCBP). The NCCBP Aggregate Data Reports
shows the performance indicators for the College of
DuPage “Valuing Colleagues” as having increased
from 2005 to 2006. One of the measures is the
aggregate number of grievance actions and claims of
harassment in a given year. From 2005 to 2006,
COD moved from the bottom 50th percentile, to the
top 50th percentile, as shown in Figure 4.11.
QIP 4: (AQIP Action Project 4) “Valuing People
Through Enhanced Communication” completed its
work in Spring 2007. As part of their
recommendations, the Quality Improvement Council
(QIC) approved the formation of a Communication
Advisory Committee with members representing
classified staff, full- and part-time faculty, and
administration. The committee will use the Problem
Solving and Decision Making Template (Section 4I2)
in order to: identify and assess existing internal
institutional communication processes; identify gaps
and overlaps in internal, institutional communication
processes; define KPIs for institutional
communication; and report regularly to QIC.
Category #4: Valuing People - 57 -
College of DuPage November 2008
4I2 Targets, improvement priorities,
communications
In Fall 2007, the Wellness Advisory Program
evaluated the next steps from the survey. These
include promoting the areas identified by employees
as to how they are interested in receiving information
or assistance about healthcare and identifying the
“hot topics” of employee health and well-being that
employees are interested in learning more about.
As a result of the PACE 2006 findings, the top ten
areas for improvement were identified as:
• Extent to which college decision-makers analyze
all relevant data before making decisions.
• Extent to which individuals are satisfied with the
effectiveness of the College planning process
(Also identified in PACE 2003).
• Extent to which employees influence the
direction of the institution (Also identified in
PACE 2003).
• Extent to which the College involves employees
in planning for the future.
• Extent to which efforts to improve quality are
paying off at the College.
• Extent to which information is shared within the
institution (Also identified in PACE 2003).
• Extent to which a spirit of cooperation exists at
the institution.
• Extent to which the College uses quality
improvement tools and methods to solve
problems.
• Extent to which decisions are made at the
appropriate level (Also identified in PACE
2003).
• Extent to which information about the planning
process is communicated (Also identified in
PACE 2003).
many areas of workplace climate but especially in
improving communications and leadership practices.
Employees are overwhelmed with the number of
channels used to communicate. Employees want
more communication from top leadership with
transparency as to how decisions are reached.
Numerous comments stated concerns with
micromanagement of the college from the Board of
Trustees. Employees are worried that the college is
losing its student-centered focus; recent cuts to
student services are of concern. Some employees feel
the use of a “business model” is not the best way to
serve students. Employees are frustrated about the
slow pace of accomplishing Facilities Master Plan
projects and voice concerns about ethical and
efficient use of funds devoted to building projects.
Employees are saddened at the loss of trees on
campus; they are tiring of parking difficulties and
incomplete landscaping. Employees want more
opportunities for team building as well as
socialization in order to promote togetherness and a
sense of community. The Cabinet will set targets for
results in each of the areas listed above.
In order to ensure that a problem is correctly
identified, the stakeholder voices are heard and
valued, and those affected by the decision know
about it, the QIC has endorsed the Decision Making
Template (DMT) which is summarized in Figure
4.13. An expanded version is posted on the College’s
intranet. Based on a continuous quality improvement
model, the DMT values people by seeking their input
as stakeholders. Area administrators are encouraged
to use the model in order to help them ask the right
questions as they reach decisions that impact a wide
range of areas of constituents.
One of the Great Workplace Team’s
recommendations accepted by the Leadership
Council in May 2004 was to continue the
administration of a brief organization climate survey
to assess trends in the workplace climate at COD. As
a result, the Office of Research and Planning
administered the survey in 2004, 2006 and 2007. The
survey provides a “snapshot” of the current climate
and helps the College identify climate issues and
opportunities for improvement. Based upon
comments from 2007 open-ended survey questions
along with the other survey questions, opportunities
for improvement exist in many areas of workplace
climate but especially in improving communications
and leadership practices. Comments from employees
show that opportunities for improvement exist in
Category #4: Valuing People - 58 -
College of DuPage November 2008
Figure 4.13 Decision Making Template
Step
1
2
3
4
5
6
7
Activity
Define the issue and identify THE problem.
Determine the merits of solving the problem.
What process needs improvement? Provide specifics.
Why address this issue now?
• What data source(s) are triggering a need for change?
Benchmark the current situation.
• What improvement is sought? Know your goal.
• What measure(s) that will indicate improvement?
• What are the parameters and boundaries for
improvement suggestions*?
• Describe the stability of the problem: trends, groups
impacted, processes impacted.
Determine who should be involved in determining the
Root Causes and
solutions (Step 3).
• Identify the stakeholders;* represent all levels.
• Identify internal and external experts and their role.
• Identify representative stakeholders and their role.
• Determine working group membership.
Link to the institutional quality improvement process, if
appropriate.
Identify the causes and the solutions.
• Ask the “Five Whys”
• Include supporting data for each answer.
• Include “Therefore” following each answer.
• List all causes.
List all solutions
Develop a communication strategy to inform and, if
appropriate,
involve the college community in the discussion.
• Consider a variety of media to reach the college
community, such as
open forums (electronic* and face-to-face) or through
existing college
committee structures
• Share all information to date (See step 1 above).
• Explain and make available data that are prompting
decision.
• Explain how representative stakeholders were selected.
• Brainstorm solutions with larger college community (if
needed and time
permits).
• Share information on next steps and timeline.
Provide visual and open tracking of the problem-solving
process.
5 Develop an action plan for the improvement: PLAN
• Meet with the working group of administration and
representative
stakeholders.
• Review brainstorming session summary (if applicable.)
• Identify and make available additional data
• Make recommendations
• Establish timeline for implementation and measures of
improvement
• Determine who approves and reviews assessment
measure.
• Include short-term (1 week) and longer-term (systemic)
actions
• Identify small tasks as action steps
• Assess after a few action steps are implemented.
Identified which decision maker makes decision: DO
(Enact Action Plan)
8
9
10
11
assessment plan.
• If possible, the report should acknowledge input
received, factors leading
to the final decision, and recognition of the value of the
participation of the college community.
Verify goal achievement: CHECK
• Collect data to confirm goal achievement
Compare to baseline data from Root Causes list (from
Step 3)
Adjust and determine next steps: ACT
• See the change first hand; go out and see if the change is
working.
Identify next steps and adjustments, if any.
Reflect and learn.
Identify loose ends, resolutions, and person responsible.
Report out.
• Based on the implementation timeline, follow up with a
report indicating
the results of the changes made.
• Consider 6-month and 12-month updates on assessment
of improvement.
The Cabinet, along with the Leadership Council, is
responsible for communicating the process, progress
and results to all constituency groups and
stakeholders. See also Section 3I2.
Report the improvement plan to the college
community
• Describe the decision, implementation schedule and
Category #4: Valuing People - 59 -
Category #5:
Leading and Communication
College of DuPage November 2008
Category #5: Leading and Communicating
5C1 Leadership and communication systems
College of DuPage’s formal organizational structure
is a dynamic system that provides the framework for
its leadership and communication to its primary
constituency groups: students, faculty,
administration, classified staff and community
residents. At the top of the hierarchy is the sevenmember, citizen-elected Board of Trustees
responsible for setting general policies, fiscal
oversight and strategic direction for the College of
DuPage in keeping with its mission, while ensuring
the College meets community needs and
expectations. In addition, a peer-elected student
representative serves as a non-voting member of the
Board of Trustees. The President reports directly to
the Board of Trustees. To communicate and
implement the Board’s strategic planning policies,
the President chairs the Cabinet, comprised of the
vice presidents of the College’s four operational
divisions—Academic Affairs, Enrollment and
Student Affairs, Information Technology, and
Administrative Affairs. As seen in Figure 5.1, each
vice president has line supervisory responsibility for
several elements of College operations.
Figure 5.1 Organizational Chart for College of DuPage administration.
Beyond the formal organizational structure, the
primary leadership and communication system
consists of a structured approach based on regular
meetings of two Councils: the Leadership Council
and the Institutional Effectiveness Council.
The Leadership Council is chaired by the President
and co-chaired on a rotating basis by a constituency
representative. It is comprised of the four vice
presidents, the head and the elected successor of all
the constituency groups: the Administrative Council,
the College of DuPage Faculty Association, the
College of DuPage Adjunct Association, the
Category #5: Leading and Communicating - 60 -
College of DuPage November 2008
Classified Personnel Association and the Student
Leadership Council. The Leadership Council is
advisory to the President. It provides a forum for
discussion and communication of policy and
procedural changes that have College-wide impact.
Specifically, the Leadership Council reviews Board
policies and oversees the strategic planning activities
of the College. The Faculty Association, the COD
Adjunct Association, the Classified Personnel
Association and the Student Leadership Council are
direct leadership and communication links to
constituencies. Officers are elected from each
constituency to represent that group’s interests and
welfare.
The Institutional Effectiveness Council (IEC) is a
twelve-person team that has the responsibility for
assessing the overall effectiveness of the College.
For the past two years, the IEC has been meeting on a
weekly basis to revise and improve upon the structure
of the quality initiative at the College. The IEC’s
membership is roughly balanced between classified,
faculty, and administration. The IEC is co-chaired by
the Associate Vice President of Academic Planning
and Assessment, and the Director of Research and
Planning. One of its main functions is to create the
charters for the Quality Improvement Projects (QIPs)
and then to track the progress of the QIP teams. The
IEC is working on aligning the College’s planning
processes with the four-year Systems Portfolio/AQIP
cycle. The specific functions of the IEC include
oversight of the Systems Portfolio, management of
the QIPs, tracking of the institutional CI teams,
creation of the College’s quality manual, and
generally assessing the effectiveness of College
processes.
The Leadership Council and the IEC maintain the
same meeting schedule, and every two weeks the two
groups hold a combined meeting as the Quality
Improvement Council (QIC). The general role of the
QIC is to officially oversee the quality program at the
College. One of its central duties is to approve the
QIP projects and to then act upon the
recommendations resulting from the work of the QIP
teams. Each QIP team has an officially designated
liaison from the QIC. The role of the liaison is to
ensure that the QIP team is expending its efforts in
accordance with the original charge developed and
approved by the QIC. The idea is to avoid a situation
where a QIP team does a significant amount of work,
only to make a recommendation that the QIC would
reject outright
5C2 Leadership system alignment with Board of
Trustees and ICCB
The Quality Improvement Council (Quality
Improvement Council = Institutional Effectiveness
Council + Leadership Council) structure described in
section 5C1 serves as the primary mechanism for
ensuring the alignment of College functions with the
practices and views of senior leaders, the Board and
oversight entities such as the ICCB and the HLC.
In addition to the QIC structure, the College leaders
maintain communication with the ICCB through
associations, councils and other organizational
channels. The Board of Trustees is actively involved
in the Illinois Community College Trustees
Association. In addition, COD administrators
participate in the following councils convened by the
ICCB: Presidents, Chief Academic Officers, Student
Advisory, and Financial Officers. In addition, many
COD faculty and administrators serve on curriculum
articulation panels under the Illinois Articulation
Initiative, and other collaborative bodies convened by
ICCB. Finally, when dictated by special needs, the
project officers at both ICCB and the College
communicate closely to maintain continuity of policy
and operations.
The President is responsible for the day-to-day
operation of the College. In his leadership role, he
reports to the Board of Trustees to educate and
inform members of their responsibility to develop a
shared vision with the College community that will
motivate and inspire the community to turn that
vision into reality.
5C3 Ethics and equity, social responsibilities, and
community service and involvement
COD is committed to its Shared Ethical Values of
Integrity, Honesty, Respect and Responsibility.
Every effort is made to ensure that these values are
incorporated in not only internal relations and
decision making, but also in relations with the
College’s complex array of external communities.
Moreover, COD maintains a strong commitment to
community service and involvement. A recent set of
courses offered through the Honors Program, for
example, linked writing instruction and biology
instruction with a community garden project that
assisted the food bank sponsored by the People’s
Resource Center, a local, non-profit human services
agency.
Social responsibility and community service are also
addressed in the College’s Service Learning Program,
Category #5: Leading and Communicating - 61 -
College of DuPage November 2008
which combines community service with academic
instruction. In service learning courses, students are
involved in organized service projects that address
the needs of community organizations. This ‘winwin’ method of instruction develops students’
academic skills in the classroom, as well as a sense of
civic responsibility and commitment to their
community. The Service Learning program at
College of DuPage provides tools, resources and
information for students, faculty members and
community organizations.
See also Section 4P3 regarding ethics training.
5P1 Setting directions in alignment with your
mission, vision, and values
As described in 5C1, the Leadership Council meets
regularly to discuss and communicate policy and
procedural changes that have College-wide impact.
The Leadership Council is in charge of overseeing
the institutional strategic planning process, which is
in alignment with the mission, vision and values.
Since the leaders meet at the same table on a regular
basis, the needs and expectations of key stakeholder
groups are, by definition, taken into account.
Alignment is achieved through a collaborative
process in which constituents are encouraged to take
an active role in the operations of the College. More
formally, the College’s Online Planning Database
(ODB), used to systematically implement the
strategic planning process, requires that action plans
be tied to the Institutional Strategic Objectives. This
further serves to align institutional actions with the
mission and vision. The ODB is described in
Category 8.
Beyond the internal alignment, external alignment is
achieved in a variety of ways. Career programs each
have traditional advisory councils, but COD has
taken this concept to a higher level with the
formation of the Health Care Leadership Council
(HCLC). The HCLC provides significant input and
direction for the twenty-one AAS and Certificate
Health Care programs offered at the College. The
HCLC is comprised of leadership within the hospital
community, university representatives, as well as the
Work Force Board, the Illinois Hospital Association,
the Metropolitan Chicago Hospital Association, and
other trade groups. Efforts are underway to create
similar leadership councils within other primary
career clusters represented in the district.
5P2 Seeking future opportunities and building
and sustaining a learning environment
There is considerable encouragement from senior
leadership to seek out and act upon future
opportunities, but work on systemic approaches has
just begun. As a consequence, there is considerable
faculty and staff entrepreneurship. As with most
entrepreneurial activity, it is not well aligned within
the resource structures of the College, leading to
redundancies and other forms of waste. To counter
this trend, the Vice President of Academic Affairs
has implemented a sector planning approach
designed to identify and meet the needs of industry
sectors. The Healthcare Leadership Council, for
example, has identified and action has been taken on
an expansion of the nursing program, the creation of
a Radiation Therapy program, the creation of a
Licensed Practical Nursing (LPN) program, and the
alignment of clinical placements and practices
throughout the service area. For each, there has been
improved alignment of resources both internally and
externally, increasing the opportunity for grant and
other forms of ancillary funding.
5P3 Decision Making
The Quality Improvement Council (QIC) has recently
developed a template for institutional decisionmaking. This template is designed to ensure that
decisions at all levels are made with the input of
affected stakeholders. The template grew out of a
presentation from the 2007 Continuous Quality
Improvement Network (CQIN) annual conference. It
is based on the Toyota approach to problem
identification and solution. (See also Section 4I2 for
an outline of the template.) An example of a major
decision making process at the college is the
Facilities Master Plan (FMP) Decision and
Communication process. Charts were created using
continuous improvement techniques processes that
detail the responsibility and communications roles
and timelines for new facility development. This is
an improvement over previous facility development,
where ad hoc procedures were used to come to major
decisions.
