FULL-TIME FACULTY PROFESSIONAL REVIEW
Faculty Name: _______________________
Date Submitted: Click here to enter text.
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School: _________________
Please submit this form and all additional materials electronically
to the person identified by your School.
Review Period Ending May 31, 2016
The Full-Time Faculty Professional Review must be completed every third year for veteran FT Faculty and
every year of the first three years for new FT Faculty. Faculty should complete their parts and submit the form
electronically. The dean will complete his or her parts and meet with new faculty members to discuss it. A
meeting between veteran faculty and their dean is optional but highly recommended. After making any
revisions or edits, the dean will submit it to faculty for final comments, if any, and an electronic signature. The
instructor returns the form to the dean who will sign it electronically and submit it without any attachments to
HR.
Definitions of Status
Veteran: Faculty who have completed seven semesters of full time instruction based on whether their contracts
are two term (Fall and Spring) or three term (Fall, Spring, and Summer).
New: Faculty who have completed less than seven semesters of full time instruction based on whether their
contracts are two term (Fall and Spring) or three term (Fall, Spring, and Summer).
Policy
FT Faculty, as with any employee, are under continuous assessment of their performance. It is the policy of
Central New Mexico Community College to conduct formal performance reviews of full-time faculty. This
process requires that the faculty member formally reflect upon the achievement of faculty performance during
the review period (See Appendix A) and receive feedback and/or direction from their dean. The purpose of the
Faculty Professional Review is to, as necessary:
1.
2.
3.
4.
Assess faculty performance in light of both individual and operational goals and objectives.
Recognize outstanding performance in instruction and in the profession.
Guide and record faculty development as instructional professionals.
Identify areas in which performance may be improved in instruction, in the profession, and as an
employee.
In order to achieve these goals, faculty and deans will conduct an annual review highlighting the four items
listed just above and establishing goals and objectives for the next review period.
The annual Faculty Professional Review is intended to assist the faculty and the College in achieving and
maintaining excellence in instruction. It in no way precludes or prohibits the College from addressing any issues
that may arise regarding employee performance or conduct at any time.
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
FULL-TIME FACULTY PROFESSIONAL REVIEW
Review Summation and Signatures
Supervisor summary comments
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Faculty summary comments
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Meeting Date: Click here to enter text.
Meeting Time: Click here to enter text.
Faculty Signature: Copy electronic signature here. Date: Click here to enter text.
Dean Signature: Copy electronic Signature here. Date: Click here to enter text.
VP Signature (for improvements): Copy electronic Signature here. Date: Click here to enter text.
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
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FULL-TIME FACULTY PROFESSIONAL REVIEW
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To be completed by ALL FT Faculty each review period:
Section I: Goals and Objectives from the Previous Year and
for Next Year
A. Review and Assess Your Goals and Objectives for the Current Review Period (add more rows
for additional goals and objectives):
Themes from previous
year
Graduation
Measure of goal accomplishment
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Work needed to complete
goal
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Retention
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Community Success
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B. Indicate Goals and Objectives for Next Review Period for Review with Dean (add more rows
for additional goals and objectives). Item one is required of all faculty. Select one or two more themes
from the first list in Appendix D and one or two themes related to the strategic initiatives listed in Appendix
E:
Themes for Next Year
Teaching effectiveness/
efficacy
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Strategies to complete goals
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Achievement measures
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To be completed by ALL FT Faculty each review period:
Section II: Service, Release/Special Projects, and Professional
Development Review
A. Review of Service to College, School, and/or Discipline/Program
Teaching is the principal role of full-time faculty. In addition to teaching, CNM needs and depends on the services
that full-time faculty members perform for the college or their school and/or discipline/programs. This section
provides an opportunity for faculty to record and review service activities outside regular instructional
responsibilities which otherwise directly affect the operations of the College, their school, and/or their
discipline/program. See Appendix A for service expectations.
Definitions for the tables to be completed below in this section:
1. Level of Participation in Service Activities:
Categories of participation: The nature or scope of an individual faculty member’s participation in service
activities in the contexts of the services performed and of the roles or responsibilities of the faculty member
in the service activities.
