M. Pearl
Notes on Assessment and Mission Statement
Date: 02/16/16
DRAFT
Notes on LAMC Mission Statement and Goals
Mission
1. Is a statement designed to inform the public of the purpose of the
organization.
2. Distinguishes the community college from other kinds of educational
institutions.
3. Defines the population to be served (see Accreditation standards).
4. Is reflective of the college philosophy.
5. Outlines the primary focus of the college as outlined in Title 5, such as
offering: lower division transfer courses in arts and sciences, vocational and
technical courses, general or liberal arts courses, community services
classes, economic development, basic skills instruction, support services.
6. May be stated with a set of goals that reflect the above categories and that
may function as the organizational outline for college plans.
7. Is congruent with the California Community College mission defined in Title
5.
8. Is to be reviewed regularly (accreditation standards), but is relatively stable
over time.
9. Is published in the college catalog and other publications aimed at students
and the public.
College Goals
1. Are relatively permanent statements of the major accomplishments that
the college will achieve.
2. Reflect the entire scope of college activities.
3. Are reviewed annually but not changed frequently.
4. Can be listed in the college catalog with brief mission statement and together
are labeled “Mission and Goals”.
5. Are very useful in organizing the objectives in all levels of plans (e.g.,
institution level, department level, unit level). Examples of goals
include: increase student access, increase student success, increase
institutional effectiveness.
ACCJC/WASC Accreditation Standard 1.2:
“The mission statement defines the students the institution intends to serve as
well as the parameters under which programs can be offered and resources
allocated.”
(Taken from Planning Resource Guide, RP Group of the California Community
Colleges, Sept. 1997).
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M. Pearl
Notes on Assessment and Mission Statement
Date: 02/16/16
DRAFT
1. Mission College Goals Statement
The goal is a most generic statement of a problem or an ideal. The goals should
relate to either (1) a perceived problem or (2) an ideal which the college is
attempting to promote. The goals developed for the college are institutional level
goals, but goals can also be departmental, program, and course specific.
Specific, concrete objectives should be established for each goal, the attainment
of which would lead to achievement of the goal. In addition, the college can
identify specific strategies which provide guidance as to how objectives can be
approached. Outcome measures and assessment methods can be attached to
each of these objectives.
An example of this is LAMC Goal #5: The college will increase and integrate the
use of technology to better serve and educate students. The next step, which is
a large part of the planning process, is to formulate one or more objectives-specific, concrete, actions--which would lead to the attainment of this goal.
Moreover, the technology area is so broad that this goal can be approached in
different ways. Strategies (e.g., incorporate technology into classroom) need to
be considered. Each objective would then have an associated outcome measure
and assessment technique. These objectives could be established at the
discipline or program level.
Goal #2, Increase student access, retention, and success, while sufficiently
generic, states the goal in terms of the outcome measures. I think that it says
that if the desired outcome is attained (e.g., increased access) then goal is
attained. I think it would be more effective to state the goal in terms of a
perceived problem or ideal.
For example goal two is to “increase access, retention, and success”. It can be
inferred that the institution has some problems, the symptoms of which are low
access, retention, and success (the outcome measures). What is the underlying
problem? As an example, let’s say that it’s our perception that incoming students
possess low basic skills and therefore tend to drop courses, get poor grades, or
leave the college. I think it would be better to state the goal in terms of the
problem (low basic skills) instead of the symptom (measures of outcome).
“Recognizing that lack of basic skills is an impediment to student retention and
success, the college will ensure that under-prepared students will attain the
necessary basic skills to advance to higher levels of study.” Now, acquisition of
basic skills for under-prepared students is the goal. Disciplines can then devise
concrete objectives, measures and assessment methods to attain this goal. The
goal of attaining basic skills for the institution can then be translated into program
and course goals.
Goal #1: Inferred problem is that the college is not adapting programs and
services to meet student needs.
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M. Pearl
Notes on Assessment and Mission Statement
Date: 02/16/16
DRAFT
What are student needs for educational programs? This could be assessed at
the institutional or discipline level. For example, using LMI information, transfer,
basic skills, and other educational goals. Objectives (and accompanying outcome
measures and assessment techniques) for each discipline could be designed to
meet student needs.