In Administrative Affairs, advisory committees are
used to obtain input from stakeholders regarding
services provided by each Department. Advisory
committees review user surveys, make suggestions
for improvements, and provide communication links
to each of the constituency groups. Advisory
committees are used for the following services:
Bookstore, Dining Services, Public Safety, Facilities,
Employee Health Insurance, Affirmative Action,
Category #5: Leading and Communicating - 62 -
College of DuPage November 2008
Environmental Health and Safety, and Research and
Planning.
5P5 Communication between and among
institutional levels
5P4 Using information and results
Various methods are used to communicate
information in person, in print and through electronic
media. Two formal paths exist for the
communication of information across institutional
levels. The first is through the recognized structure
of the institution. The second is through the
Leadership Council, as described previously. Dayto-day operational concerns are captured through a
variety of staff meetings. Communication through the
Leadership Council is intended primarily as an
advisory forum for the President to the Board of
Trustees to disseminate and discuss broad policy
issues.
The Cabinet has developed key performance
indicators and outcome measures with targets. These
measures will be used to track progress and provide
information for future decision-making (Figure 5.2).
Figure 5.2 – Institutional Balanced Scorecard
COD Balanced
Measures of Effectiveness
Scorecard
I. Student Success
A. Student
Course retention and success rates
Performance
B. Student Outcomes
Transfer GPA rates, employment rates
C. Persistence to
Graduation rates, transfer rates
Completion
D. Developmental
Course success rates
Education
II. Valuing Students
A. Engagement &
Noel Levitz, CCSSE, ACT, and inSatisfaction
house student opinion surveys
B. Access
Participation rates
C. College Climate
Noel Levitz survey
III. Resource
Utilization
A. Space Utilization
Utilization rates
B. Energy Usage
Usage rates
C. Financial
Fund balance, budget accuracy, tuition
as % of revenue, unit cost
D. Human
Staff turnover rate, student to faculty
ratio, part-time to full-time ratio
E. Technology
Internet usage, email count, age of
computers, student-computer ratio
IV. Valuing
Colleagues
A. Satisfaction
Wellness program participation rates,
absenteeism rates
B. Workplace Climate
Staff surveys
C. Recognition
Awards, participation rates
D. Staff Development
Usage rates, TLC course enrollments,
PDP completion rates
E. Engagement
Participation rates
V. Valuing
Community
A. Satisfaction
Community perception survey
B. Service to
GED participation rates, service
Community
learning enrollment, radio usage, MAC
usage, BPI usage, CE enrollments
C. Economic
Number of BPI contracts, BPI fund
Development
balance
D. Community
Participation rates on community
Outreach
boards, projects
E. Good Citizenship
Compliance rates, dual agreements,
articulation agreements
The Academic & Student Affairs divisions have also
developed a strategic plan with six objectives and
accompanying sub-objectives. Each sub-objective
has a measurable outcome as well and can be seen in
Section 8C2.
5P6 Communicating expectations
The College’s mission, vision and values are
published in many documents, formats and media.
The College Catalog, the Class Schedule, and
Student Handbook are examples of publications
where student related missions, policies and values
are described and reinforced as the overriding
direction for the College. The President relates his
expectations to the institution during In-service Days
and official communications.
5P7 Encouraging, developing and strengthening
leadership
The Board of Trustees’ commitment to faculty,
administration and staff leadership development is
demonstrated by the allocation of funds for a broad
range of personal and professional development
vehicles. Board, administration, faculty and student
retreats are examples. Professional development is
encouraged across all constituency groups.
Supervisors and managers routinely address
leadership development through encouragement for
faculty and staff to plan colloquia, seminars, special
speakers, forums, Brown Bag lunches, and Teaching
and Learning Center classes. As an institutional
priority for FY08 to "Improve Leading and
Communications," the Cabinet is conducting a series
of meetings with all College supervisors to define
expectations regarding leadership and
communications. The Vice President of Academic
Affairs is holding a series of meetings with the
academic administrators during FY08 to work
through the application of the information in the book
Good to Great, by Jim Collins.
Category #5: Leading and Communicating - 63 -
College of DuPage November 2008
Figure 5.3 Overall Satisfaction with Employment at C.O.D. Based
on Length of Employment
5R1 Results for leading and communicating
The College tracks two measures to assess the results
for Leading and Communicating: The Personal
Assessment of the College Environment (PACE) and
the Great Workplace Team Survey. The results are
summarized below.
Great Workplace Team Survey Results
Overall Satisfaction
Employees were asked to indicate how satisfied they
were overall with their employment at College of
DuPage. Figure 5.3 shows the responses to this
question for the April 2007 survey based on the
employee’s length of employment and Figure 5.4
shows the responses based on employee
classification. Figure 5.6 shows the level of
employee dissatisfaction based on employee
classification compared to last year’s survey.
Very Much So
40%
For the Most Part
Somewhat
30%
Only Slightly
Not At All
20%
10%
0%
Less
than 1
year
1 to 5 6 to 10
years years
11 to
15
years
16 to More
20
than 20
years years
The results show a steady decline in Overall
Satisfaction based on length of employment.
Employees that have been here 1 to 5 years have a
77% satisfaction level, whereas employees that have
been here 11 to 20 years have a 58% satisfaction
level and those who have been employed longer than
20 years have a 51% satisfaction level (calculated by
adding the Very Much So and the For the Most Part
responses).
Figure 5.4: Overall Satisfaction with Employment at C.O.D. Based
on Employment Classification
60%
50%
40%
30%
20%
10%
0%
Very Much So
For the Most Part
Somewhat
Part-time
Faculty
Only Slightly
Full-time
Faculty
The College uses the Great Workplace Survey, the
ACT Survey of Student Opinion, the Noel Levitz
Student Satisfaction Inventory, and the Personal
Assessment of the College Environment (PACE)
survey to capture results that relate to leadership and
communication. In addition, the College participates
in the Community College Survey of Student
Engagement (CCSSE) and the National Community
College Benchmarking Project (NCCBP) which
provide additional measures that tangentially relate to
leadership and communication.
50%
Part-time
Classified
5P9 Measuring leadership and communication
and analyzing results.
60%
Full-Time
Classified
The College has recently developed a Human
Resource Succession Plan. The plan outlines the
importance of strategically anticipating workforce
changes and offers basic planning steps, issues to
consider, and strategies to create seamless transitions
where possible. The purpose of the human resource
succession planning process is to identify and
develop successors for key institutional positions in
order to ensure the ongoing success of the College of
DuPage. The succession planning process is also
designed to support the individual upward mobility of
current employees and the advancing diversity goals.
The nine-step succession planning template allows
the institution to proactively manage its needs in a
timely way, promote the finding or development of
people with the needed expertise, create workforce
diversity and maintain continued operations.
Administrator
5P8 Succession
% of Responses by Employment Classification
The results show a fairly substantial increase in
dissatisfaction for the Part-time Classified segment,
changing from 4% to 12% dissatisfied. There was a
significant improvement in the Full-time Faculty
segment, dropping from 22% to 17%.
Figure 5.5: Overall Dissatisfaction with Employment at C.O.D.
Based on Employment Classification
25
20
15
2006
2007
10
5
0
Administrator FT Classified
PT Classified
FT Faculty
PT Faculty
The results show a fairly substantial increase in
dissatisfaction for the Part-time Classified segment,
changing from 4% to 12% dissatisfied. There was a
Category #5: Leading and Communicating - 64 -
College of DuPage November 2008
significant improvement in the Full-time Faculty
segment, dropping from 22% to 17%.
5I1 Improvement of current processes and system
PACE Survey Results
Results from 1994, 1999, 2003 and the 2006 PACE
are shown below in Figure 5.6. A score for any of
the six items between 3 and 4 puts the College in the
Consultative realm, where “leaders are seen as
having substantial but not complete confidence and
trust in employees, and employees are significantly
involved in the decision-making process.” The
results for each of the four surveys are progressively
lower, indicating a downward trend from 1994 to
2006 in the way employees perceive the workplace
climate.
Figure 5.6: College Climate as Rated by All Employees Combined
4.10
3.90
1994
3.70
1999
3.50
2003
3.30
2006
Based on the results from the PACE and Great
Workplace Surveys, the College has identified
“Leading and Communicating” as one of the
institutional priorities for FY08. Action projects
have been developed to specifically address the
issues raised by the survey results. The QIC has also
created a Communications Advisory Committee that
will make recommendations to the QIC regarding
potential improvements in the communications and
leadership areas.
5I2 Targets, improvement priorities,
communications
Targets for improving the results in Leadership and
Communication are set by the President and his
Cabinet. For FY08, the Cabinet has set targets for
improving the results in the Great Workplace Survey
as part of the institutional priorities planning matrix.
3.10
O
ve
ra
ll
Fo
rm
al
I
nf
lu
en
C
ce
om
m
un
ic
at
io
n
C
o
O
lla
rg
bo
an
ra
iz
tio
at
n
io
na
lS
tru
ct
ur
e
W
or
k
D
es
ig
n
S
tu
de
nt
Fo
cu
s
2.90
5R2 Results comparisons
The PACE survey is nationally normed, providing a
base against which the College can compare itself to
other organizations. Figure 5.7 shows how College
of DuPage compared with the PACE Norm Base
from all the climate studies conducted at two- and
four-year institutions since 1996 which have used the
PACE standardized survey.
Figure 5.7: Overall COD 2006 Climate Scores Compared with
PACE Norm Base
3.90
3.80
3.70
3.60
3.50
3.40
3.30
3.20
3.10
3.00
COD
al
l
us
O
ve
r
n
tF
oc
ig
en
De
s
St
ud
ct
ur
e
W
or
k
tru
na
lS
ra
tio
n
io
n
an
iz
at
io
ica
t
ol
la
bo
O
rg
C
m
un
om
C
Fo
rm
al
In
flu
en
ce
Norm
The results show that the College is consistently
below the norm in each category.
Category #5: Leading and Communicating - 65 -
Category #6:
Supporting Institutional Operations
College of DuPage November 2008
Category #6: Supporting Institutional Operations
6C1 Key student and administrative support
processes and associated needs of students and
other stakeholder groups
recruiting and evaluating employees, supporting
technology needs, and maintaining a clean, safe and
secure environment where learning can take place.
6P1 Identifying student support service needs
Student Support Processes and Administrative
Support Processes are outlined in Figures 6.1 and 6.2
respectively.
Figure 6.1: Student Support Processes
Key Student Support
Student and Other Stakeholder
Service Process
Needs
Admissions
Friendly Service, Accuracy,
Efficiency, Access
Registration
Friendly Service, Accuracy,
Efficiency, Access
Financial Aid
Friendly Service, Accuracy,
Efficiency, Access
Advising
Friendly Service, Accuracy,
Efficiency, Access
Counseling
Confidentiality, Access, Accuracy
Student Activities
Variety, Access
Athletics
Variety, Access
Campus Safety
Safety, Reliability, Timeliness
Campus Health
Friendly Service, Accurate
Information, Access
Bookstore
Quality, Affordability, Access
Dining Services
Quality, Affordability, Access
Figure 6.2: Administrative Support Processes
Key Administrative Support Student and Other
Service Process
Stakeholder Needs
Finance
Fiscal Responsibility, Integrity,
Efficiency
Information Technology
Security, Reliability, Accuracy,
Timeliness
Public Safety
Safety, Reliability, Timeliness
Campus Services
Reliability, Timeliness
Facilities Management
Fiscal Responsibility, Integrity,
Efficiency, Reliability
Research & Planning
Accuracy, Reliability, Access
6C2 How key student and administrative support
reinforce Category 1 and 2 processes
Key student support services promote processes
described in Categories 1 and 2 in a variety of ways.
Admissions, Registration, Financial Aid, and
Advising are all critical to Helping Students Learn.
Student Activities oversees the student government
process, thereby offering students practical
experience in both co-curricular and extra-curricular
options. Special services are available for students
with disabilities (typically over 1,000 such students).
Advising is widely available to students for help with
pre-course testing and course selection.
Key administrative support services reinforce student
learning and assist in meeting objectives by
allocating appropriate fiscal and human resources,
The support service needs of students are identified
in several ways, many of which are a shared process
involving several departments within the College. In
terms of Helping Students Learn, the College has
implemented a placement testing system to identify
the under-prepared students. Data from the
placement testing reveals much about support service
needs, such as the need for advising or for
instructional support. In terms of user satisfaction, the
College solicits feedback from students in all studentoriented areas by means of surveys, comment cards,
focus groups, response to e-mails, analysis of
complaints, benchmarking other institutions, and
student leadership participation on advisory
committees. In addition, all departments evaluate
their services on an annual basis to determine if any
improvements or changes would better serve
students. The institution performs an annual survey
of student and satisfaction with various services is an
element of that survey. During the budgeting
process, the Cabinet utilizes all such information
when determining the allocation of funds.
6P2 Identifying key stakeholder support service
needs
Administrative support service needs are identified
through several methods. Advisory committees are
used to obtain input from stakeholders regarding
services provided by each department. Advisory
committees review user surveys, make suggestions
for improvements, and provide communication links
to each of the constituency groups. Advisory
committees are used for the following services:
Bookstore, Dining Services, Public Safety, Facilities,
Employee Health Insurance, Affirmative Action,
Environmental Health and Safety, and Research and
Planning. In addition, service needs of faculty, staff,
administrators, as well as other stakeholders also are
identified through satisfaction surveys; comment
cards; e-mail; meetings with constituents, community
members and businesses; reviews of relevant national
surveys; service unit evaluations; and user requests.
6P3 Managing key student and administrative
support service processes on a day-to-day basis
The key student and administrative support service
processes are managed on a day-to-day basis by the
Category #6: Supporting Institutional Operations - 66 -
College of DuPage November 2008
division managers and area supervisors. In the area
of technology support, nightly processes are verified
each day for successful completion, and bandwidth
utilization graphs are reviewed daily. Registration
analyzes the modes students are using to register, as
well as reviewing daily queue reports and usage
statistics, to ensure sufficient support to heavy
volume areas. Many areas perform both in-person
and online satisfaction surveys. Additional process
documentation includes textbook sales reports, dining
sales reports, purchase order volume and turnaround
time, duplicating services volume, campus services
work order completion rates, cash and credit
transaction reports, and systems assurance reports.
Data is collected and analyzed, and the resulting
information is used to drive improvements.
Over 700 student and administrative tasks have been
documented into process maps as COD makes the
conversion to Datatel Colleague. A crossdisciplinary Implementation Team has held weekly
meetings to review the process maps, which has been
an effective approach to share knowledge and
empower staff to make improvements in their work
processes.
