AQIP PROJECT MATRIX:
Data Mining Update July 2005
I = evidence that project area is important to College
D = contains data/information relevant to project area
√ = reported to AQIP Steering Committee
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
1,2,3,6,7
,8
Gardner Shaw Report
√D. Hanuscin
AQIP Examiner Survey
√K. Peresie
Transition Team Report
√P. Sukys R. Hughes
I
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
I
Technology in
the
Classroom
(TIC)
1,3,4,6
Mission
and
Vision
(MV)
2,5
I
I
I
I
I
Comments of Experts
Hanuscin: Opinions, not quantitative. Focus group
comments directed at departments working together
better, better employee morale, improving
organizational function, better agreement/understanding
of mission, expectations of administration/faculty/staff.
Recommendations of communication, professional
development, compensation support SP. Indications of
varying views of our Mission and Vision – support for
MV.
Peresie: Survey indicated weakest areas in Valuing
People (Cat. 4), Leading and Communicating (Cat. 5),
Planning Cont. Improvement (Cat. 8). Worst processes
across all categories relate to measuring, analyzing,
evaluating. Support for ASM because assessment is
measuring, analyzing, evaluating (also builds internal
collaborative relationships in Cat. 9, ties to Cat. 1 =
required). Support for MV (Cat. 5). Support for SP
(Cat. 5, 8, and need to measure, analyze, evaluate).
Sukys: Much of report was rejected by MAC and
Caucuses. Governance body was established.
Emphasized need for strategic planning (SP) and
improved communication (MV). Other major issues
were employment-related (evaluation, orientation,
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
1,2,3,6,7
,8
Pass Rates on Credentialing
Exams
J. Boeckman √K. Peresie
√J. Hull R. Slabodnick
E. Johnson T. Shrewsberry
A. Vinson D. Fortney
Graduate Surveys
√P. Moir √N. Fletcher
√M. Rodriguez
Technology in
the
Classroom
(TIC)
Mission
and
Vision
(MV)
1,3,4,6
2,5
Comments of Experts
training, empowerment, etc.), not related to project
areas.
Coleman: Caucuses requested VP of Learning. No data
available beyond the report.
Caucuses/Admin
Responses to Report
J. Olive S. Miller
√T. Coleman L. Milner
√M. Puckett
ACT Survey
√B. Wells
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
I
D
D
I
D
D
ID
D
D
Puckett: No reference to students in report. Disagreed
with Transition Team Report concerning reorganization.
Recommended improvement in communication,
employee evaluation, orientation/training.
Recommended an institutional effectiveness plan
(support for SP and MV).
Wells: ACT Faces of the Future Survey = profile of
students we attract, given to 1st year students in ENG
101, four years of demographics and student goals
information, might be useful for AtD, SP, RRR, and
MV. ACT Student Satisfaction Survey (2003 only)
indicated dissatisfaction with Financial Aid and
package.
Hull / Peresie: Credentialing exams part of ASM in
Health Sciences.
Rodriguez / Fletcher: Data for ASM. Surveys sent out
right after graduation, questions on college
experience/satisfaction, job competencies, transfer
experience, salary. In summary, last 2 years, students
well-enough prepared, getting good credits when
transferring, 86% employed in career field close to
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
1,2,3,6,7
,8
Employer Surveys
√M. Rodriguez √N. Fletcher
BOT Strategic Direction
√R. Abrams E. Humphrey
√Boeckman, √Jacquet, Puckett,
Humeston, Justice, Kofod, Sturgill,
Fortney, Martin, Adkins, Cupach)
Technology in
the
Classroom
(TIC)
Mission
and
Vision
(MV)
1,3,4,6
2,5
D
I
Program Review
ID
Reports/Accreditation
Reports
Academic Deans (√Jacquet,
√Coleman/Grant, Milner,
√Boeckman, √Easley), CDC (√B.
Price), Program Directors (Doty, I D
Allen, Shrewsberry, Ramsey, Johnson,
Slabodnick, √Hull, Hockenberry,
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
I
I
I
I
ID
I
ID
I
I
Comments of Experts
technical area (a decline). Response rate has declined to
72-75%. Question added on satisfaction with
instructional technology. Data available in future.