2. Collaboration: “…the action of working with someone to produce or create something.” Google Definition
Scope: The extent of your collaborative activities by area. Areas include (1) within discipline/school, (2)
across schools, (3) with local high schools or other community entities, and (4) with students in
extracurricular activities.
Value (description): Description of the value of collaboration to you, the college, your school, your
discipline, and/or your program.
3. Collegiality (support of): Active participation in the professional development of new and veteran faculty.
(For example, by mentoring or performing peer observations.)
Completed by the Faculty member. See definitions above to inform how college service will be
reviewed by the Dean using the rubric following this table. Add more rows as necessary.
Term Activity
Role
Outcome/Deliverable
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College, School, Discipline/Program Service Review Rubric (Completed by the Dean)
Service
Categories
Check all applicable items in all columns below to indicate the instructor’s trend in service.
Service Expectations
Not Met
☐Service is unclear,
ineffective,
incomplete, nonfunctional, or nonexistent.
1.
Level of
Participation
☐ Service is so
limited that
improvement is
needed.
☐Collegiality
perceived to be
disruptive,
2.
unsupportive,
Collabor- conditional, or
ation & absent.
Collegiality
Some Service
Expectations Met
Service Expectations Met
☐ Service is
represented through
attendance and
through discussion,
but tends not to take
on more active or
participatory
responsibilities.
☐Service supports
activities beyond
attendance and
discussion by
accepting or
volunteering for
delegated
responsibilities,
activities, events, etc.,
with responsibilities to
achieve part of or a
subset of activity
outcomes.
☐Suggests
improvements or
alternatives to
collaborative
activities when they
are perceived to be
unproductive.
☐ Takes an active
role in making
improvements to
collaborative activities
when they are
perceived to be
unproductive.
☐Collaborates within ☐Collaborates within
discipline
discipline and across
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
Service Expectations
Exceeded
☐Service activities
facilitate direction or
achievement of service;
assign or delegate
others also in service;
perform responsibilities
as chair or principle of a
task, a discipline or a
department, committee,
etc.; demonstrate
exceptional support for
or accept overall
responsibility in the
achievement of the
outcomes of service;
and/or manage or
provide essential
support for
administration and/or
achievement of service.
☐Collaborates across
CNM schools.
☐Collaborates with
local high schools or
other community
entities.
☐Collaborates with
students in
FULL-TIME FACULTY PROFESSIONAL REVIEW
disciplines within
School.
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extracurricular
activities.
☐Collaborates with
program/discipline
colleagues in a manner
that leads to exceptional
performance in service
for the colleagues and
for the reviewed.
Total
Service
Trend
☐ Service Expectations
☐ Some Service
☐ Service Expectations
☐ Service Expectations
Not Met
Expectations Met
Met
Exceeded
B. Project Compensation and Course Release Projects (if applicable):
Describe any project compensation or course release projects you were part of, adding rows if necessary.
Term Name of Project or
Course Release
Your role and activities
Successes and challenges
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To be completed by the Dean:
Project
Project or Release
Outcomes Goals or Objectives
Not Met
Rubric
Some Project or Release
Goals or Objectives Met
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
Project or Release Goals
or Objectives Met
Exceptional Completion of
Project or Release Goals or
Objectives
FULL-TIME FACULTY PROFESSIONAL REVIEW
☐Project or release
outcomes were not
met and/or project
or release duties not
completed.
☐Project results or
performance of release
duties inspired or
motivated innovation,
recalibration, redesign,
reorganization, or
other change
impacting discipline or
School success and/or
☐Project completed
but not on time and/or operations as indicated
by goals or objectives.
release duties were
not performed in a
timely manner and/or ☐ Project results or
were not
performance of release
communicated
duties demonstrably
effectively.
met expectations.
☐Project results or
release duties inspired
or motivated
innovation,
recalibration, redesign,
reorganization, or other
change which improves,
or enhances the
possibility of, the
success of the College
with its mission, goals,
and/or strategic
initiatives.
☐ Project or Release
☐ Some Project or
☐ Exceptional
Goals or Objectives
Not Met
Release Goals or
Objectives Met
Course
release
project
descriptors
(if applicable)
Course
Release/
Project
Trend
☐Project or release
outcomes were met
and/ duties were
performed and were
communicated to
appropriate
personnel.