6P4 Using information and results to improve
services
Each support area encourages verbal and written
feedback regarding the service rendered. This
information is used to determine changes that can be
implemented within a department and to benchmark
against other support areas and other institutions in
order to plan improvements. For example, feedback
from a student forum jointly sponsored by
Admissions, Registration, and Records indicated that
students would prefer an installment payment plan.
The suggestion was analyzed, and a payment plan
that better met student needs was implemented; this
plan has been well-received by students. At the same
time, the process of withdrawal for non-payment was
made easier to administer and for students to
understand by establishing clear criteria to measure
success or failure. Similarly, data gathered from
statistics collected in the Academic Support Center
has been compared over terms to identify the success
of initiatives; changes may occur based on the
analysis.
6P5 Measuring student and administrative
support service process effectiveness and
analyzing results
Figure 6.3: Support Service Effectiveness Measures
Key Support Service
Measure of Effectiveness
Process
Admissions
Student satisfaction surveys
Registration
Number and type of registrations,
system response time, student
satisfaction surveys
Financial Aid
Student satisfaction surveys
Advising
Student satisfaction surveys
Counseling
Student satisfaction surveys
Student Activities
Student satisfaction surveys
Athletics
Student satisfaction surveys
Campus Safety
Great Workplace survey, student
satisfaction surveys
Campus Health
Student satisfaction surveys
Bookstore
Sales figures, student satisfaction
surveys
Dining Services
Sales figures, student satisfaction
surveys
Finance
External audit
Information Technology
Line usage reports, help desk usage
Public Safety
Great Workplace survey
Campus Services
Great Workplace survey
Facilities Management
Great Workplace survey
Research & Planning
PACE survey
6R1 & 6R2 Results for student support services
processes
Results for student support services processes include
results from the Student Satisfaction Survey, Figure
6.4.
Figure 6.4: 2006 Support Service Satisfaction (2006 Student
Satisfaction Survey Rating)
Student Satisfaction
Registration
Admissions
Campus Services
Campus Safety
Bookstore
Student Activities
Financial Aid
Advising - Faculty
Athletics
Advising - General
Counseling
Dining Services
0
20
40
60
80
100
Figures 6.5 and 6.6 show the percent positive ratings
from the 2006 Student Satisfaction Survey. This
represents the percentage of students who use the
service and rated their satisfaction as Very Satisfied
or Satisfied.
Support service processes and measure of
effectiveness are outlined in Figure 6.3.
Category #6: Supporting Institutional Operations - 67 -
College of DuPage November 2008
Figure 6.5: Overall Student Satisfaction at College of DuPage (2006
Student Satisfaction Survey)
Figure 6.7: 2005 ACT SOS Satisfaction with Admissions
4.2
4
3.8
3.6
3.4
3.2
3
Overall Satisfaction
at COD
88%
86%
84%
82%
2002
2003
2004
2005
2006
Figure 6.6: Would Enroll Again at College of DuPage (2006 Student
Satisfaction Survey)
Would Enroll Again
85%
84%
Would Enroll Again
82%
81%
80%
2005
4
3.9
3.8
3.7
3.6
3.5
3.4
3.3
COD
National
General
registration
procedures
79%
2004
As seen in Figure 6.8, in 2005 the College was at or
above the national norm in two of four items related
to satisfaction with the registration process, as
determined by the ACT SOS.
Figure 6.8: 2005 ACT SOS Satisfaction with Registration
86%
83%
Availability of
financial aid
information
College
catalog/admissions
publications
90%
National
Assistance
provided by the
college staff
92%
COD
Accuracy of
college information
94%
General
admissions/entry
procedures
Overall Satisfaction at COD
2006
As seen in Figure 6.7, in 2005 the College was above
the national norm in three of five items related to
satisfaction with the admissions process, as
determined by the ACT Student Opinion Survey
(SOS).
Billing and fee Academic
calendar for
payment
this college
procedures
Availability of
the courses
you want at
time you can
take them
As seen in Figure 6.9, in 2005 the College was at or
above the national norm in five of fifteen items
related to satisfaction with student and administrative
support services. Tutorial services, career planning,
financial aid, counseling, advising, student
employment, job placement, and food services are all
areas where the College is below the national norm in
student satisfaction on the 2005 ACT SOS.
Figure 6.9: 2005 ACT SOS Satisfaction with College Services
4.4
4.2
4
3.8
3.6
3.4
3.2
3
COD
In
fo
rm Libr
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at
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lp
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ur t he
al
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th
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Tu ac
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Fi ann
C
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at
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oy
Jo
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National
Figure 6.10 shows that the number of financial aid
awards has steadily increased over the last three years
for Monetary Awards Program (MAP) grants and
Pell grants. In FY2007, the Illinois Student
Assistance Commission awarded 4,112 grants
totaling $3.84 million to COD students. In addition,
Category #6: Supporting Institutional Operations - 68 -
College of DuPage November 2008
ISAC administered 3,618 loans totaling $9.18 million
for COD students.
Figure 6.10: Numbers of MAP and Pell Grants Awarded
Financial Aid Awards
3500
3000
2500
2000
MAP Grants
1500
Pell Grants
1000
500
0
FY04
FY05
FY06
In Spring 2008, the College was awarded the
Certificate for Achievement for Excellence in
Financial Reporting from the Government Finance
Officers Association (GFOA). In Fall 2007, the
College received the Distinguished Budget
Presentation Award from the GFOA. The awards
recognize the College’s effort at maintaining
appropriate fund balances. COD is one of a handful
of community colleges in the country to receive an
AAA bond rating from Moody’s and Standard &
Poor.
processes to improve internal controls in the Finance
Office.
6I2 Targets, improvement priorities,
communications
Targets for each area are agreed to by the area
supervisor, division manager and appropriate vicepresident. For example, Information Technology
utilizes planning interviews to determine the
immediate and future needs and priorities of all areas.
Current results are communicated to students and
staff through a variety of means. These include, but
are not limited to, Board meeting presentations,
constituency group meetings and posted minutes,
departmental web pages and staff meetings, the
student newspaper and class schedule, staff e-mails
and the College Web Board.
College of DuPage has recently received a "Storm
Ready" designation from the National Weather
Service, making it and Northern Illinois University
the only two institutions of higher learning in Illinois
to receive the designation. To receive the
designation, the institution must create a system that
monitors weather conditions locally, promote the
importance of public readiness through institutional
and community seminars; develop a formal
hazardous weather plan that includes training severe
weather spotters; and sponsor emergency exercises.
6R3 Results comparisons
Figures 6.7 to 6.9 include comparisons to national
norms.
6I1 Improvement of current processes and
systems
In order to improve current processes and systems,
COD has convened several CI teams to deal with
student/staff identification issues, reviewing and
improving the Help Desk processes, and staff use of
printers and copiers. The College has implemented a
more efficient class scheduling process at the
regional centers and area high schools, established a
collaborative budget preparation process when
preparing grant proposals, and realigned work
Category #6: Supporting Institutional Operations - 69 -
Category #7:
Measuring Effectiveness
College of DuPage November 2008
Category #7: Measuring Effectiveness
7C1 Collection, storage and accessibility of
information and data
The College is in a transition period from a collection
of non-integrated data systems, shown in Figure 7.1,
to Datatel Colleague, an Enterprise Resource Plan
(ERP) system which will provide an integrated
approach to data collection, processing and analysis.
The College has also purchased Business Objects
business intelligence software, which will allow for
greater access to College data and information.
Figure 7.1: Centralized Data Collection
Student
•
CDAS – a set of systems includes SRS (student
admission and registration data) managed by the
Office of Admissions, Registration, and
Records;
•
BRS (billing and receivables data) managed by
the Finance Office;
•
SAM (student aid module) managed by the
Financial Aid Office;
•
MIS (management information system) managed
by the Office of Research and Planning;
•
STS (student tracking data) managed by the
Office of Research and Planning.
•
CurricUNET – a curriculum management
system.
Staff
•
HRMS – a system that consists of a general
accounting system and a personnel information
system managed by the Human Resources
Office. HRMS data is created at the time an
employee is hired and updated when any
changes in employment or pertinent personal
status occur.
Financial •
AMS – this system includes a budgeting
subsystem, a purchasing/accounts payable
subsystem and a general accounting system
managed by the Finance Office. A separate
position control system links the financial
system with the human resource system. Data is
collected through manual input and updates of
budget information, general accounting
information, and accounts payable and
receivable information.
Planning
•
ODB – a centralized planning database used by
all units in the institution to coordinate planning
initiatives.
In addition, there are numerous decentralized data
systems used by various departments. The
information from the various data systems is made
accessible in general via the administrative systems
unit within the Information Technology division.
Information is available online to authorized
personnel through a system of logon IDs and
passwords. Student system data is collected at the
time of student admission and updated each term,
based on registration information, grade reports, and
fee payment information.
In general, control and access of decentralized
systems is through the office that maintains the
database. In addition, data may be made available to
those who request it on a case-by-case basis. Many
departments and offices maintain special purpose
data systems to meet their unique needs. For
example, Campus Services maintains a facility
database for maintenance tracking, while Counseling
tracks student contacts. Each data system has a
department responsible for overseeing maintenance
and access to information. In addition, hundreds of
routine reports are available from the major
mainframe systems.
Based on an assessment of the performance of
current data collection and analysis systems, the
College formed a task force to determine the system
requirements for a new student information system
and recommend either the purchase of a vendor
solution or the rebuild of the current system. Based
on the task force recommendation, COD is in the
process of converting most of its systems to Datatel
Colleague. This transition, along with the
implementation of Business Objects software, will
increase the accessibility of information for all users.
7C2 Key institutional measures
Key institutional measures are captured in the
Institutional Balanced Scorecard (BSC), shown in
Figure 7.2:
Figure 7.2 – Institutional Balanced Scorecard
COD Balanced
Measures of Effectiveness
Scorecard
I. Student Success
A. Student
Course retention and success rates
Performance
B. Student Outcomes
Transfer GPA rates, employment rates
C. Persistence to
Graduation rates, transfer rates
Completion
D. Developmental
Course success rates
Education
II. Valuing Students
A. Engagement &
Noel Levitz, CCSSE, ACT, and inSatisfaction
house student opinion surveys
B. Access
Participation rates
C. College Climate
Noel Levitz survey
III. Resource
Utilization
A. Space Utilization
Utilization rates
B. Energy Usage
Usage rates
C. Financial
Fund balance, budget accuracy, tuition
as % of revenue, unit cost
D. Human
Staff turnover rate, student to faculty
ratio, part-time to full-time ratio
E. Technology
Internet usage, email count, age of
computers, student-computer ratio
IV. Valuing
Category #7: Measuring Effectiveness - 70 -
College of DuPage November 2008
Colleagues
A. Satisfaction
B. Workplace Climate
C. Recognition
D. Staff Development
E. Engagement
V. Valuing
Community
A. Satisfaction
B. Service to
Community
C. Economic
Development
D. Community
Outreach
E. Good Citizenship
Wellness program participation rates,
absenteeism rates
Staff surveys
Awards, participation rates
Usage rates, TLC course enrollments,
PDP completion rates
Participation rates
Community perception survey
GED participation rates, service
learning enrollment, radio usage, MAC
usage, BPI usage, CE enrollments
Number of BPI contracts, BPI fund
balance
Participation rates on community
boards, projects
Compliance rates, dual agreements,
articulation agreements
7P1 Selecting, managing and using information
and data
COD selects, manages and uses information and data
in a variety of ways throughout the institution.
Entry-level assessments are performed to determine
the proper placement of students in developmental
and college-level courses. Assessment of student
performance involves the collection and analysis of
data and information on three levels: classroom,
program, and institution. At the classroom level, the
Student Outcomes Assessment Committee meets
regularly to allow faculty to engage in innovative
approaches to assess and improve student learning.
At the program level, each program undergoes a
cycle of review that requires data collected by the
Office of Research and Planning, as well as data and
information collected by the program faculty, to be
used in the continuous improvement of the academic
programs. At the institutional level, the College
conducts a three-year cycle of institutional surveys of
students using nationally-normed instruments,
including in alternating years 1) the Community
College Survey of Student Engagement (CCSSE), 2)
the ACT Student Opinion Survey (SOS), and 3) the
Noel-Levitz Student Satisfaction Inventory (SSI).
The results from the initial rounds (Sections 3R1-R5)
have already led to further systematic studies and a
Quality Improvement Project focused on improving
student engagement through learning communities.
7P2 Determining and meeting the information and
data needs of departments and units
In the area of student and course information, the
Office of Research and Planning has responsibility
for assessing information needs and working with
Information Technology (IT) staff to develop
reporting and distribution systems to meet these
needs. Currently, the College has a mature reporting
system that is linked to the CDAS application.
Effective summer term 2009, CDAS will be replaced
by a Datatel Colleague ERP. The current reporting
(COBOL based) will no longer be operational when
the conversion is made. As part of the larger Datatel
Colleague implementation project, a team of major
data users and IT staff was formed to review,
evaluate, and recommend data warehousing and
reporting systems available for a SQL (Structured
Query Language) Server environment. The team
completed its work in 2007 and recommended the
Business Objects business intelligence system for
purchase. The system is being implemented
concurrently with the Datatel ERP implementation.
Upon completion, users will have much more
flexibility in obtaining and using data.
As an additional part of the Datatel ERP
implementation, a reporting sub-team was formed.
Its charge was to formally assess current reporting
needs as well as anticipated needs. In order to
develop the list of reporting needs, current reports
were inventoried and staff from each administrative
unit were interviewed. That information will guide
the Business Objects implementation in the coming
year.
7P3 Determining the needs and priorities for
comparative information and data
COD seeks comparative data within and outside of
the education community to ensure performance
effectiveness and to improve performance levels
wherever possible. The primary criterion for data
selection is that which is nationally-normed and
available from recognizable, reputable sources.
Other criteria include freshness of data, similar
institutional characteristics, ease of comparison, and
validity and reliability of data.
The Illinois Community College Board (ICCB)
functions as a clearinghouse for Illinois community
college information. It publishes a variety of reports
that document enrollment trends,
graduation/completion rates of students, staffing and
salaries, and fiscal data. Other sources of
comparative data include IPEDS (Integrated
Postsecondary Education Data Systems), CCSSE,
PACE and SSI.
Identifying a need for broader comparative data, the
COD has joined the National Community College
Benchmarking Project (NCCBP). Sponsored by
Category #7: Measuring Effectiveness - 71 -
College of DuPage November 2008
Johnson County Community College, the NCCBP
provides national data, specific to other metropolitan
institutions of COD’s size and scope.
7P4 Analyzing and sharing institutional-level
information and data
The Finance Office and the Office of Research and
Planning generate and distribute many institutionallevel reports regarding performance. These include
unit cost studies, audit reports, enrollment and
retention reports, graduation reports, satisfaction
reports, climate studies, and results of numerous onetime studies. The Office of Research and Planning
summarizes studies pertaining to student data (as well
as employee studies), highlighting actionable areas.
Annually, the Finance Office prepares a report on the
overall financial condition and five-year outlook,
summarizing and raising areas of concern.
