INSTITUTIONAL
EFFECTIVENESS
FRAMEWORK
A Description of Piedmont Virginia Community College’s
Framework for Institutional Effectiveness:
Integrating Assessment, Planning, and Budgeting
Updated August 2011
Table of Contents
Introduction
3
Institution Level Indicators and Targets
4
Administrative Effectiveness
5
Planning Overview
Strategic Planning
Annual Unit Planning
Budgeting Overview
Operating Budget Requests
Strategic Initiative Requests
Technology Requests
Effectiveness of Academic Programs
5-Year Academic Program Reviews
Annual Academic Program Effectiveness
General Education
Knowledge and Skills Assessments
5
5
6
7
7
7
7
7
8
8
8
9
Effectiveness of Student Services
9
Summary
9
Appendix A: Program Review Schedule
10
Appendix B: Guidelines for Review of Non-Transfer Programs
11
Appendix C: Guidelines for Review of Transfer Programs
16
Appendix D: General Education Assessment Timeline
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PVCC IE Framework 08/11
PVCC Institutional Effectiveness Framework
Introduction
Piedmont Virginia Community College (PVCC) must demonstrate to students, employers, transfer
institutions, legislators, accrediting bodies, and many other stakeholders that it is fulfilling its mission to
promote student success through excellent educational programs and services that are accessible and
affordable. PVCC’s Institutional Effectiveness Framework integrates strategic and annual planning and
budgeting, assessment and evaluation, and utilization of resulting institutional knowledge for decision
making and continuous improvement of programs and services.
In this framework, indicators of effectiveness and associated target outcomes are established at multiple
levels: institution, department, and program. At regular intervals, through planned assessment and
program evaluation, data is collected and analyzed to determine the extent to which the college (or
department, or program) has met, exceeded, or fallen short of the target for each indicator. Results are
used to identify strengths, areas in need of improvement, and opportunities for change. Assessment
informs strategic and annual planning, planning informs budgeting decisions, and budgeting allows for
implementation of new and continuing programs and services. Outcomes are again assessed and
reviewed, and plans are revised or developed in response to findings.
PVCC’s Institutional Effectiveness Framework is based on the ideas and recommendations contained in
several books, articles, and other publications and materials including:
A Practitioner’s Handbook for Institutional Effectiveness and Student Outcomes Assessment
Implementation. (1995). J.O. Nichols, Agathon Press, NY.
Core Indicators of Effectiveness for Community Colleges. (1999). R. Alfred, P. Ewell, J.
Hudgins, K. McClenney, Community College Press, Washington, D.C.
Grand Rapids Community College Dashboard. (2004). Poster presented at the 2004 meeting of
the Association for Institutional Research, Boston, MA.
Impact and Outcomes. Brochure published by Northern Virginia Community College.
Jefferson Community College Institutional Effectiveness Manual (2002).
Resource Manual on Institutional Effectiveness. (1996). The Commission on Colleges of the
Southern Association of Colleges and Schools.
Strategic Indicators for Higher Education: Vital Benchmarks and Information to Help You
Evaluate and Improve Your Institution’s Performance. (1996). B.E. Taylor and W.F. Massy,
Peterson’s Guide: Princeton, NJ.
Using Key Indicators to Guide Curriculum Review at a Community College. (1989). M.A.
Heverly, Delaware County Community College.
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PVCC IE Framework 08/11
Institution Level Indicators and Targets
In Core Indicators of Effectiveness for Community Colleges, authors Alfred, Ewell, Hudgins, and
McClenney (1999, p. 8) state that, “outcomes serve as benchmarks for the college mission by comparing
results with purpose, within the limits of costs and available resources. The effective community college
creates successful outcomes for multiple stakeholders, internal and external. When outcomes are
compared with an institution’s mission and goals, the result is a composite picture of an institution’s
effectiveness.” They define an indicator as a “condition or result that the community college can produce
regularly, report publicly, and use systematically in decision making.” Further, they define a core
indicator as “a measure that describes a critical, widely recognized outcome of mission – one that is
clearly responsive to key constituent groups and is produced regularly.”
Several criteria were used to establish core indicators at the institution level:
 Indicators are consistent with the college’s mission and purpose. Enrollment, graduation, transfer,
and employment rates; success in developmental education; general education outcomes; lifelong
learning; service to community, and goal attainment from the students’ perspective are important
aspects of PVCC’s Mission and Purpose.
 Indicators address common questions about the institution.
For example: How many students
graduate each year? How many graduates and non-graduates transfer to four-year colleges and
universities each year? How many students meet their educational goals?