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☐ Project or Release
Goals or Objectives Met
☐ Project results or
performance of release
duties demonstrably
exceeded expectations.
Completion of Project or
Release Goals or
Objectives
C. Professional Development Activities
List professional development activities in the box below (examples include workshops, conferences, faculty
learning circles, professionally related training or courses, faculty learning circles).
Note: Veteran faculty NOT completing a full “third year review” stop here. All others continue.
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
FULL-TIME FACULTY PROFESSIONAL REVIEW
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The remainder of this review to be completed the first three years of
employment by New FT Faculty and every third year by Veteran FT
Faculty
Section III: Instructional Portfolio
Some of the following items require documentation to be emailed as an attachment along with this form:
A. Credentials
If applicable to your program/discipline, provide a copy of your current license(s)/certification(s).
B. Teaching Practices
1. Instructional Design
i. Describe how a typical class meeting addressed the 9 elements of instruction as outlined in the
class observation form (see Appendix C below for the list).
ii. Provide a copy of instructional material or an instructional tool that is NOT an exam or quiz that
exemplifies what you do best as an instructor to help our students learn. Be sure to list below
any technologies, manipulatives, or other items, supplements, or enhancements you use to
facilitate this material or tool when you teach it. Comment below on why you have chosen it to
show your best.
iii. How do the activities/interactions listed in in i. and ii. above promote student learning in your
classes?
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iv. Based on the example submitted for ii. above, specify the outcome(s) the tool is meant to
measure and describe how its results reflect student achievement of those outcomes.
v. Comment on how you use assessment results to modify your teaching to promote student
learning. For example, perhaps you made a change after noticing that every student did poorly on
the first exam.
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Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
FULL-TIME FACULTY PROFESSIONAL REVIEW
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vi. Give an example of how you used formal or informal assessment results to modify your teaching
to promote student learning. For example, perhaps you made a change after noticing that most
students did poorly on the first exam; or after comments made on a “muddiest points” exercise.
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C. Example of Assessment
Provide a copy of a formative(1) or summative(2) assessment tool, other than an exam or quiz, that
you use to measure student learning outcomes and objectives. Be sure to provide the rubric or
grading criteria that you use to communicate to your students the results of the assessment.
D. Professional Development Leading to Instructional Change or Improvement
In the box below, describe at least one change you’ve made in your teaching that was inspired by a
professional development activity and how it/they impacted student learning.
E. Student Evaluation Summaries
Review any student evaluations you have for the review period (1-3 years). In the box below, please
provide constructive criticism or advice you would give yourself as an opportunity to grow.
F. Classroom Observations (required for New Faculty, at Dean’s discretion for Veteran Faculty. See pg. 1 for
definitions of faculty status.)
1. Supervisor or Designee Classroom Observation(s) – Please attach your supervisor’s or designee’s observation
when submitting completed portfolio.
Class Observed: Click here to Date: Click here Dean or Designee Observer: Click here to enter text.
enter text.
to enter a date.
2. Peer Observations-List information below when submitting your completed portfolio. Add rows as necessary for
additional class visits of either type.
Your Class: Click here to
Date: Click here
Peer Observer: Click here to enter text.
enter text.
to enter a date.
Date: Click here
to enter a date.
Peer Observed: Click here to enter text.
Peer’s Class: Click here to
enter text.
G. Employment Practices
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
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FULL-TIME FACULTY PROFESSIONAL REVIEW
To be completed by the instructor
Do you…?
1. Structure classes to correspond to student learning outcomes
2. Prepare, distribute, and utilize instructional support materials
3. Convene classes as scheduled
4. Respond to student and employee communications within 48 hours
5. Provide assistance to students during posted office hours
6. Incorporate current technology in teaching environments
7. Adapt teaching methods based on student assessment results
8. Maintain accurate attendance records
9. Maintain accurate grade records
10. Assist students with registration, advising, and the graduation process
11. Participate in professional development activities to maintain currency in your field
12. Participate in professional development activities to advance your teaching skills and strategies
Yes
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
No
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
NA
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
Yes
☐
☐
☐
☐
No
☐
☐
☐
☐
NA
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
☐
To be completed by the dean
Does the instructor…?