Reports are examined by Cabinet and followed-up as
appropriate. Reports then go to Leadership Council
for discussion, input from constituency groups,
clarification and action as appropriate. Reports with
broad institutional focus and impact are distributed to
the Board of Trustees, administrators, constituency
heads and generally, to anyone within the institution
through the intranet site. Research projects that have
a limited scope or a clear single client may be
distributed more narrowly.
All major Research and Planning reports and
reference materials including enrollment studies,
satisfaction survey results, and student engagement
study results are made available on the College’s
intranet site. An e-mail notice is sent to all staff
when new materials are added to the intranet site.
7P5 Ensuring department and unit analysis of
information and data alignment
The College ensures that department and unit
analysis of information and data aligns with
institutional goals through a variety of approaches.
The central approach is the use of the Online
Planning Database (OPD). The OPD is a tool
College of DuPage created to collect planning
information. The OPD is a repository for information
regarding the College’s vision, mission, goals,
objectives, and action plans. The database enables the
College leadership to track how all areas within the
College contribute to the accomplishment of its
vision, mission, goals, and objectives. College
personnel can access the database in order to enter,
review, and update planning information. The OPD
ensures alignment of information and data for all
action plans, of which there are typically 150-200
active at any given time. Only activities that align
with institutional objectives receive funding and/or
approval.
Other approaches to ensure alignment with overall
institutional objectives include the Institutional
Strategic Plan and the associated strategic plans of
the Cabinet areas described in Section 8C2, the
Academic Program Review process described in
Section 1P1, and the annual ICCB-mandated
Performance Report. The Performance Report
evaluates performance for three types of indicators:
common institutional indicators, statewide indicators,
and mission specific indicators. The mission specific
indicators measure progress towards reaching targets
set by the institution.
7P6 Ensuring effectiveness of information system
and related processes
The Information Technology (IT) division ensures
the effectiveness of COD’s information systems and
related processes through the implementation of the
IT Strategic Plan and the use of its IT Dashboard.
The IT Strategic Plan provides the strategic direction
to address the strengths, weaknesses, opportunities
and threats from a technology perspective that will
face the College over the next five years. The IT
Dashboard tracks the effectiveness of IT processes in
Security, Network Services, Office and Classroom
Technology, Special Services, and Systems &
Operations.
To protect the integrity of the College’s data and
information, including student personal and financial
information, the College has enacted an Information
Security Plan to enforce the Standards for
Safeguarding Customer Information (Gramm-LeachBliley Act) and the Family Educational Rights and
Privacy Act (FERPA). In addition to educational
records, and student personal and financial
information, the College has chosen to also include
the personal and financial information of faculty
members, staff members, alumni, and other donors in
the definition of protected data and information.
When in doubt as to whether a piece of data or
information is to be protected, COD
employees/contractors will err on the side of
protection. Protected data and information includes
both paper and electronic records. Examples of
protected personal and financial information include
addresses, phone numbers, bank and credit card
account numbers, credit histories, and social security
numbers.
Category #7: Measuring Effectiveness - 72 -
College of DuPage November 2008
All employees receive pamphlets regarding IT plans
to ensure the security of information; these pamphlets
are distributed twice per year.
Help Desk Analyst is contacted, for 30% of all
incoming calls. Of the 510 calls opened in August
2008, 34.7% attained a first call resolution. An
additional metric includes 80% of calls answered
within 20 seconds, with five percent of calls
abandoning. The August 2008 answer time was
approximately 30 seconds with approximately 7%
abandoning. This metric has a “yellow” status on the
dashboard.
7P7 Measuring and analyzing systems and
processes of measuring effectiveness
Measures collected and analyzed regularly by the IT
department include: Work Requests; Number of
Email Messages; Number of Viruses Removed;
Number of Spam Messages Deleted; Help Desk
Calls; Student Portal Statistics; Mainframe
Availability; and Transaction and Response Times.
The myCOD Student Portal is a web-based tool
designed specifically for educational institutions to
enhance communication between the educational
institution and its students. The results for student
portal usage show a steady increase in usage by both
faculty and students from May 2006 to August 2008,
as seen in Figure 7.3. The number of student
accounts has nearly quadrupled while the number of
students who logged in at least once has increased by
over 300%.
7R1 Results for measuring effectiveness
The IT Dashboard, published online
(http://www.cod.edu/it/helpdesk/dashboard/it/),
includes tracking Helpdesk calls. The IT goal is to
properly address the customer’s need the first time a
Figure 7.3 myCOD Student Portal Results
myCOD Student Portal Results
May-06
Aug-08
Change
%
Change
Number of student accounts
52,417
156,350
103,933
198.28%
Headcount for term
30,198
27,153
-3,045
-10.08%
Students logged in at least once
11,735
48,803
37,068
315.88%
Students logged in at least once this term
6,130
11,860
5,730
93.47%
% of headcount logged in at least once this term
20%
44%
Students logged in at least once during the last 24 hours
2,048
5,119
3,071
149.95%
% of headcount logged in last 24 hours
7%
19%
Number of faculty accounts
2,304
3,386
1,082
46.96%
Faculty logged in at least once
607
1,545
938
154.53%
% of faculty logged in at least once
26%
46%
Results related to meeting data needs will be reported
following the transition from a legacy CDAS system
to Datatel ERP and Business Objects beginning
Summer 2009.
Balanced Scorecard results are discussed in 7R2.
7R2 Results comparisons
COD’s Balanced Scorecard (Figure 7.4) is designed
to use comparison data from the NCCBP, as well as
Illinois averages derived from the Illinois
Community College Board (ICCB) data, in order to
develop goals and targets. The scorecard also
indicates the comparison group for each student
success indicator. The red/yellow/green status
buttons illustrate how well the indicator is
progressing towards goal/target.
The College is meeting its goals for two of the five
categories: Resource Utilization and Valuing
Community. As indicated by the red status, the
Valuing Colleagues category is an area of concern,
while Valuing Students has mixed results. The red
status is associated with Noel-Levitz SSI “Students
Feel Respected and Valued” items. The remaining
four items are either above the goal/target or at
100%.
There is an opportunity for improvement in Student
Success indicators related to credit course
retention/success, developmental course
Category #7: Measuring Effectiveness - 73 -
College of DuPage November 2008
retention/success, and core academic skill areas
retention/success. However, degree-seeking
graduation/transfer rates, occupational completer
success, and success in subsequent college-level math
and writing coursework (following completion of
developmental coursework) are above comparison
group averages.
Figure 7.4 College of DuPage Balanced Scorecard
Item
IA1
IA2
a
IA2
b
IA2
c
Student Success Indicators
I. Student Success
Credit, College-level Course Retention
and Success Rates
Retention in Developmental Courses
Enrollee Success in Developmental
Courses
Completer Success in Developmental
Courses
Actual
Goal/
Target
Variance
Comparison
annual
68.2%
73.8%
-5.6%
NCCBP Median
annual
69.1%
82.7%
annual
29.8%
55.0%
annual
43.1%
68.2%
13.5%
25.2%
25.1%
NCCBP
Median--Math
NCCBP
Median--Math
NCCBP
Median--Math
NCCBP
Median-Algebra
NCCBP
Median-Algebra
NCCBP
Median-Algebra
Frequency
Status
IA3
a
Course Retention in Academic Skill Areas
annual
66.7%
79.1%
12.5%
IA3
b
Enrollee Success in Academic Skill Areas
annual
33.8%
57.1%
23.4%
IA3
c
Completer Success in Academic Skill
Areas
annual
50.6%
72.7%
22.1%
IB1
IC2
3-Yr, FT Degree-Seeking GraduationTransfer
6-12 Month Occupational Completer
“Success Index” (working or college)
1-Year Developmental Math Success %
in Subsequent Course Work
1-Year Developmental Writing Success %
in Subsequent College-Level Writing
annual
74.7%
70.8%
3.9%
ICCB Average
annual
97.1%
92.0%
5.1%
ICCB Average
annual
71.7%
65.6%
6.1%
NCCBP Median
annual
80.2%
70.2%
10.0%
NCCBP Median
IB4
ID1
ID1
II. Valuing Students
II A 1
a
Noel-Levitz Summary Items
3 years
100%
100%
0.0%
II A 1
b
CCSSE Indices
3 years
80%
75%
5.0%
II B 2
High School Graduates Enrolling at
C.O.D.
annual
20.1%
19.5%
0.6%
II C 1
Noel-Levitz Campus Safety and Campus
Climate
3 years
100%
100%
0.0%
II C 2
Noel-Levitz Students Respected and
Valued
3 years
50%
100%
50.0%
III. Resource Utilization
Tuition and Fees as Percentage of Total
Revenue
Ratio of Academic to Non-Academic
Expenditures
annual
31.6%
32.0%
0.4%
annual
2.01
1.50
0.51
III C
2a
II C 2
c
Net % of Items
Progressing:
2007 v. 2004
Net % of Indices
Progressing:
2006 v. 2003
NCCBP Median
Net % of Items
Progressing:
2007 v. 2004
Net % of Items
Progressing:
2007 v. 2004
Below 32%
Peer Institutions
IV. Valuing Colleagues
IV A
3
National Norm-based PACE Survey
3 years
3.42
3.57
-0.15
IV B
1
Great Workplace Climate Survey
annual
64.0%
68.3%
-4.3%
annual
26%
3%
22.9%
VD
1
V. Valuing Community
Market Penetration: Community
Participation
Category #7: Measuring Effectiveness - 74 -
NILIE PACE
Norm Base for
2006
Prior 3-year
C.O.D. average
NCCBP Median
College of DuPage November 2008
7I1 Improvement of current processes and
systems
be shared with the Leadership Council in addition to
the departments involved.
The process for improving processes and systems for
measuring effectiveness is overseen by the
Measurement Effectiveness sub-team of the
Institutional Effectiveness Council (IEC). This subteam serves as an advisory committee for the
Balanced Scorecard. The team assesses the Balanced
Scorecard and explores ways to improve both
measures and presentation of the results. The subteam also provides measurement expertise to CI and
QIP teams as needed.
Results for measuring effectiveness are
communicated through the IT Dashboard available
on the Internet. Thereby an immediate view of the
results and trends in this area are available to the
public.
As a transition to Datatel Colleague, Datatel
consultants have been working with College staff
since March 2007 to set up the new system and
prepare the College for the transition to the “go live”
date of March 2009. The Business Objects business
intelligence (BI) platform will allow each employee
immediate access to the business information
necessary for their jobs. The platform will provide a
full spectrum of BI capabilities—ranging from
reporting, query and analysis, and dashboards and
visualization, to intuitive discovery and advanced
predictive analytics capabilities.
The Institutional Effectiveness Council (IEC) posts
all documents related to Quality Improvement
Projects on the IEC intranet page. IEC meeting
minutes are posted on the intranet and on an
electronic e-Board, thereby permitting staff
opportunity to stay up-to-date on IEC activities. A
newly created electronic newsletter, the Gold
Standard, is used to inform employees of major
quality initiative activities, as well as basic
information related to quality improvement.
Occasional all-college email notices are sent by the
IEC to alert employees of significant quality-related
news.
7I2 Targets, improvement priorities,
communications
Current effort is focused on developing outcome
measures and developing baseline data from those
measures. This will be the foundation for
measurement of the effectiveness of the College.
Outcome measures will be evaluated for their
usefulness to stakeholders. It is expected that the
development of a system of institutional
measurements will be ongoing, and adjustments will
be made as expertise is developed in this area. As the
data are used in decision-making, the quality of the
data will be assessed, and opportunities for
improvement will be identified. Methods will
include surveys of users and comparisons to results
of peer institutions. As potential gaps are identified,
they will be analyzed with data collecting and
processing departments to identify improvement
targets and ways to achieve those goals.
The Balanced Scorecard project is an easily
accessible means of organizing and presenting results
from outcome measures to the College community.
The goal is to have a comprehensive, but concise set
of indicators for use by the College and its
stakeholders. As the collection, analysis, and
presentation processes are reviewed, the results will
Category #7: Measuring Effectiveness - 75 -
Category #8:
Planning Continuous Improvement
College of DuPage November 2008
Category #8: Planning Continuous Improvement
8C1 Institutional vision
8C2 Short-and-long-term strategies and
alignment with mission and vision
The vision statement for the College is “By
2010, those served by the College of DuPage
will be the nation’s best-educated citizens”. The
College was in the process of creating new
vision and mission statements when the Board of
Trustees reassigned the President and hired an
interim President. Senior leadership decided to
put the mission and vision process on hold until
the new President is in place.
The College considers its long-term planning to
cover a period of approximately four years, and
its short-term planning to cover a span of one to
three years. As shown in Figure 8.1, the
College’s institutional goals provide focus as
long-term strategies for the 2008-2012 Strategic
Plan.
Figure 8.1 Institutional Goals
Academic Quality Improvement Projects (AQ)
AQ01
Improve Students’ Skills in Developmental Reading, Writing and Mathematics
AQ02
Improve Student Advising
AQ03
Improve Effectiveness of Partnerships with Area High Schools
AQ04
Improve satisfaction levels of employees by creating a culture where everyone accepts their responsibilities for decision
making and obtaining appropriate information to perform their duties.
AQ05
Improve the academic readiness of students.
AQ06
Improve student engagement with faculty, staff, peers, and the resources of the broader college community.
AQ07
Develop continuing partnerships with external institutions and organizations for the benefit of District 502.
Illinois Commitments (IL)
IL01
Higher education will help Illinois business and industry sustain strong economic growth.
IL02
Higher education will join elementary and secondary education to improve teaching and learning at all levels.
IL03
No Illinois citizen will be denied an opportunity for a college education because of financial need.
IL04
Illinois will increase the number and diversity of citizens completing training and education programs.
IL05
Illinois colleges and universities will hold students to even higher expectations for learning and will be accountable for the
quality of academic programs and the assessment of learning.
IL06
Illinois colleges and universities will continually improve productivity, cost-effectiveness and accountability.
Institutional Strategic Plan (IS)
IS01
Hire, develop and advance those who are committed to our educational mission to promote the highest levels of educational
attainment throughout the community we serve.
IS02
Introduce new and modify existing programs, services, and systems as the continuous assessment of community learning
needs and outcomes direct us.
IS03
Promote and support collaborative experimentation within the college and through partnerships to maintain our strong
reputation and secure our financial future.
IS04
Stress learning attainment in our enrollment development efforts, attracting and retaining those we can serve best and
collaborating with other education providers when partnerships better serve our community.
IS05
Analyze and improve essential internal processes in a manner consistent with the principles of quality improvement.
IS06.01 More effectively engage students in their education to enhance student success
IS06.02 Increase the engagement of college personnel in the improvement of essential processes affecting the quality of services and
academic programs.
IS06.03 Develop continuing partnerships with external institutions and organizations for the benefit of District 502.
The short-term strategies are captured in Figure
8.2, the six 2008-2012 Strategic Objectives (SO).
Alignment with mission and vision is ensured by
the annual revisiting of the mission, vision,
institutional goals, and strategic objectives by the
Leadership Council.
Category #8: Planning Continuous Improvement - 76 -
College of DuPage November 2008
Figure 8.2 2008-2012 Strategic Objectives
SO 1: Improve systems, processes, and procedures to use resources more effectively.