What services do students need to facilitate their educational experience? A
similar process applies to student services. The need for services can be derived
from the students’ needs for educational programs.
Finally, the evaluation can take place. What is the current state of alignment of
college provision of educational programs and student services relative to
student needs? This may occur at the discipline, program, and institutional levels.
2. Related Assessment Issues
Goals statement doesn’t reflect an “output” goal. E.g. “Mission College will
produce a student who can … (exercise critical thinking and reasoning skills).
Our mission is to “provide the highest quality education for each student who
comes to us”. It doesn’t state an institutional commitment to produce a “quality
product” or ensure a certain level of competency. The mission statement also
doesn’t say anything about efficiency, growth.
3. Mission College and PFE Goals
Although I think that some of the goals below are not really goals (they’re
measures), and that outcome measures really relate to specific objectives (not
generic goals), below is a schema for looking at PFE and Mission College goals.
I do not think that there is a problem in defining appropriate measures or
indicators and have suggested some in the table below. Reading across the
columns, what is apparent is that (1) there is some overlap between PFE and
LAMC institutional goals and (2) no institution level goals have been redefined as
program or course objectives.
Schema for PFE and College Goals
Goals
Transfer
Measures or
Indicators
Partnership for
Excellence (PFE)
Transfers to 4-year
institutions;
X
Mission College
Institution
Program
or
Discipline
? (Goal #1)
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M. Pearl
Notes on Assessment and Mission Statement
Date: 02/16/16
Goals
Awards (Degrees and
Certificates)
Measures or
Indicators
Transfer readiness
Degrees and
certificates
awarded
DRAFT
Partnership for
Excellence (PFE)
Mission College
Institution
X
? (Goal #1)
Successful Course
Completion
Workforce Development
Successful Course
Completion:
Apprenticeship
Successful Course
Completion: Advanced
Vocational Courses
Successful Course
Completion: Introductory
Vocational Courses
Increase number of
Businesses benefiting from
training through Contract
Education.
Increase number of
employees benefiting from
training through Contract
Education.
(operational
definition needed)
X
X
(operational
definition needed)
X
?
(operational
definition needed)
X
?
(operational
definition needed)
X
?
(operational
definition needed)
X
?
Satisfaction with
CE training;
enrollment in CE
courses.
X
?
Increase number of
individuals receiving feebased job training.
Basic Skills Improvement
("number of students
completing coursework at
least one level above their
prior basic skills enrollment.”
Count of
participants
X
?
(operational
definition needed)
?
Access
Enrollment from
under-represented
groups (ethnic,
language, income,
etc.) areas, high
schools;
recruitment visits;
off-campus
locations; distance
education; internet
courses offered
and enrollment.
X
Evaluate and adapt
educational programs and
services to meet students
needs.
(operational
definition needed)
needed)
Probably qualitative
at this level. (Need
to assess student
needs for
Program
or
Discipline
X
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M. Pearl
Notes on Assessment and Mission Statement
Date: 02/16/16
Goals
Diversify Environment
Strengthen Relationship with
Community.
Increase and integrate use
of technology.
Develop a facilities plan
based upon educational and
community needs.
Maintain fiscal stability and
seek alternative sources of
revenue to enrich and
expand educational
programs.
Measures or
Indicators
educational
programs and
services, e.g., basic
skills, employment,
transfer, general
interest)
Recruitment of
students, faculty,
staff; College or
program course
requirements;
Cooperative
ventures (meetings,
forums; number of
meetings,
attendance); use of
college facilities
(requests, numbers
involved);
Community service
program
enrollments;
Foundation
activities (number
of events or
participants)
Computers used;
contact hours spent
by student/faculty
in instructional
mode;
Courses/programs
having computer
content or
applications
(operational
definition needed)
needed)
Qualitative:
Develop, utilize and
revise plan. Utilize
planning process.
Grant applications
($ received);
Foundation
activities ($ raised);
specially funded
program awards;
contract education
course enrollment
or revenue.
DRAFT
Partnership for
Excellence (PFE)
Mission College
Institution
Program
or
Discipline
X
X
X
X
X
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