Rodriguez / Fletcher: Data for ASM. Problem has been
low return rate. Follows Graduate Surveys. Gathers
information on general competencies and some
program-specific competencies.
Abrams: BOT plans to develop strategic plan around 7
institutional goals = SP support. AtD supports goals of
Maximize Student Success, Guarantee Qual Education,
Guide Toward Educational Success; ASM supports goal
of Guarantee Qual Education. Need common
understanding of MV for planning and communication =
foundation for all projects/initiatives.
Price: CDC starting to collect data (GPA and
persistence rates) for student-parents and studentlearners, included in grad follow-up survey. Most
student-parents are of underserved population, so impact
on AtD and RRR. ASM for student-learners in CDC.
Easley / Hull: For Internal Program Review process
(piloted 04/05 – no data at this time) – ASM is
embedded, MV is core, TIC is a small part. ASM
required for program accreditation -- ACBSP and many
health science programs. Physical Therapy Assistant
accrediting body requests information on underserved
populations (AtD), mission and vision (MV), and has
thresholds for retention (RRR). Respiratory Care
program also has retention thresholds.
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
I
1,2,3,6,7
,8
D
ID
ID
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
I
D
Technology in
the
Classroom
(TIC)
Mission
and
Vision
(MV)
1,3,4,6
2,5
Coleman: A&S division reviewed specific departments.
Resulted in hiring lecturers to tutor math and writing as
part of workloads. No data on impact available. Relates
to AtD and RRR.
D
ID
Comments of Experts
Jacquet: New Tool and Die program will have
accreditation, otherwise no program accreditation in
Engineering and Workforce Development E & WD).
Has done a “report card” for Dr. Abrams on programs in
E & WD, 1999 to present with enrollment trends,
market, student populations full-time and part-time.
Investigating where we need to be re: new
programming, re-organization of E &WD, regional Tool
& Die needs. Sees the “graying” of skilled factory
workers, therefore adjunct faculty pool. Mentioned that
WD is not just engineering. Data useful for ASM, RRR,
SP.
ID
Boeckman: NLN (accrediting body) has expressed and
will continue to express concern that the student and
faculty populations do not reflect the population we
serve. There are too few African-Americans, especially
in the ADN program. PN program has more, but with
higher failure rates. Need to increase minority
enrollment and mentor them to success – supports AtD.
TIC – all nursing faculty are using to some extent,
included Blackboard. Part of course evaluation = data.
RRR – wait list OK, attrition rate 35% in both programs,
getting tutors is an issue. ASM necessary for
accreditation. Other problem = getting MSN faculty for
ADN program, due to limited pool, limited salary.
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Governor’s Report Card
√R. Abrams
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
D
1,2,3,6,7
,8
HEI
√T. Mecurio D. Schaad
L. McKee D. Smith
D
Financial Aid Reports
√D. Smith
ID
Perkins / TechPrep
Assessment
P. Moir √D. Cardwell
ID
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
D
D
D
D
ID
ID
ID
Technology in
the
Classroom
(TIC)
1,3,4,6
Mission
and
Vision
(MV)
2,5
D
Comments of Experts
Abrams: Data on statewide outcomes by sector, national
benchmarks for economic impact, enrollment,
preparation for college work, transfer, academic
progress, graduate outcomes, financial issues,
affordability. Includes institutional missions and
characteristics for all Ohio colleges and universities.
Mecurio: Higher Education Information System for
Ohio Board of Regents, areas are enrollment, faculty,
course inventory, financial. Cohort tracking reports. All
data available internally. Also, IPEDS = federal
reporting on enrollment, graduation, ethnicity/age,
cohorts.
Smith: Run reports = PELL recipients, low income,
number of hours in each major, etc. Federal and state
reports to Departments of Education are largely
accounting reports. Title III reports for funding based
on population with low income. Scholarship awards.
Findings: There is a population of students awarded
financial aid who do not register. Another large pool
express interest in coming to NCSC but don’t. Too few
students apply for scholarships making it
difficult/impossible to award all the $ available.