KPI
1.1 Scheduling efficiency
Measure
Space Utilization Reports
(Astra #10 and #12) on ratio
of spaces filled to seats
available.
Include all delivery methods.
Astra reports on class
1.2 Class cancellation rate
enrollment and date of
cancellation data via.
1.3 Number of students
Finance office report on
dropped for non-payment
percentage of students
dropped for non-payment
each term.
Financial aid office report on
1.4 Amount of time required Reduce the amount of time required
amount of time required for
for financial aid approval
for financial aid approval after
action after application is
application is completed.
completed.
SO 2: Identify and meet the needs of under-prepared students before and after college entrance.
KPI
2.1 Student reading skills
2.2 Student writing skills
2.3 Student math skills
2.4 Developmental math
student success rate.
2.5 Developmental Success
Rates
2.6 Developmental Success
Rates in college-level
courses.
Sub-Objective
Improve utilization of resources
through scheduling efficiencies and
by cross training personnel in
division offices to have scheduling
capabilities of classrooms.
Reduce the number of cancellations
each term by exploring innovative
strategies to improve the process.
Decrease the percentage of students
who are dropped for non-payment
each term.
Sub-Objective
Improve the reading skills of
students in developmental reading
courses.
Improve the writing skills of students
in developmental writing courses.
Improve the math skills of students
in developmental math courses.
Increase the rate of success of
developmental math students in
college-level math courses.
Increase the level of success as
measured by grades (A, B, C).
Measure
Compass/Asset & GatesMacGinitie tests given preand post-course
Compass/Asset and maybe
WPE as pre-test and English
Entrance Essay as post-test
Pre/post test model.
Course success rate of C or
better from R&P.
Enrollee Success NCCBP
Credit, Developmental
Course Success Rates
NCCBP Credit,
Developmental Student
Success rates in college-level
courses
SO 3: Improve student success and degree/certificate completion for all student cohorts.
KPI
3.1 Degree/Certificate
Completion
3.2 AAS
Degree/Certificate
Completion
3.3 AA or AS completion
or transfer
Increase the level of success as
measured by grades (A, B, C).
Sub-Objective
Increase the number of full time, firsttime students completing degrees or
certificates within 3 and 5 years.
Increase the number of AAS degrees
& certificates completed within 3 and
5 years.
Increase the number of full time, firsttime students completing AA or AS
degree or IAI transfer within 3 and 5
years.
Target
Decrease the number of
cancellations by 5%
Student applications will be
processed, on average,
within 6 weeks after a
student’s file is complete.
Target
Increase by 2%
Increase by 2%
Achieve a 75% success
rate.
Increase by 2%
Increase each area by 1%
(Math from 30% to 31%;
Writing from 59% to 60%;
and Reading from 67% to
68%)
Increase each area by 1%
(Math from 72% to 73%
and Writing from 80% to
81%)
Measure
NCCBP: Proportions of
students that complete degree
or certificate
Local data
Target
Increase by 0.25%
Local data
Increase by 0.25%
3.4 Student Success
Increase by 0.25%
Increase college-level course success
NCCBP: Credit college-level
Increase next-term from
rates (C or better).
course success rate
65% to 66%
3.5 Core academic area
Increase enrollee success in core
NCCBP: Enrollee success in
1% increase in each core
success
(English Comp 1 & 2, Algebra, and
core academic skill areas
area
Speech) academic area.
SO 4: Improve academic effectiveness as measured by attainment of learning outcomes in courses, in all current delivery modes –
traditional, CIL, Online, Hybrid, and Fast Track.
KPI
Sub-Objective
Measure
Target
4.1 Develop a baseline of
Establish baseline grade data by
Absolute number in each
Complete data collection
current student academic
delivery mode (future action is to
grade category (A, B, C, D, F,
and annotation.
Category #8: Planning Continuous Improvement - 77 -
College of DuPage November 2008
performance by established
delivery mode category as
determined by grade data
compare changes in grade results
based on strategies implemented in
each delivery mode
W) by delivery mode. Data
collected from FY 2002
through FY 2008
4.2 Compare delivery mode
syllabi
Improve compatibility of Active
Course files with syllabi across all
delivery modes: traditional, CIL,
online, Hybrid, Fast track
Improve General Education
learning outcomes in all delivery
modes
Percent in compliance.
100% compliance by
FY2010.
Use Program Review and/or
General Education
Assessment developed in the
General Education
Assessment QIP Team (QIP
7) to compare results or
compare grades across the
same General Education
courses in each delivery mode
Recommend using General
Education Assessment target
resulting from work on
General Education QIP
Team (QIP 7) results and
recommendations.
4.3 Compare General
Education learning
outcomes by delivery mode
based on Program Review
and other measures
.
SO 5: Improve the alignment of programs and services with students, business, and community needs.
KPI
Sub-Objective
Measure
5.1 Alumni/Graduate
Maintain the level of satisfaction of
R&P Grad. Satisfaction
Satisfaction
our graduates.
Survey
5.2 Market Penetration
Increase the percentage of market
R&P data.
penetration by gender, age, ethnicity,
and geographic location.
5.3 Local High School
Increase the percentage of enrollments Admissions data.
Graduate Enrollment
from each of the district high schools.
5.4 Program/Disciplinespecific Enrollment
Maintain or increase enrollments in
targeted programs.
5.5 Student Satisfaction
Increase the level of satisfaction of
our students.
5.6 Student Engagement
Increase the level of engagement of
our students.
For programs identified by
VPAA, number that showed
an increase in completers from
previous year.
Noel Levitz & ACT Survey of
Student Opinion: Overall
Impression of Quality of
Education.
CCSSE.
5.7 Certification/Licensure
Increase or maintain the pass rates of
Pass rates for individual
all of our certification and licensure
programs.
exams.
SO 6: Develop students’ capacity to think critically, manage information, and learn independently.
KPI
Sub-Objective
Measure
6.1 Critical Thinking Skills Improve students’ ability to clarify,
CAAP Critical Thinking Test
and Competencies
analyze, evaluate, and extend
or ETS
arguments.
6.2 Information Literacy
Improve students’ information literacy iSkills Information and
Communication Technology
skills including the use of digital
Assessment or SAILS
technology, communications tools,
and networks to solve information
problems in order to function in
society.
6.3 Critical Thinking
Assess critical thinking attitudes.
California Critical Thinking
Attitudes
Dispositions Inventory
(CCTDI)
Category #8: Planning Continuous Improvement - 78 -
Target
98% of respondents
satisfied or very satisfied.
Increase penetration to
2.94% (from 2.89%)
2% increase in the
aggregate number from
1.4%
Establish baseline data
N-L:5.41 (same as national
average—currently 5.04)
ACT:4.15 (currently 4.09
and national average is
4.08)
Increase by one unit the
standard score on each of
the five benchmarks
(Active Learning, Student
Effort, Academic
Challenge, Stu-Fac
Interaction, and Support
for Learners)
Meet or exceed last year’s
pass rates
Target
Collect the data and
compare to national norm
Collect the data and
compare to national norm
Establish baseline data
College of DuPage November 2008
8P1 Planning process
The College’s planning process is captured in Figure
8.3. The process is overseen by the constituencybased Leadership Council (LC) which ensures that all
institutional stakeholders are included in planning
decisions. The planning process is based on the Plan-
Do-Check-Act (PDCA) methodology to identify
opportunities for improvement, collect and analyze
data, implement improvements, and evaluate
effectiveness. The planning process encompasses
one-year, four-year, and eight-year PDCA cycles.
Figure 8.3 Institutional Planning Process
The planning process begins with a series of
institutional planning workshops overseen by the
Leadership Council, composed of members of the
President’s Cabinet along with the executive
leadership of each of the five constituency groups:
administrators, full-time faculty, classified staff, parttime faculty, and students. The outcomes of the
workshops are updated mission and vision statements
and a set of institutional goals. Mission and vision
statements undergo a thorough review every eight
years, and institutional goals are intended to cover a
four-year span. The planning process was scheduled
to begin in Fall 2008, but the change at the
President’s level necessitated a delay in the cycle.
Once the new President takes office, the College
expects to resume the process in an expeditious
manner.
The next step in the planning process is the
development of Strategic Objectives (labeled
Strategic Goals on Figure 8.3). These objectives
represent the educational priorities of the institution
and the supporting operational plans to help achieve
them. The Strategic Objectives are written by the
Vice Presidents of Academic Affairs, Student
Affairs, Finance, and Information Technology. In the
most recent cycle, the Academic Affairs and Student
Affairs objectives were written through a
collaborative process involving administrators and
the Faculty Senate. The objectives for Finance and
Information Technology were developed in order to
support the collaborative Academic Affairs/Student
Affairs objectives.
Category #8: Planning Continuous Improvement - 79 -
College of DuPage November 2008
Once the Strategic Objectives are determined for the
upcoming year, Action Plans are written by
administrators and faculty to achieve the targets
specified in those objectives. Action Plans are
written by February and approved by May. Once
approved, Action Plans are implemented from July to
the following June.
The outcomes of each Action Plan are reviewed by
Cabinet in July /August of the following year. In the
fall, these outcomes also are examined in context
with the institutional goals. As a result, the
institutional goals are reaffirmed and/or revised if
needed, the strategic objectives are
updated/revised/retired as necessary, and the annual
cycle begins again. The annual cycle is modified
every four years with the rewriting of the institutional
goals, and every eight years with the rewriting of the
mission and vision statements.
8P2 Selecting short- and long-term strategies
The long-term strategies are institutional goals,
selected in an institution-wide strategic planning
process every four years. The process for selecting
the long-term strategies begins with an environmental
scan that captures a comprehensive survey of COD’s
environment in the following areas: workforce and
employment trends; DuPage County demographic
trends; financial position and funding stream impact;
national reports on education, student enrollment and
retention trends; and student and staff expectations
and satisfaction trends. After reviewing the
information, the planning group (described in Section
8P1) uses a collaborative process involving CI tools
to arrive at the five or six most pressing long-term
strategies to accomplish the mission and vision.
Conflicting expectations of key stakeholder groups is
managed by having stakeholders present at and
involved in the development of the long-term
strategies and by using CI techniques such as multivoting and small-group brainstorming.
Short-term strategies are determined by the Cabinet
areas. In the last cycle, Academic Affairs and
Student Affairs worked collaboratively, involving
both administrators and faculty in the identification
of six strategic objectives (see Figure 8.2). The
process began with an environmental scan and review
of the last version of the 20 strategic objectives for
the Academic Affairs and Student Affairs divisions.
A pre-planning group of Academic Affairs and
Student Affairs administrators held two working
sessions over the summer. Participants were
provided copies of the Systems Appraisal Feedback
Report; the Student Portrait for Fall Semester 2005;
the Institutional Portrait for 2005-2006; the Five
Year Financial Analysis for 2007-11; a document
entitled The Demographics and Academics of
College Going in Illinois; a document entitled The
State of Working Illinois 2005; the Noel Levitz
Student Satisfaction Inventory Survey Report 2004;
the Illinois Commitment—A Policy Framework for
Illinois Higher Education; and the College’s 2004
AQIP Systems Portfolio. Teams of three-to-four
administrators studied each of the documents and
reported out their findings and observations. From
there, a structured brainstorming activity was used to
reduce the 20 strategic objectives to a more workable
number, and to reword the goals to make them truly
strategic, rather than operational. In the fall, the
Faculty Senate joined the administrator group in
order to conduct a series of meetings, spanning both
fall and spring semesters, that resulted in validating
the existing objectives, as well as developing metrics
for the assessment and analysis of progress on the
objectives. This collaborative process ensured that
key stakeholders were present and that the planning
process was communicated effectively. In addition,
key stakeholder groups have input through
representation on the Leadership Council. The
representatives are charged with the communication
of issues and concerns regarding the development
and identification of the planning process.
8P3 Developing key action plans
Once strategic objectives are identified, key action
plans are developed. Staff and faculty are
encouraged to submit action plan proposals related to
progress on the strategic objectives via the Online
Planning Database (OPD), a tool created by the
College to collect planning information. The OPD is
a repository for information regarding
vision/mission/goals/objectives/action plans and
enables College leadership to track how all areas of
the College contribute to the accomplishment of the
College’s vision, mission, goals, and objectives.
College personnel can access the database year-round
in order to enter, review, and update planning
information.
The annual planning period is when resources needed
to accomplish action plans will be approved,
budgeted, and assigned to specific funding sources.
If an action plan requires resources from other areas
of the College, personnel from those areas enter cost
information directly into the action plan. The action
plan approval process starts with the immediate
supervisor and ends with Cabinet approval. Predefined reports in the database make it simple to
produce a variety of reports used in tracking; such
Category #8: Planning Continuous Improvement - 80 -
College of DuPage November 2008
reports can be generated upon request. Once
approved, action plans become the major focus of
work activities for the year.
Submission
Submitter
Date
Update
9/7/2007
2:25:34
PM
SEAN SAMPEY Replacing SUTTONE with
STOCKL
7/12/2007
11:40:55
AM
CHRISTOPHER Action Plan has been approved
L. PICARD
by Cabinet and is now active for
FY 2008.
7/12/2007
11:40:02
AM
CHRISTOPHER AP approved in Supervisory
L. PICARD
Review.
Increase number of laptop computers that circulate to students and
faculty by 10 to assure that more students can work on computers
in the Library. The Library is one of the few facilities on campus
that provides space conducive to quiet study, and increasingly,
student assignments require the use of computers.
7/12/2007
8:07:14
AM
SEAN SAMPEY Replacing FRADKIN with
SUTTONE
7/9/2007
3:11:34
PM
BERNARD
FRADKIN
A proposed action plan must be linked to a strategic
objective within the ODB. In this case, the proposed
action plan was linked to the following two strategic
objectives:
4/12/2007
2:16:31
PM
JOSEPH C.
Resource Review completed and
MIRAGLIOTTA Action Plan promoted to Final
Review.
3/22/2007
10:47:12
AM
CHRISTOPHER AP approved in Supervisory
L. PICARD
Review.
2/26/2007
11:10:43
AM
BERNARD
FRADKIN
AP approved in Supervisory
Review.
2/22/2007
11:54:26
AM
ELLEN D.
SUTTON
AP submitted for Supervisory
Review
2/22/2007
11:50:14
AM
ELLEN D.
SUTTON
AP created.
An example of an action plan will illuminate the way
in which the ODB manages this process. From the
fiscal year FY08, one of the action plans was AP0801522: Improve Student Access to Computers in the
Library. The action plan was originated by the Dean
of Learning Resources in February of 2007 and
entered into the ODB with the following description:
SO 1
SO 3
Improve systems, processes and procedures
to use resources more effectively.
Improve student success and
degree/certificate completion for all student
cohorts.
2007
2007
The next step in the process is securing resources via
a Resource Request. Such a request generates a
Resource Review by the administrative area which
would provide the resource. In the case of AP0801522, the request was to have the project funded
from the institution’s Improvement Funding (IF) line,
a special budget line dedicated to improvement
projects:
Hardware/software
Add 10 new laptop computers to
meet the increased demand of
students doing academic work in
the library.