a. Maintain accurate grade books/student records
b. Meet deadlines for submitting grades
c. Schedule and publish office hours consistent with school requirements
d. Follow established policies and procedures as outlined in the Collective Bargaining Agreement
and the Employee Handbook
e. Complete assigned tasks and meet established deadlines
f. Create and maintain a physical (or online) environment conducive to learning based upon school
requirements
g. Provide direction to Instructional Technicians, Laboratory Technicians and other personnel, as
appropriate
h. Use technology as required by the school (e-mail, voice mail, etc.)
i. Attend in-service sessions as required (e.g. school meetings, convocation, etc.)
j. Participate in the development and review of course and program outcomes
k. Participates in the assessment of course, program, and college learning outcomes.
Dean Comments on Employment Practices (optional, may be made in final comments as well--specify item for
each comment):
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H. Teaching Review Rubric (Completed by the Dean)
Quality
Teaching
Categories
Check all applicable items in all columns below to indicate the instructor’s trend in
teaching.
Teaching
Expectations Not
Met
Some Teaching
Expectations Met
1.
☐ The 9 elements ☐ Some of the 9
Teaching
of instruction on
elements of
Practices
the classroom
instruction on the
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
Teaching Expectations
Met
☐ Most of the 9
elements of
instruction on the
Teaching Expectations
Exceeded
☐ All of the 9
elements of
instruction on the
FULL-TIME FACULTY PROFESSIONAL REVIEW
observation form
are not reflected in
teaching practices.
classroom
observation form are
reflected in teaching
practices.
classroom
observation form are
reflected in teaching
practices.
☐ Assessment
documents and/or
procedures do not
correlate with
student learning
outcomes and
course objectives.
☐ Assessment
documents and/or
procedures align with
student learning
outcomes and course
objectives by
implication (i.e. the
correlation is not
specified but can be
inferred).
☐ Assessment
documents and/or
procedures are
directly mapped onto
student learning
outcomes and course
objectives.
2.
Assessment
Documents
☐ Does not
engage in
professional
development
activities to
maintain currency
and/or credentials
in the field.
3.
Professional
☐ Does not
Developengage in
ment
professional
development
activities to learn
skills and
strategies for
effective teaching
☐ Engages in
professional
development
activities to maintain
currency and/or
credentials in the
field.
-and☐ Engages in some
professional
development
activities to learn
skills and strategies
for effective teaching.
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
☐ Assessment
scoring is clearly
communicated to the
student on individual
assignments as
shown in assessment
documents.
☐ Engages in
professional
development
activities to maintain
currency and/or
credentials in the
field.
.
-and☐ Demonstrates
classroom
applications of
skill(s) and
strategy(ies) learned
through professional
development
activities which
impact student
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classroom
observation form are
reflected in teaching
practices as
evidenced by the peer
and/or dean/designee
class observation and
student evaluations.
☐ Assessment
documents and/or
procedures are
directly mapped onto
student learning
outcomes and course
objectives.
-and☐ Assessment
scoring is clearly
communicated to the
student on individual
assignments as
shown in assessment
documents and as it
relates to his/her
overall grade in the
course.
☐ Engages in
professional
development
activities to maintain
currency and/or
credentials in the
field.
-and☐ Demonstrates
leadership through
collegial interactions,
service activities, and
extra- curricular
activities, in
professional
development, and/or
transmits or mentors
FULL-TIME FACULTY PROFESSIONAL REVIEW
learning in a positive
manner.
☐ Range of scores
is less than 3.0 on
some questions
related to teaching.
4.
Student
Evalua-tions ☐Student
comments
demonstrate a
negative trend.
Total
Teaching ☐ Teaching
Expectations Not
Quality
Met
Descriptor
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others in achieving
their professional
development goals.
☐ Range of scores is
4.51 – 5.0 on all
questions related to
teaching.
☐ Range of scores is
3.0-4.0 on some
questions related to
teaching.
☐ Range of scores is
4.01 – 4.5 on all
questions related to
teaching.
☐Some student
comments express
concerns.
☐ Student comments
are generally
positive.
☐ Student comments
are all positive.
☐ Some Teaching
☐ Teaching
☐ Teaching
Expectations Met
Expectations Met
Expectations Exceeded
I. Classroom Observations Rubric (to be completed by the Dean for new faculty only; optional for
veteran faculty who request completion.)
a.