 Indicators incorporate outcomes that are important to accrediting bodies and state agencies. The
Resource Manual on Institutional Effectiveness (SACS COC, 1996, p. 9) identifies the following
frequently employed indicators of student outcomes: retention and completion rates, student
achievement in general education, student perceptions of development toward educational objectives,
student affective development, opinions of program quality (by students, alumni, employers, and
drop-outs), job placement rates, performance after transfer, and external recognition of achievement
of students and graduates.
Outcome-oriented Institution Level indicators are presented in a performance dashboard for the
following areas: Student Progress, General Education, Developmental Education, Dual Enrollment,
Distance Education, Transfer, Workforce, and Community Impact. Additional indicators of institutional
performance are included in Asset Development, and Enrollment and Productivity. For each indicator,
the measure(s), data source(s), frequency of assessment, and performance target are identified. Initial
targets for Institutional Level indicators of effectiveness were established by a representative Institutional
Effectiveness Task Force in 2006 and approved by the President’s staff. Targets are based on
baseline/trend data and professional judgment regarding the level of performance, satisfaction, etc. that
indicates true effectiveness and success. Indicators, measures, and targets have been revised by
President’s Staff, as needed, to improve the overall quality and effectiveness of the dashboard as a tool for
assessing institutional effectiveness. A green checkmark  on the dashboard indicates performance
which meets or exceeds a target at an acceptable level. An orange asterisk  on the dashboard indicates
performance to be monitored closely because trend data is incomplete, fluctuates, or is not yet at target.
A red X  indicates performance which does not meet target at the expected or acceptable level. The
dashboard is maintained by the Office of Institutional Research, Planning, and Institutional Effectiveness
and is reviewed and updated at least once annually by President’s Staff and, as needed, by the Instruction
and Student Services team. Reviewers determine whether action is required and if so, leadership is
identified and the action/comments section of the dashboard is updated in subsequent reviews.
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Administrative Effectiveness
Planning Overview
PVCC plans for the future. Leadership for planning is provided by the college's Planning and Budgeting
Committee (PBC), one of six standing committees at the college which oversees development and
periodic review of the Strategic Plan and ensures a linkage between strategic planning and budgeting by
recommending annual funding levels for strategic priorities. Strategic and annual planning processes are
coordinated by the Director of Institutional Research, Planning, and Institutional Effectiveness (D-IRPIE),
who also serves as Chair of the PBC.
The college's Strategic Plan reflects priorities of the college and the Virginia Community College
System. Annual unit plans reflect the shorter-term work at the division and unit levels necessary to
achieve institutional goals. PVCC also utilizes a Working Calendar for managing important annual
administrative tasks.
Strategic Planning
Every three years, the college develops and implements a new Strategic Plan. In developing the Plan,
members of the Planning and Budgeting Committee utilize input from internal and external stakeholders
and environmental scanning to assess the college’s strengths and weaknesses, as well as challenges and
opportunities for growth and change. The strategic plan contains institutional priorities, along with their
associated rational, actions, and the College leader(s) responsible for each action. The strategic planning
process begins 15-17 months before the strategic plan is due to the Board for approval. The approved
plan is then implemented over the next three subsequent academic years. The table below shows the
general timeline for strategic plan development and implementation.
Month
Activity
Responsibility
Strategic Planning Activities (begin 15-17 months prior to Board review and approval)
October
PBC receives charge from President.
President
PBC reviews and approves a planning timeline and activities.
PBC
November
PBC reviews PVCC Mission Statement and either reaffirms the
PBC subcommittee
existing statement or recommends changes that would be significant
and substantive. If change is recommend, the PBC leads a process
during the academic year to gather and utilize input from
stakeholders to develop a new mission statement and have it
approved through the college’s governance structure according to
PVCC and VCCS policy.
January: Spring
Announce planning cycle and Spring semester planning-related
Chair
Planning Week
activities.
February– August Gather ideas & input from internal and external stakeholders, to be
used in SWOT analysis and identification of priorities.
February – April

Faculty/Staff: PVCC survey; meetings with President, VP;
facilitated discussion with Senate; open meeting(s)
PBC subcommittee
June - July

Students: PVCC survey, facilitated discussion with student
leaders/government
Chair, PBC
July

Community: President’s survey(s) of community leaders
and partners in education, business, government, and
friends of the college
Director, IRPIE with
PBC survey
subcommittee
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August
August September
August: Fall
Planning Week
September –
October
November
NovemberDecember
January
February – March
PVCC Board: Planning retreat
Compile stakeholder input and environmental scanning (CCSP,
media, VCCS goals, etc.) Develop draft SWOT analysis for PBC
review.
PBC reviews input/data, refines SWOT analysis, identifies
institutional priorities, forms planning teams
Planning teams write plans for each priority.