IF
Plan
Accordingly, the Vice President of Academic Affairs
approved the request; the Cabinet approved AP0801522, and in July, AP08-01522 became active. It
was completed later that year, and the database
recorded its completion. The final sequence of
events captured in the database is shown below in the
snapshot captured from the OPD:
AP approved in Supervisory
Review.
8P4 Coordinating and aligning planning processes
The Leadership Council (the constituency-based
group that shares information and issues at an
institutional level) has the primary responsibility for
overseeing the institutional planning process. In Fall
2005, the College formed the Quality Improvement
Council (QIC), comprised of the members of the
Leadership Council plus members of the Institutional
Effectiveness Council. The QIC ensures that planning
processes and action plans are aligned at each of the
institutional levels through monitoring the activity of
the Leadership Council’s planning efforts.
In addition to the structural oversight provided by the
QIC, administrators at the division and department
level are responsible for ensuring that objectives in
their areas contribute to the accomplishment of the
institutional goals. Alignment of strategies and action
plans is a necessary component for all proposed
action plans, as shown in the planning database
example.
Category #8: Planning Continuous Improvement - 81 -
College of DuPage November 2008
8P5 Selecting measures and setting performance
projections
The Academic Affairs/ Student Affairs plan includes
six strategic objectives, with sub-objectives for each
strategic objective (Figure 8.2). The sub-objectives
each include measures and performance projections,
determined by identification of the current level of
performance and the selection of a reasonable,
achievable target to focus improvement efforts.
Although time consuming, the collaborative approach
ensured that both faculty and administrators were in
agreement as to the objectives and improvement
targets. The process used to determine the metrics
was based on nationally-normed benchmark data.
For instance, NCCBP data was used to set a target for
KPI (Key Performance Indicator) 3.1,
Degree/Certificate Completion.
8P6 Accounting for resource needs
Funding and allocation of resources used to
accomplish the strategic objectives grow out of
division objectives and related action plans. Action
plans specify what will be done to accomplish a
division objective. In order to be approved, a
proposed action plan also must indicate what funds
and other resources (including staffing) are needed.
The Cabinet prioritizes and approves these requests.
The Five-Year Financial Plan includes Improvement
Funding, within the Operating Funds, equal to one
percent of the total Operating Fund budget. One
fourth of this 1% of total Operating Fund budget is
identified as permanent funding that is allocated to
improvement projects. Thereby, funding requests
also may come from Continuous Improvement (CI)
teams that have developed action plans to address
process issues. While funds are set aside within the
Operating Fund budget for CI projects, Cabinet
approval is required for appropriation of such funding
requests.
8P7 Ensuring faculty, staff and administrative
development
Requests for anticipated staff development and
training can be specified in action plans. Since action
plans are approved by the Cabinet, the planning
process ensures that resources are set aside for
needed development. Needs for faculty and staff
training and development also are identified at annual
performance evaluations.
The College offers a wide-range of professional
development training, including Continuous
Improvement training, through its Teaching and
Learning Center. Additionally, the College provides
a tuition waiver for employees who wish to take
classes at the College, and employees can apply
tuition reimbursement funds for individual, workrelated learning programs. Employee plans include
the opportunity to enhance personal salaries though
professional development; professional development
opportunities are negotiated in constituency group
contracts.
8P8 Measuring and analyzing planning
effectiveness
To track employee satisfaction with the planning
process, the College uses data obtained from periodic
administrations of the Personal Assessment of the
College Environment (PACE) “climate” survey.
PACE includes questions regarding employees’
satisfaction with, and understanding of, the planning
process.
8R1 Results for planning strategies and action
plans
Completion of Action Plans
The OPD permits College personnel to track progress
on all action plans. Figure 8.3 shows the number of
action plans that have been completed or are still
active since the database became operational.
Figure 8.3: Action Plans in the ODB
300
250
200
Completed
Active
150
Total
100
50
0
FY2005
FY2006
FY2007
FY2008
As revealed in Figure 8.3, the College has
accomplished a significant number of action plans in
the last four years. The decline in total action plans
from FY2005 to FY2008 is due to continuous quality
improvement—utilizing a more selective approach to
the types of action plans that are input into the ODB.
The following improvements and accomplishments
are examples of the results of action plans and
Quality Improvement Projects (QIPs) in the last three
years:
• Implementation of Datatel
Colleague student system
(underway)
Category #8: Planning Continuous Improvement - 82 -
College of DuPage November 2008
•
•
Implementation of Automated
Prerequisite Checking
New programs in Paralegal,
Cosmetology.
8R2 Performance projecting
The projections of performance are shown in Section
8C2, Figure 8.2.
8R3 Comparisons of performance projections
The College participates in the Community College
Survey of Student Engagement, the National
Community College Benchmarking Project, Noel
Levitz Student Satisfaction Inventory, and ACT’s
Student Opinion Survey, among other benchmark
measures. In addition, the College compares its
performance to other Illinois community colleges.
By using these benchmark institutional data, COD
ensures that its projections are at or above the mean
of other institutions.
8R4 Results for planning system effectiveness
The PACE Survey is administered every three years.
Beginning in 1999, two questions were added to
obtain feedback from employees on their overall
satisfaction with the College planning process; a third
question was added in 2006. The results for the
questions, shown in Figure 8.4, indicate a significant
level of dissatisfaction, and a negative trend in
dissatisfaction from 1999 to 2006. The negative
trend indicates an area of opportunity for
improvement.
8I1 Improvement of current processes and
systems
Based on an assessment of the previous lack of a
systematic approach to improving processes and
systems for planning continuous improvement, along
with comments in the 2005 Systems Appraisal
Feedback Report, the College of DuPage
significantly modified its Council structure into the
current model whereby Quality Improvement Council
= Leadership Council + Institutional Effectiveness
Council. This new governance structure is charged
with the implementation of a systematic approach to
improving planning processes and systems. The
institutional planning process, shown earlier in Figure
8.3, is a result of the work of the Institutional
Effectiveness Council. The planning process reflects
a collaborative process that is designed to include the
input of all key stakeholders.
8I2 Targets, improvement priorities,
communications
In the past, targets for improvement were developed
in an ad hoc approach. With a systematic approach
to planning now in place, as the strategic objectives
are developed, the College sets targets based on
current and past performance, and state or national
benchmark information; metrics are added to allow
for the tracking of progress toward the targets.
The College uses a variety of approaches to
communicate current results and improvement
priorities, including brochures, e-mails, the IEC
webpage, information forums, and collegewide/divisional/departmental meetings.
Figure 8.4: Satisfaction with Planning Process
Survey Year
Overall satisfaction with the College
planning process: 1 = Very
1999 2003 2006
Dissatisfied; 2 = Dissatisfied; 3 =
Mean Score
Neutral; 4 = Satisfied; 5 = Very
Satisfied
The extent to which the College
----2.56
involves employees in planning for the
future
The extent to which information about
3.27
3.17
2.79
the College planning process is
communicated to me
The extent to which I am satisfied with
3.09
2.97
2.43
the effectiveness of the College
planning process
Category #8: Planning Continuous Improvement - 83 -
Category #9:
Building Collaborative Relationships
College of DuPage November 2008
Category #9: Building Collaborative Relationships
Governments
9C1 Key collaborative relationships
College of DuPage builds key collaborative
relationships through the development of strategic
partnerships with education, community, and
business entities.
Education: COD works cooperatively with the
Higher Learning Commission of the North Central
Association, the Illinois Community College Board,
and the Illinois Board of Higher Education to ensure
the College is fulfilling its mission and meeting the
needs of students and other major stakeholders. COD
also has effective partnerships with in-district high
schools, neighboring community colleges, and
Illinois baccalaureate institutions. Figure 9.1
identifies COD’s key educational relationships and
the nature of each.
Figure 9.1 Key Relationships - Education
Entity
Nature of Relationship
Higher Learning
AQIP; Accreditation
Commission
Illinois Community
Program approval, budgeting,
College Board
state reimbursement, Illinois
Articulation Initiative (IAI)
Illinois Board of
Illinois Articulation Initiative
Higher Education
(IAI)
DuPage County
Partner in teacher preparation
Regional Office of
and recertification efforts
Education
Area High Schools
Feeder of students to COD
Articulation agreements
Technology Center
Feeder of students to COD
of DuPage
Partner in regional facilities
DuPage Area
School-to-Work initiatives
Occupational
Educational System
DuPage Area TechTech-Prep initiatives
Prep Consortium
Other local Illinois
Consortium arrangements,
Community
Cooperative agreements
Colleges
Receiver of COD students
Illinois
Articulation agreements
Baccalaureate
Institutions
Community: COD’s service district consists of 50
communities. One of the College’s major partnership
initiatives is to work closely with local municipal
governments to better serve residents of those
communities. The College has established working
relationships with several community organizations
and the local media. Figure 9.2 identifies COD’s key
community relationships and the nature of each.
Figure 9.2 Key Relationships - Community
Entity
Nature of Relationship
Local Municipal
Officials serve on regional site
Local Community
and Social Agencies
Local Press
advisory boards
Partner with COD to develop
community education centers to
meet the needs of local residents
Support for community residents
Support for COD’s programs and
services
Business and Economic Development: COD has
strong ties to the business sector in assisting in the
economic development of the College’s service
district. Figure 9.3 identifies COD’s key business
relationships and the nature of each.
Figure 9.3 Key Relationships – Business and Economic
Development
Entity
Nature of Relationship
Support for academic programs
Career Tech Ed
Curriculum development input
Program Advisory
Committees
Corporations
Donations for new programming,
scholarships, and equipment
Illinois Employment Training and job placement for
and Training Center
unemployed residents
(IETC)
Health Care
Health Care Leadership Council to
Providers
expand workforce opportunities
and development
Advisory Boards
Provide input in determining
employer and employee needs
Local and State Law Support for the Suburban Law
Enforcement Academy located on
Enforcement
COD campus
Agencies
Area Businesses
Receivers of training for employees
Chambers of
Provide input in determining needs
Commerce
of businesses in a local
municipality
DuPage County
Provide input in determining needs
Workforce Board
of businesses in DuPage County
Third-Party
Assist in delivery of needed
Training Providers
programming
9C2 Reinforcing mission and supporting
institutional directions
Development of strategic partnerships is an essential
element of COD’s mission “to be at the forefront of
higher education, serving the needs of the
community.” The collaborative partnerships serve to
promote and support COD’s strong reputation, help
secure its financial future, stress learning attainment,
and better serve the COD community.
9P1 Creating, prioritizing and building
relationships
Collaborative relationships are created from a variety
of needs. Some evolve in meeting the needs of
students such as the relationship between a
community college and the high schools that prepare
students for postsecondary education, and the
Category #9: Building Collaborative Relationships - 84 -
College of DuPage November 2008
baccalaureate institutions that receive students who
have completed the first two years of undergraduate
education. Other relationships may emerge to meet
an identified need of community residents, for the
mutual economic benefit of partners, and to comply
with requirements of governing bodies.
Those collaborative relationships that are essential to
helping the College fulfill its mission are given the
highest priority. COD uses the “Plan, Do, Check,
Act” model to determine the key collaborative
relationships:
•
Identifying those potential partners who can do
the most in helping the College fulfill its mission
in meeting the targeted needs of students and
other stakeholders that emerged from strategic
planning (Plan)
•
Developing and implementing action plans to
deploy strategies that lead to improvement (Do)
•
Measuring and analyzing the effectiveness of the
strategies deployed (Check)
•
Feeding the results into the next cycle of
strategic planning as part of the SWOT analysis
(Act)
The high-priority relationships essential to helping
COD fulfill its mission include:
Area High Schools: Building strategic partnerships
with the 37 high schools (24 public and 13 private) in
COD’s service district is a high priority for the
College. AQIP Action Project #3 focused on
improving partnerships with area high schools. The
team assigned to this AQIP Project identified five
primary high school constituent groups: high school
students, parents, teachers, counselors and
administrators. The outcomes of this effort are
highlighted in several sections of this category.
Several COD offices build ongoing relationships with
high schools such as:
•
High School Articulation
•
Admissions
•
Education to Careers and Tech-Prep
•
Youth Education
•
Cooperative Education
Illinois Baccalaureate Institutions: The College
Articulation Office coordinates articulation efforts
with in-state baccalaureate institutions, COD’s
faculty, administrators and support staff, Illinois
Community College Board, Illinois Board Higher
Education and the Illinois Articulation Initiative for
the efficient and effective transfer of COD students.
Local Employers: All of COD’s Career and
Technical Education programs have advisory boards
with representatives from local business and industry.
These advisory board members assist the College in
two ways: hiring COD students and providing input
as to the current trends in business and industry.
COD’s Business and Professional Institute, Career
Services Office, and academic areas such as Business
and Technology, Applied Arts, and Allied Health are
among the primary College areas building these
relationships.
Community and Social Agencies: COD collaborates
with community and social agencies that provide
services to district residents. COD’s role is to
provide educational options for residents. Partnership
efforts are built for initiatives such as co-application
for federal or state grants, sharing facilities, and
providing input via advisory groups, focus groups
and/or surveys to help the College develop programs
needed by community residents. COD’s primary
builders of relationships with these organizations
include Community Development, ESL/ABE/ASE,
Older Adult Institute, and the Resource Development
Office.
Associations, Agencies, Consortia Partners: COD
develops partnerships with associations, external
agencies, and consortia members to combine efforts
and resources to provide value-added services to
students and other stakeholders.
Local Municipal Governments: The President’s
Office and Community Affairs division work with
the local municipal governments to identify unmet
needs and develop proposals for communityidentified needs.
General Community: COD engages the general
community by delivering educational and cultural
programs. The McAninch Arts Center, WDCB radio
and television station, the Library, Community
Development, ESL/ABE/ASE, Continuing Education
and the off-campus centers are the primary builders
of relationships with the community at-large.
Local Media: The News Bureau unit of Public
Information works closely with the local newspapers,
radio stations and cable television stations to promote
COD and highlight College activities and events.
9P2 Ensuring needs are being met
COD units are responsible for analyzing the results of
measuring collaborative relationships listed in
Section 9P4 and deploying the “Plan, Do, Check,
Act” process outlined in Section 9P1 as part of the
College AQIP program and Continuous Improvement
(CI) process.
Category #9: Building Collaborative Relationships - 85 -
College of DuPage November 2008
9P3 Creating and building relationships within
the institution
Internally, most relationships are created and built
through cross-functional College-wide committees
and continuous improvement teams, as well as
collaboration among employee constituent groups.
COD’s CI process assures integration and
communication across relationships. Continuous
Improvement (CI) teams are required to:
•
Be cross-functional and have College-wide
membership (Plan);
•
Make certain all affected internal stakeholders
are included in the development and deployment
of action plans (Do);
•
Review the results of measuring effectiveness
with the College community (Check);
•
Involve affected internal stakeholders into
developing recommendations for improvement
based on the results of measuring effectiveness
(Act).