Cardwell: Audit/review of consortium in April revealed
7 areas of best practice. However, <25% of TechPrep
students are transitioning into college. Big question =
why = focus for coming year. Statewide goal = 15% of
TechPrep population from underrepresented
populations. Another goal = TechPrep students are 15%
of the available juniors/seniors. TechPrep is outcomes
based, supports ASM. Professional development is a
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
1,2,3,6,7
,8
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
Technology in
the
Classroom
(TIC)
Mission
and
Vision
(MV)
1,3,4,6
2,5
Comments of Experts
key process, also key to AtD.
Noel-Levitz Retention and
Enrollment Report
√B. Franz, √B. Walker
ID
ID
ID
I
Campus Quality Survey I
√D. Hanuscin
Campus Quality Survey II-2005
√D. Hanuscin
Abrams: Improvement in all 8 categories, raised the bar
in 6 categories, fewer remarks = less negative?
D
Community College Benefits
Survey
√B. Miller
Franz / Walker: Noel-Levitz consultant here in 2001 for
retention work in Student Success Center, 2002 for
enrollment and recruitment. Even though report is a few
years old, still of value. Much data collected internally.
Consultant conducted focus groups. Report =
interpretation of data/focus groups information with
recommendations. Consultant observed the increase in
PSEO enrollment that masked an enrollment decline for
traditional students. Reports directly support RRR.
AtD, a more specific application of RRR, also
supported. Recommended that the organization be more
intentional and actively engaged, using data, for decision
making. Much support, then for SP. Recommended a
communication plan = some support for MV.
See Campus Quality Survey II
ID
ID
D
D
Hanuscin: Supports MV and SP. Questions on survey
re: educational quality may be useful for AtD.
Miller: Analysis of the economic impact of the College
via Community College Benefits, 2001 data reported in
2003. Includes comparative data with other institutions.
Useful for marketing and community relations. Fiscal
data might be useful in SP and MV.
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
REDeC Retention and
Expansion Survey
√B. Zettler
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
I
1,2,3,6,7
,8
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
Visioning Committee Report
√B. Wells / √B. Zettler
1,3,4,6
Mission
and
Vision
(MV)
2,5
I
I
D
Learning Outcomes
Inventory (Proactive Report)
√T. Coleman
College Student Inventory
(CSI)
√B. Walker
Technology in
the
Classroom
(TIC)
D
ID
D
ID
Comments of Experts
Zettler: Based on interviews from industrial area, only
one interview from retail, therefore results are not very
reliable. One trend revealed = need for best possible
workforce for the future, includes the need for
technology knowledge in manufacturing, need for tool
and die experts (large numbers retiring). Concern is
international competition. Answer is increased
technology and skilled workers. Relates to AtD in that
those underserved populations are a pool for becoming
skilled workers. Relates to MV in that lifelong learners
are needed.
Zetttler / Wells: By Mansfield Chamber of Commerce,
last 3 years. Includes recommendations. Findings =
expect young people to graduate from high school.
Education is crucial to developing a workforce that will
attract business.
Wells: Other external data sources include census data,
regional planning data. Includes, for example, income
for Mansfield, Richland County, Ohio, US; number of
single parent families. Helps to understand our market.
Coleman: Includes information about core learning
outcomes and their distribution through the curricula.
Useful for ASM and SP.
Walker: Administered to students in FYE 161 =
academically at-risk. Individual students
advised/counseled based on results. Since 1999.
Previously, 50-60% of students identified as at-risk for
dropping out in first two weeks. Last two years has
been 75-85%. Issues include finances, family,
PROJECT AREAS
DATA/INFO
AQIP
SOURCES and Categories
EXPERTS
Achieving the
Dream
(AtD)
Assessment
(ASM)
1,2,3,4,5
,6,7,8,9
1,2,3,6,7
,8
RestrucStrategic turing
Planning Recruit
(SP)
ment &
Retention
(RRR)
5,6,7,8
3,4,7,8,9
Technology in
the
Classroom
(TIC)
Mission
and
Vision
(MV)
1,3,4,6
2,5
Comments of Experts
emotional.