Supervisor
Observation(s)
Required for New
Faculty Only
b.
Peer Observations
Required for New
Faculty, at Dean’s
discretion for
veteran faculty
☐N/A
for this
instructor.
☐Mode is “Needs
Improvement” on the
Classroom
Observation Form
☐Mode is “Meets
Expectations” on the
Classroom
Observation Form
☐Mode is “Exceeds
Expectations” on the
Classroom
Observation Form
☐N/A
for this
instructor.
☐ Did not complete
one class observation.
☐Completed one
class observation.
☐Completed
classroom observation
training.
☐ Was not observed
by a peer.
☐Was observed by a
peer.
J. Instructional Review Summary
1. What is one or more of your accomplishments this review period that make you proud?
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2. What is one thing you learned from your students about your teaching during this review year (for new
faculty) or review period (for veteran faculty) and why is it important to you?
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3. In which areas would you like additional training or support?
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Appendix A: Full-Time Faculty Expectations
General Responsibilities: An instructor is responsible for providing high quality instruction so that each
student may meet course outcomes. An instructor is also responsible for working with the dean and colleagues
to improve student learning experiences. In fulfillment of their compensated workload full-time instructors are
expected to perform school, program or discipline, and college service in addition to their duties 1 – 22 (listed
below). This service beyond instruction is an integral part of college faculty performance. CNM respects,
requires, and depends on the service full-time faculty members perform.
Instructional Duties includes the following:
1. Effectively prepare, teach, grade, and assess student learning in courses assigned.
2. Advance the role and goals of Central New Mexico Community College.
3. Create and model a quality learning environment to support a diverse student population including students
with disabilities or special learning needs.
4. Structure classes and curriculum to correspond with program and course outcomes.
5. Prepare, distribute and utilize instructional support materials, including course syllabi, supplementary
materials, instructional media and other devices as appropriate.
6. Convene classes as scheduled.
7. Respond to student inquiries within 48 hours (business days, M-F).
8. Provide assistance to students outside the classroom through posted office hours.
9. Incorporate, as pedagogically appropriate, current technology in classroom, distance learning, and laboratory
environments.
10. Maintain student records (e.g., grades, attendance) and provide documentation for incompletes within
established College timelines.
11. Complete assigned duties, reports and other required documentation on time.
12. Attend in-service sessions, college/school/department meetings, graduation and convocation, as required.
13. Utilize a variety of technology-based programs to access and input information related to student records
and college/school/department processes (e.g., banner, MyCNM, grade books, etc.).
14. Provide for the security of facilities, equipment, and instructional materials and maintain safe working
conditions.
15. Abide by all college policies and regulations.
16. Assist students with registration, advising, and graduation processes.
17. Participate in the development and review of course and program outcomes.
18. Update and revise curriculum to maintain currency.
19. Instructors may be assigned other instructional responsibilities as determined by the dean.
Professional Development includes the following:
20. Participate in professional development activities to maintain currency in field; maintain current credentials
or licensures as required by program or accreditation.
21. Participate in professional development opportunities to advance teaching skills and strategies.
22. Participate in other appropriate development activities as may be determined by the dean.
College, School, Program/Discipline Service includes the following:
23. Active participation in school and college activities (such as, but not limited to, developing new curriculum
or student recruitment).
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FULL-TIME FACULTY PROFESSIONAL REVIEW
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24. Collaborate with faculty and staff from other schools/departments to promote communication, coordinate
schedules, and support student success.
25. Collaborate with high schools, universities, business and industry or external agencies as appropriate, and
assist with program advisory committees as requested.
26. Support collegiality by actively participating in the professional development of new and veteran faculty.
(For example, by mentoring or performing peer observations.)
27. Serve on department, school, and college committees and task teams.
28. Participate in and assist with student activities and clubs.
29. Participate in other activities as appropriate and approved by the dean.
Appendix B: Definitions for Teaching Practices
(1)
Manipulatives are physical elements that students use to supplement learning. For example, colored
tiles are sometimes used in math classes to illustrate the addition of positive and negative numbers.