9P4 Measuring collaborative relationships and
analyzing results
As outlined in Figure 9.4, COD’s AQIP Action
Project #3 High School Partnership Team developed
a Balanced Scorecard to measure the College’s
effectiveness with area high schools. Success
indicators are identified as either Process,
Satisfaction, or Outcome measure.
Figure 9.4 Balanced Scorecard for Measuring Effectiveness of
High School Partnerships
Success
Type of
Source of
Indicator
Measure
Data
Percentage of high school
Process
Research &
graduates attending COD
Planning Office
# HS students in dual credit
Process
Student Tracking
and dual enrollment programs
System
Satisfaction Focus groups,
High school constituent
individual
groups (students, parents,
interview results,
administrators, counselors,
and satisfaction
teachers) satisfaction with and
surveys
perception of COD
Outcome
Student Tracking
Academic performance
System
indicators for all in-district
high school graduates
attending COD:
• Degree completion
• Certificate completion
• Cumulative GPA
• Overall persistence rate
• Term-to-term
persistence rate
• Within term persistence
• Successful course
completion rate
Academic performance
Outcome
Student Tracking
indicators listed above for
high school graduates
attending COD by ethnicity
and early admission status:
• Bridge program
• Dual credit
• Dual enrollment
Transfer Rate
System
Outcome
Academic Performance at
Transfer Institutions
Outcome
Employment Rate
Outcome
Performance in Workplace
Outcome
Number of high school
personnel participating in
professional development
activities at COD
Academic performance of
teachers, paraprofessionals,
and parents of high school
students attending COD
Financial impact of utilizing
area high schools for classes
Process
ICCB transfer
reports
Student
Performance
Reports from
Transfer
Institutions
Annual Graduate
Follow-Up
Survey
Reports from
accrediting
agencies
Enrollment and
attendance
records
Outcome
Student Tracking
System
Outcome
Enrollment and
budget
information
Figure 9.5 identifies the measures of building
collaborative relationships with baccalaureate
institutions in Illinois that receive the majority of
COD’s transfer students; local employers who hire
COD students and send employees to the College for
training; community and social agencies that provide
services to residents of the College’s service district;
the general community municipal governments; and
the local media.
Figure 9.5 Measurements for High-Priority Relationships
High-Priority
Relationships
Method
Measurement
Satisfaction with
Baccalaureate
Interaction with
articulation
Institutions
College
process; number
Articulation
of articulated
Office
agreements
Local Employers
Community and
Social Agencies
in COD Service
District
Category #9: Building Collaborative Relationships - 86 -
Sharing
instructional
facilities
Interviews
Surveys
Focus groups
Participation on
Academic
Advisory
Committees
Advisory
groups
Interviews
Focus groups
Surveys
Number of shared
facility agreements
Perception of
COD
Satisfaction with
employees who
trained at COD
Programming
needs and
satisfaction with
COD
College of DuPage November 2008
Associations,
Agencies, and
Consortia
General
Community
Joint projects
Number of
partnerships
Community
Needs
Assessment
Perception of
COD
Satisfaction with
COD
Municipal
Governments
Interaction with
College Staff
Local Media
Interaction with
COD News
Bureau Staff
Perception of
COD; number of
joint projects
Service Rating
9R1 Results for building collaborative
relationships
Area High Schools
One of the major results of building collaborative
relationships is the partnership between COD and the
Technology Center of DuPage (TCD), provider of
career and technical education programs to prepare
DuPage County high school students for today’s
workplace. Outcomes from this partnership include:
•
Dual credit programs tailored to meet the needs
of TCD students.
•
Expansion of TCD’s cosmetology program at
both COD’s Addison and Naperville regional
centers to provide better service to high school
students.
In 2006, COD formed a partnership with Naperville
High School District 204 to co-operate the Frontier
Campus in Naperville to address several issues:
• District 204 is located in a major population
growth area and needed additional space to
accommodate the increase in students.
• District 204 wanted to offer college options to
their students in addition to advanced placement.
• College of DuPage was interested in increasing
programming space in this high-growth area of
its district.
District 204 operates the Frontier Campus during the
day as a high school and the curriculum includes dual
credit/enrollment classes offered by COD during the
students’ normal day. College of DuPage operates
the Frontier Campus on evenings and weekends and
offers a wide array of credit and non-credit courses.
Other major results for measuring effectiveness with
area high schools include:
•
95% of high school principals interviewed
indicated COD was meeting the needs of their
students.
•
Over 350 high school teachers, representing 18
public and five private high schools, have been
•
•
awarded scholarships from COD’s Teacher
Scholarship Program since summer of 2001.
High School Counselors indicate a high level of
satisfaction with Admissions Office and College
programs and services.
COD offers classes at 13 in-district high schools.
In Figure 9.6, the number of collaborative
partnerships with schools and/or school districts is
reflected in the number of articulation agreements,
dual credit agreements, and dual credit courses.
Except for Articulation Agreements, these numbers
represents an upward trend from FY04 to FY06.
Figure 9.6 Collaborative Partnerships with Schools/School
Districts
300
200
100
0
FY 2004
FY 2005
FY 2006
Articulation
Agreements
307
271
275
Dual Credit
Agreements
80
82
85
Dual Credit
Courses
80
82
128
In FY 2007, COD offered dual credit/dual enrollment
courses at 15 district high schools for a total seat
count of 3,780 that generated 10,597credit hours.
This represents a 92% increase over FY06, as seen in
Figure 9.7.
Figure 9.7 Dual Credit/Dual Enrollment Seat Count
5,000
4,000
3,000
2,000
1,000
0
Dual Enrollment
Dual Credit
FY 2005
FY 2006
180
240
FY 2007
368
1,543
1,719
3,780
Baccalaureate Institutions
College of DuPage completed collaborative teacher
education partnership agreements DePaul University
in FY2006, with Trinity Christian University and
North Central College in FY2007; agreements with
Category #9: Building Collaborative Relationships - 87 -
College of DuPage November 2008
Benedictine University and National-Louis
University begin with FY2008. An Associate of Arts
Teaching (AAT) degree in Secondary mathematics
was submitted to ICCB in 2007. Both Illinois State
University and Northern Illinois University accept
the AAT degree, so no partnership was required.
Local Employers and DuPage Workforce Board
Recognizing a critical shortage of area health care
providers, the College has facilitated the formation of
a Health Care Leadership Council to expand and
educate the workforce in the Western Suburbs.
Members include area hospital and healthcare
organization executives as well as College
administrators. As a result of the work of this group,
COD received a $1.4M grant from the U.S.
Department of Labor to address the nursing shortage
in DuPage County. COD partnered with the DuPage
County Workforce Board, secondary education
providers, and local health care employers in the
development of the grant proposal.
Another result of the COD/DuPage Workforce Board
partnership is the relocation of the Workforce Board
the College’s Business and Professional Institute into
a building in Lisle, Illinois. This move strengthened
COD’s relationship with the Workforce Board and
the County to better serve the workforce and
economic development needs of the district.
Other programs either recently implemented or under
development include:
ƒ
Weekend nursing track program;
ƒ
Certificate program in mammography;
ƒ
Vascular ultrasound certificate program (COD
will be the only community college in northern
Illinois to offer this new program);
ƒ
CT scan, MRI, and medical assistant certificate
programs.
COD’s Hospitality Administration Program has
developed a Culinary Theater with the help of several
corporate partners: Dacor, Spring USA, Portillo’s
Restaurant Group, Sysco Food Services, and Oak
Brook Hills Resort and Conference Center.
Local Municipal Governments
COD forms strategic partnerships with local
municipal governments to develop “Community
Education Centers” to provide customized programs
and services to meet the needs of local residents and
businesses. Currently, these centers exist in the
communities of Carol Stream and West Chicago.
Additional results for COD’s high-priority
relationship groups are listed in Figure 9.8.
Figure 9.8 High-Priority Relationship Results
Relationship
Results
Source
Annual State
Baccalaureate
Transfer
Transfer
Institutions
Coordinators at
Coordinator’s
Baccalaureate
Meeting
Institutions are
very satisfied with
articulation process
at COD
Community
and Social
Agencies
General
Community
Local Media
Shared classroom
space with two 4year universities
COD/Illinois
Employment
Training Center
Partnership
COD received
Innovative
Workforce Award
for Welfare to
Work – Low
Income Program
87% of residents
had a positive
impression of COD
All six major
newspapers serving
the district rated
COD’s News
Bureau services as
“outstanding”
Office of Academic
Services
Office of Career
and Workforce
Development
Illinois Community
College Board
COD: DistrictWide Needs
Assessment, 2000
Survey
9R2 Results comparisons
COD is a member of the National Community
College Benchmarking Project (NCCBP), a
consortium of 178 community colleges who pool data
on a variety of key performance indicators for
purposes of benchmarking local scores against those
of participating institutions. According to NCCBP
2007 Aggregated Data Report, the College of
DuPage ranks favorably for the Business and
Industry Productivity category when compared to its
peers, as seen in Figure 9.9.
Figure 9.9 Business & Industry Productivity Results
COD Reported
National Rank
Value
Comparison
Companies Served
719
98th percentile
Duplicated
7, 298
84th percentile
Headcount
9I1 Improvement of current processes and
systems
Through analysis of data from surveys, focus groups,
interviews, and demographic reports, opportunities
for improvement for key collaborative relationships
are identified. If these improvements are at the unit
level, a continuous improvement (CI) team is formed.
Category #9: Building Collaborative Relationships - 88 -
College of DuPage November 2008
If the improvement affects several College units, the
Quality Improvement Council charters Quality
Improvement Projects.
COD has made several major process improvements
(Figure 9.10) in building collaborative relationships.
All improvements are designed to increase
stakeholder satisfaction with the process.
Figure 9.10 Major Process Improvements
Process
Improved
Approach
Facilities Master
Series of open
Plan Verification
forums for input
Referendum
Formed Advisory
Committee for
Tomorrow to
organize effort
Regional Center
External Advisory
Programming
Committees formed
to recommend
programming
Regional Center
Developing
Expansion
community ed
centers to meet needs
of local residents &
businesses
Stakeholder
Participation
COD
employees
Members of
the community
and COD
employees
Local
community
leaders
Local
community
and education
leaders
9I2 Targets, improvement priorities,
communications
CI teams review key collaborative relationship
benchmark and trend data, analyze the results and set
targets for improvement. COD’s major targets for
improvement are focused on area high school, local
municipal governments, community and service
agencies, Illinois baccalaureate institutions and the
community at large.
Workforce and Economic Development
• The Economic and Community Development
Division will work with the Workforce Board on
the development of a Hospitality and Tourism
Industry Council, and a Finance and Insurance
Industry Council. The Economic and
Community Development Division will develop
a Manufacturing Industry Leadership Council on
which the Workforce Board will participate.
• With Perkins IV reauthorization focusing on
smoothing the transitions for youth from high
school to college and on to employment, the
College will be working with the K-12
partnership to develop career pathways,
documenting the academic and technical skills to
be achieved on the educational continuum for
career success.
Baccalaureate Institutions
Continue to work with baccalaureate institutions
to offer bachelor degree completion programs in
the College’s service district that would benefit
COD students who have completed AAS degrees
and/or certificates,
•
Results and improvement priorities are
communicated to relationship partners via advisory
group meetings, and written correspondence
including meeting minutes, e-mail and the COD web
site.
Area High Schools
• Increase the number of dual credit agreements
with high schools by 3% each year.
• Collaborate with in-district high schools to
address the issues of under-prepared students.
• Explore partnership opportunities with Hinsdale
District 86 in the building in Darien recently
purchased by that district.
Local Municipal Governments
•
Open community education center in
Bensenville.
•
Expand the Naperville Center over the next year
to include services provided by local community
and social agencies.
Category #9: Building Collaborative Relationships - 89 -
College of DuPage November 2008
Glossary of Abbreviations
AA
AAS
ABE
ACT
ACT/ CAAP
AES
AFA
AFT
AGS
AND
AQIP
AS
ASE
BPI
CAAP
CATs
CCSSE
CE
CI
CIL
CIT
COD
CODAA
CODFA
CPA
CTE
DARWIN
DMI
DMT
E&E
ELI
ESL
FT
FTE
FY
GED
GPA
HCLC
HIT
HLC
HR
IAI
IBHE
Associate of Arts
Associate of Applied Science
Adult Basic Education
Advisory Committee for Tomorrow
American College Testing/ Collegiate Assessment of Academic Proficiencies
Associate of Engineering Science
Associate of Fine Arts
Adult Fast Track
Associate of General Studies
Associate Degree Nursing Program
Academic Quality Improvement Project
Associate in Science
Adult Secondary Education
Business and Professional Institute
Collegiate Assessment of Academic Proficiencies (test)
Classroom Assessment Techniques
Community College Survey of Student Engagement
Continuing Education
Continuous Improvement
Center for Independent Learning
Computer and Internetworking Technology
College of DuPage
College of DuPage Adjunct Association
College of DuPage Faculty Association
Classified Personnel Association
Career and Technical Education programs
Degree Audit Request (web-based)
Diagnostic Medical Imaging
Decision Making Template
Efficiency and Effectiveness
English Language Institute
English as Second Language
Full-Time
Full-Time Equivalency- a state formula to calculate funding that converts hours
to student count
fiscal Year
General Education Diploma
Grade Point Average
Health Care Leadership Council
Health Information Technology
Higher Learning Commission
Human Resources
Illinois Articulation Initiative
Illinois Board of Higher Education
Glossary of Abbreviations - 90 -
ICCB
IDES
IEA
IEC
IF
INET
IPEDS
IT
KPI
LC
LERN
LPN
MAC
MPTV
NADE
NCCBP
NEA
NILIE
OARs
ODB
PACE
PRAC
PRD
PT
QIC
QIP
R&P
SCORE
SLC
SLEA
SO
SOAC
SOAP
SOS
SQL
SSI
STARS
STEM
TCD
TLC
TTY
WDBC
Illinois Community College Board
Illinois Department of Employment Security
Illinois Education Association
Institutional Effectiveness Council
Improvement Funding
Integrated Engineering Technology
Integrated Postsecondary Education Data System
Information Technology
Key Performance Indicator
Leadership Council
Learning Resources Network
Licensed Practical Nurse
McAninch Arts Center
Motion Picture/ Television
National Association for Developmental Education
National Community College Benchmarking Project
National Education Association
National Initiative for Leadership and Institutional Effectiveness
Orientation/ Advising/ Registration sessions
College’s Online Planning Database
Personal Assessment of the College Environment
Program Review Advisory Council
Proposal, Revision, Deletion Process
Part-time
Quality Improvement Council
Quality Improvement Project
Research and Planning
Ser vice Corps of Retires Executives
Student Leadership Council
Suburban Law Enforcement Academy
Strategic Objective
Student Outcome Assessment Committee
Student Outcome Assessment Project
Student Opinion Survey
Structured Query Language
Student Satisfaction Inventory
Student Advising Resource Site
Science, Technology, Engineering, and Math
Technology Center of DuPage
Teaching and Learning Center
Teletypewriter
College owned Radio Station
Glossary of Abbreviations - 91 -
Index to the location of evidence
Relating to the Commission’s
Criteria for Accreditation
found in the College of DuPage’s
Systems Portfolio
Criterion One – Mission and Integrity. The organization operates with integrity to ensure the
fulfillment of its mission through structures and processes that involve the board, administration,
faculty, staff, and students.
Core Component 1a. The organization’s mission documents are clear and articulate publicly the
organization’s commitments.
•
The Board of Trustees mission documents are clearly and publicly stated. [O1, 8C1,
http://www.cod.edu/mission_priorities/mission.htm]
•
Mission documents identify commitments to the varied internal and external
constituencies served—students, faculty, staff and community. [1C3, 3C2]
•
Mission documents support the common student learning objectives; student learning
objectives are in the process of being vetted through established institutional processes.
[1C1, 1C2, 1P1]
•
As part of the planning process, internal and external stakeholders review mission
documents in open dialogue. [8P1, 8P2]
•
Prospective and currently enrolled students can access mission documents through a
variety of sources. [5P6, http://www.cod.edu/Catalog/College_07-09.pdf,
http://www.cod.edu/dept/plan/Instport/InstPort20062007lg.pdf]
Core Component 1b. In its mission documents, the organization recognizes the diversity of its
learners, other constituencies, and the greater society it serves.
•
College of DuPage (COD) philosophy recognizes the need to meet the educational needs
of its multicultural district. [ O4, 1C4,
http://www.cod.edu/dept/plan/Instport/CODPhilosophy.htm]
•
Degree requirement documents, available in both hard copy and online, address the
preparation of students to live in a diverse society and world. [1C4,
http://www.cod.edu/advising/studplan.htm ]
•
COD provides services to students with disabilities. [1C4,
http://www.cod.edu/service1/health/special_student_services.htm]
•
College instructional delivery methods, scope of educational offerings, community
member training opportunities, and cultural opportunities recognize the diversity within
the College community. [O2, 1C3, 2C2]
•
Board of Trustees policies and procedures support and protect student rights and
responsibilities [1C5, http://www.cod.edu/boardpolicy/ ]
Index to Systems Portfolio
Page 1
College of DuPage
Core Component 1c. Understanding of and support for the mission pervade the organization.
•
Processes for the design of new courses and new programs are consistent with COD
mission and vision statements. [1C2,1P2]
•
Short- and long-term planning strategies align with COD mission. [8C2, 8P1-8P3]
•
Action plans must support strategic objectives, which in turn, link to COD mission. [8P1,
8P3, 5P1]
•
Units involved in community outreach support COD mission. [2C2, 9R1]
Core component 1d. The organization’s governance and administrative structures promote
effective leadership and support collaborative process that enable the organization to fulfill its
mission.
•
Formation of Board of Trustees policies, procedures, and practice is within context of the
mission. [1C5, http://www.cod.edu/boardpolicy/]
•
Individuals within governance and administrative structures work collaboratively to
fulfill the mission. [4C1, 5C1]
•
Distribution of responsibilities is through the channels of delegated authority, as per the
organizational chart. [O5, 5C1, 5P3, http://www.cod.edu/adminstr/Cabinet.htm]
•
Faculty and several levels of administration share responsibility for coherence of
curriculum and integrity of academic processes. [1P2, 1P8]
•
COD monitors the effectiveness of it processes and revises them as needed. [3I1, 8P1,
8P3]
Core component 1e. The organization upholds and protects its integrity.
•
COD processes, policies and procedures ensure compliance with local, state, and federal
laws, codes and guidelines. [4P3, 4P9, 9C1]
•
COD implements clear and fair policies regarding rights and responsibilities of internal
constituencies. [1C5, 4P3]
•
Board of Trustees policies and procedures uphold and protect organizational integrity.
[1C5, 4P3]
•
COD takes great care to present itself accurately and honestly to public. [1P12]
•
College practices support a timely response to complaints and grievances. [3P6]
Criterion Two – Preparing for the Future. The organization’s allocation of resources and its
processes for evaluation and planning demonstrate its capacity to fulfill the mission, improve the
quality of its education, and respond to future challenges and opportunities.
Core Component 2a. The organization realistically prepares for a future shaped by multiple
societal and economic trends.
Index to Systems Portfolio
Page 2
College of DuPage
•
Strategic planning documents reflect a sound understanding of organization’s current
capacity. [8C2, 8P1]
•
Strategic planning process includes attention to emerging factors as technology and
demographic shifts. [8C2, 9I1, 9I2]
•
Planning processes include a thorough environmental scanning. [1P1, 1P2, 8P1, 8P3,
9R1]
•
COD has multiple processes in place to ensure curricular currency. [1P1, 1P2, 1P8, 1P12]
Core component 2b. The organization’s resource base supports its educational programs and its
plans for maintaining and strengthening their quality in the future.
•
Processes for resource development and allocation provide commitment to supporting
and strengthening the quality of education. [5P2, 6R1&2, 7C2, 8P6]
•
Human resource processes provide for meeting future changes. [1C5, 4P1, 4P2, 8P7]
•
College of DuPage Foundation offers financial support to educational programs. [2R1,
http://www.cod.edu/foundation/ ]
•
Human, financial and physical resources are more than adequate for supporting
educational programs. [O5, O6, 6C1, 6R1&2,
http://www.cod.edu/facilities_plan/index.htm,
http://www.cod.edu/adminstr/Board%20Packets/BOT_Financials.pdf ]
Core component 2c. The organization’s ongoing evaluation and assessment processes provide
reliable evidence of institutional effectiveness that clearly informs strategies for continuous
improvement.
•
Evaluation and assessment processes provide evidence that performance meets the
COD’s stated expectations for institutional effectiveness. [1P6, 1P8, 1P11, 1P13, 1R11R4, 3R1-3R5, 6R1, 6R2]
•
Effective systems exist for collecting, analyzing and using organizational information in
order to inform improvements. [2R2, 3R1, 3R2, 4R1, 6P5, 7R2, 8C1, 8P1]
•
Data collection, reporting, and analysis documents are available and used to support
improvement. [1P1,1P8, 3I1, 3I2, 6P4, 6P5, 6I1, 7P1, 7R1, 7R2, 8P1]
•
Personnel evaluation systems inform institutional effectiveness practices. [1P6, 4P6,]
Core component 2d. All levels of planning align with the organization’s mission, thereby
enhancing its capacity to fulfill that mission.
•
Planning processes center on mission documents that define vision, values, goals, and
strategic priorities. [8C2, 8P1-8P3]
•
Planning processes link with financial resources. [8P3, 8P6]
•
Implementation of planning is evident. [7R1, 7R2, 8C2, 8P3, 8R1,]
Index to Systems Portfolio
Page 3
College of DuPage
•
Planning processes involve a mix of constituent groups. [8C2, 8P1, 9P1]
•
New program development process supports mission and vision. [1P2]
Criterion Three – Student Learning and Effective Teaching. The organization provides evidence of
student learning and teaching effectiveness that demonstrates it is fulfilling its educational
mission.
Core component 3a. The organization’s goals for student learning outcomes are clearly stated for
each educational program and make effective assessment possible.
•
The Program Review process involves the identification of goals for student learning
outcomes and thereby makes effective assessment possible. [1C1, 1P11, 1R1-1R4]
•
Assessment of student learning provides evidence at multiple levels: classroom, program
or discipline and institutional. [1P3, 1P6, 1P11, 1R3, http://www.cod.edu/testing/ ]
•
Assessment of student learning includes multiple direct and indirect measures. [1P13,
1R2-1R4]
•
Faculty define student learning outcomes and create strategies to determine whether
outcomes are achieved. [1C1, 1P1, 1P11]
•
Faculty and administrators routinely review the effectiveness of programs in order to
assess student learning. [1P1,1P8]
Core component 3b. The organization values and supports effective teaching.
•
Discipline faculty determine curricular content, strategies for instruction, and
development of new courses and programs. [1P1, 1P2]
•
Professional development opportunities facilitate effective teaching. [1C5, 4P4, 8P7]
•
Openness to and support for innovative practices in Academic Alternatives and
Instructional Support enhance teaching and learning opportunities. [1C3,
http://www.cod.edu/Academic/AltLearn.htm ]
•
COD acknowledges and rewards both full-time and part-time “Outstanding Faculty.”
[4P7, http://www.cod.edu/Academic/outstanding/ ]
•
Teaching and Learning Center provides support for faculty to keep abreast of research on
teaching and learning, and the technological resources and advances that can positively
affect student learning and delivery of instruction. [4C4,4P5, 4R2,
http://www.cod.edu/tlc/]
Core component 3c. The organization creates effective learning environments.
•
Assessment results inform improvements in curriculum, pedagogy, instructional
resources and student services .[1R1-1R4, 1I2, 3P1, 3R1, 3R2, 3I2]
Index to Systems Portfolio
Page 4
College of DuPage
•
College environment offers multiple means and opportunities to support all learners and
respect their diversity. [1P10, 1C3, 1C4, 1P5, 1P9, 3P2, http://www.cod.edu/espanol/,
http://www.cod.edu/library/services/espanol.htm ]
•
Student Services focuses on issues related to student learning and academic success.
[1P5, 3P1, 3R1, 3R5]
•
Employment of new technologies enhances effective learning environments for students.
[1C3, 7R1]
Core component 3d. The organization’s learning resources support student learning and effective
teaching.
•
Students can readily access COD’s learning resources. [1C3, 1C4, 1P5, 1P9, 1P10]
•
Evaluation and assessment of learning resources support student learning and effective
teaching. [2C3, 2R3, 3R1, 3R5, 6R1&2]
•
Current systems and structures enable partnerships and innovations that enhance student
learning and strengthen teaching effectiveness. [2C2, 2R3, 9P1, 9R1]
•
Evaluation of students’ current skill levels determines proper placement of students in
courses and thereby contributes to student success. [1P3, 1R1]
Criterion Four: Acquisition, Discovery, and Application of Knowledge, The organization promotes
a life of learning for its faculty, administration, staff, and students by fostering and supporting
inquiry, creativity, practice, and social responsibility in ways consistent with its mission.
Core Component 4a. The organization demonstrates, through the actions of its board,
administrators, students, faculty, and staff, that it values a life of learning.
•
Planning and fiscal allocation processes value and promote life-long learning for
students, faculty and staff. [1C3, 1C4, 2R1, 4C4]
•
Board of Trustees approves and disseminates statements supporting freedom of inquiry
for students, faculty and staff. [1C5,
http://www.cod.edu/dept/Hum_Res/EMPL_COD/FTFacContract.htm]
•
Administrators, faculty and staff have professional development opportunities. [1C5,
4C4, 4P3, 4P4, 4P5, 4R2, 8P7, http://www.cod.edu/tlc/]
Core Component 4b. The organization demonstrates that acquisition of a breadth of knowledge
and skills and the exercise of intellectual inquiry are integral to its educational programs.
•
Degree/certificate requirements develop skills and attitudes requisite for life-long
learning in a diverse society. [1C1, 1C4, 1R1, 1R4,
http://www.cod.edu/Academic/AcadInfo/Cert_Deg/Degrees.htm ]
•
Linkages between curricular and co-curricular activities support inquiry, practice,
creativity, and social responsibility. [1P10, 1R3]
Index to Systems Portfolio
Page 5
College of DuPage
•
Student learning outcomes demonstrate achievement of a wide breadth of knowledge and
skills. [1C1, 1P1, 1R1-1R4]
•
Student learning outcomes demonstrate effective preparation for transfer and continued
learning. [1P3, 1P12, 1R2-1R4]
Core Component 4c. The organization assesses the usefulness of its curricula to students who
will live and work in a global, diverse, and technological society.
•
Program Review, Curriculum Process Flow, and New Program Proposal processes pay
attention to currency and relevance of courses and programs. [1P1, 1P2, 1P8, 1R3]
•
Learning goals and outcomes include skills essential to a diverse workforce. [1C4]
•
Learning outcomes document that graduates have gained the skills and knowledge
needed to function in a global, diverse, and technological society. [1C1, 1C4, 1R1-1R4]
•
Evaluation of curriculum and programs involves alumni, employers and other external
constituents who understand relationships among courses of study, currency of the
curriculum, and utility of the knowledge and skills gained. [1P1, 1P2, 3P1, 3R3, 9C1,
9R1]
Core component 4d. The organization provides support to ensure that faculty, students, and staff
acquire, discover, and apply knowledge responsibly.
•
Both academic and student support programs contribute to development of student skills
and attitudes fundamental to responsible use of knowledge. [1P5, 1P9]
•
Policies and procedures ensure ethical conduct in instructional activities. [1C5, 4P3,
5C2]
•
Curricular and co-curricular activities uphold the responsible use of knowledge. [1P10]
•
Board of Trustees policies and procedures respect intellectual property rights. [1C5]
Criterion Five: Engagement and Service. As called for by its mission, the organization identifies
its constituencies and serves them in ways both value.
Core Component 5a. The organization learns from the constituencies it serves and analyzes its
capacity to serve their needs and expectations.
•
Periodic reviews of the environment provide for changing needs of constituencies. [2R1,
2R2, 3C2, 3R1-3R5, 4P10, 4R1-4R4, 4I1, 4I2, 5R1, 5R2, 9P1, 9R1 9I1]
•
Outreach programs respond to identified community needs. [2C2, 2C3, 2R2-2R3, 2I2,
9R1]
•
Continuing Education, customized training through Business and Professional Institute,
and cultural and intellectual enrichment in Arts Center programming serve a broad base
of constituencies. [2C2, 2C3, 2R1-2R3, 2I2]
Index to Systems Portfolio
Page 6
College of DuPage
Core Component 5b. The organization has the capacity and the commitment to engage with its
identified constituencies and communities.
•
Structures and processes enable effective connections with the communities COD serves.
[3P3, 3R5, 5P2, 9P4, 9R1]
•
Co-curricular activities engage students, staff, administrators and faculty with external
communities. [1P10, 1R3]
•
Physical, financial, and human resources support programs of engagement and service.
[O2, 3P2, 9P4, 9R1]
Core Component 5c. The organization demonstrates its responsiveness to those constituencies
that depend on it for service.
•
Collaborative ventures exist with other higher learning organizations and other education
sectors. [O4, 9C1, 5P1, 9P1, 9R1]
•
Transfer policies and practices create an environment supportive of the mobility of
learners. [9C1, 9R1, www.itransfer.org]
•
Community and business entities actively support and participate in activities that support
College programs and services. [3P3, 3R3, 9C1, 9R1]
•
Partnerships focus on shared educational, economic and social goals. [2C2, 2R1, 5P1,
9P4, 9R1, 9I1]
Core Component 5d. Internal and external constituencies value the services the organization
provides.
•
Evaluation of services involves the constituencies served. [2R1-2R3]
•
Civic and business leaders seek out, and value, economic and workforce development
activities. [2R1-2R3]
•
External constituents participate fully in College activities and programs open to the
public. [2R1-2R3]
•
Current students and graduates find value in College programs and services. [3R1-3R4]
•
Continuing Education Division and the Business and Professional Institute meet the
ongoing professional development needs of licensed professionals in community. [2R12R3]
Index to Systems Portfolio
Page 7
College of DuPage