(2)
Formative assessment is an assessment procedure intended to aid the student in the formation of a final
product or understanding. For example, a rough draft can serve as a writing assessment intended to help
the student develop the final draft. Formative assessments are characterized by feedback, reflection and
revision, and are usually graded on a credit/no credit basis.
(3)
Summative assessment is an assessment procedure that measures the quality of a final product or
understanding. It is performance based and requires demonstration of all student learning outcomes. For
example, a unit project or report can serve as a summative assessment of whether a student met the
student learning outcomes for a given unit. Summative assessments are characterized by comparisons to
ultimate goals, objectives or outcomes, and are usually graded using points, percentages, and scores.
Appendix C: The Nine Elements of Instruction from the Classsroom Observation Form
1.
2.





3.

4.
5.



Gains students’ attention
Interesting fact
Humor
Elicits curiosity
6.
7.
Informs learners of objectives
Previews or announces major topics
Objectives consistent with syllabus
8.
Stimulates recall of prior learning and
relevance of the concept
Associates new material with previous instruction
Presents the content
Uses a variety of teaching methods
Provides learning guidance
Presents examples, analogies, real-life applications, etc.
Encourages active learning and problem solving skills
Appendix D:









9.



Elicits performance
Allows time for students to actively practice
Provides appropriate assignments
Provides feedback
Feedback is supportive, not punitive
Feedback engages students into critical thought
Assesses performance
Provides multiple measures (i.e., does not rely on only one
type of measure)
Enhances retention of content and transfer to
next-level course, job, etc.
Relates material to future academic classes
Relates material to the workplace
Relates material to real-life situations
Choose one or two themes for goals or objectives for the next review period from this list:
connecting with community
professional growth
assessment
degree/certificate/discipline goals or objectives
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016
FULL-TIME FACULTY PROFESSIONAL REVIEW
AA
Appendix E: Choose one or two themes for goals or objectives for the next review period that are related
to one or more of Central New Mexico Community College’s strategic initiatives listed below:
1. All First-Time, Full-Time, Degree-Seeking students have developed an academic plan.
2. Articulate and Implement Space Efficiency Initiatives so that the overall space utilization exceeds 66%.
3. Create a student centered course schedule which enables students to more effectively and efficiently
reach their graduation goals.
4. Create Business Incubator Spaces to support 10 businesses by 2020.
5. Create Comprehensive Online College to include 10 complete degree or certificate programs.
6. Develop and Implement Comprehensive Makerspace with 100 memberships monthly by 2020.
7. Develop Early Childhood Connect Center of Excellence to serve 50 home-based childcare providers.
8. Develop Global Learning Initiative to serve at least 5,000 students annually.
9. Develop Student Work Experience Program so that 100% of graduates have a work experience prior
to graduation with degree or certificate.
10. Enhance Intellectual Property Initiatives to involve at least 10 faculty and/or staff members.
11. Expand Business Support through Ignite Business Accelerator and SBDC to serve an additional 100
business start-ups over 5 years by 2020.
12. Expand College & Career High School to 400 students.
13. Expand Credit for Prior Learning by 100%.
14. Expand Dual Credit to serve 8,000 students annually.
15. Expand Fast-Track Degree Offerings to include 3 programs.
16. Expand Non-Credit Offerings through Boot Camps and Academies to serve 1000 students annually by
2020.
17. Grow Intersession Offerings by 100%.
18. Implement Competency-Based Education model utilized by 30% of our students.
19. Implement Values-Based Personnel Initiatives to screen all new hires and evaluate all faculty and
staff.
20. Incorporate Sustainability Curriculum into 25% of course offerings.
21. Increase the percent of First-Time Full-Time Degree Seeking students graduating within 150% of
time to degree to 24%.
22. Streamline and Document all processes and procedures, with at least 80% of those processes
automated.
23. Transform Customer Service Experience so that at least 95% of all college calls are answered before
going to voicemail, 100% of students seeking advisement are served within 24 hours, 100% of FASFA’s
are reviewed within 24 hours, and 100% of those submitting a service ticket receive a response within
24 hours.
24. Transition from College-Owned Technology to Student-Owned Technology in at least 25% of degree
and certificate offerings.
Created: 01/21/2014 Revised: 10/28/2015; 2/25/2016