President’s Staff
Director, IRPIE
2008 Strategic Plan compiled, reviewed by PBC
Submitted to President for approval
President reviews plan. PBC responds to recommendations for
changes to the plan. President approves plan.
Plan presented to Board for approval.*
Chair, PBC
Requests for funding of strategic initiatives based on approved
Strategic Plan (or preliminary institutional priorities) are submitted
to, and reviewed by, PBC.
PBC
Planning teams
President
Chair, PBC
Chair, PBC
PVCC Board
PVCC Community
PBC
PBC
PBC makes funding priority recommendations to President.
Budget decisions for next academic year informed by new Strategic
President’s Staff
Plan and initiatives recommended by PBC (as well as requests for
operating budget adjustments, priorities in the Technology Plan).
*The Board may also approve the plan at their March or May meeting, but approval is always obtained before the
academic year in which the plan takes effect.
April
May – June
Annual Unit Planning
Administrative and Service units of the college develop annual plans which contain a statement of the
unit’s mission, objectives/outcomes for the year, and how achievement of objectives/outcomes will be
assessed. It is expected that the annual activities of units are consistent with the college mission and
support the Priorities of the college. Unit directors are responsible for measuring/documenting and
reporting results.
Administrative Units assessed include: Office of the President; Office of Instruction and Student
Services; Division of Business, Mathematics, and Technologies, Division of Health and Life Sciences,
Division of Humanities, Fine Arts, and Social Sciences; Division of Workforce Services and associated
units including contract training, health care, Louisa Teamworks, Open Enrollment, Piedmont Futures,
Tech Prep, Viticulture and Enology, Workforce Processes and Procedures, Workkeys, and Youth Grant;
Library Services: Student Services including Admissions and Records, Advising, Career Services,
Counseling, Disability Services, Dual Enrollment, Early Alert, Financial Aid, Great Expectations,
Learning Center, Outreach and Recruitment, Student Activities, Student Development, Testing Center,
and Transfer Advising; Office of Finance and Administrative Services; Business Office; Contracted
Services; Buildings and Grounds; Security; Human Resources; Information Technology;Grants Office;
Office of Development; Office of Marketing and Media Relations; and Office of Institutional Research,
Planning, and Institutional Effectiveness.
In 2006, PVCC began using the WEAVEonline Assessment Management System for annual unit plans.
While unit planning in its current form had been in place at PVCC for nearly a decade prior, use of
WEAVEonline improves the management of planning and assessment processes by keeping all plans
together in a web-based system that is searchable and archiveable, and facilitating development and
tracking of actions taken in response to unmet objectives.
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Budgeting Overview
In developing the annual budget, President’s staff considers input from three main sources: requests from
unit directors for increases in operating budgets, recommendations of the Planning and Budgeting
Committee regarding requests for funding of strategic initiatives, and recommendations of the
Information Technology Committee regarding funding for technology and technology-related initiatives.
Budget decisions are informed by assessment/results of units in the previous year, and are evaluated
against the Institutional Priorities and goals in the PVCC Strategic Plan.
Operating Budget Requests
Prior to developing the budget each year, the Office of the Vice President for Finance and Administrative
Services issues a call for requests for adjustments to operating budgets. Administrators requesting
increases in funds for their unit(s) must justify the increase. The Vice President compiles the requests, as
well as information about mandatory increases (e.g., utilities), for President’s staff to consider in
budgetary decision-making.
Strategic Initiative Requests
Prior to developing the budget each year, the Planning and Budgeting Committee issues a call for requests
for funding of strategic initiatives. Anyone in any area of the college can submit a proposal for a strategic
initiative. Administrators, faculty, and staff are encouraged to present their innovative ideas for how the
college can use any additional allocated funds to address strategic priorities and goals, and/or respond to
emerging needs or opportunities. Proposals can include, but are not limited to, requests for funding new
initiatives, pilot programs, innovative student services, professional development, equipment, and new
positions. All proposals must be reviewed by a supervisor and a member of President’s staff before being
forwarded to the Planning and Budgeting Committee. Reviewers may comment on proposals. The
Planning and Budgeting Committee evaluates all proposals and makes recommendations for funding
priorities. Recommendations of the committee are forwarded to President’s staff for consideration in the
budget development process.
Technology Requests
The college also produces an Information Technology Strategic Plan and annual plans for technology
based on strategic priorities. The Chief Information Officer, with assistance from the Information
Technology Committee, develops the Technology Plan and prioritizes requests for funding of technology
and technology-related initiatives. These requests are also considered by the President’s staff during the
budget development process.
Effectiveness of Academic Programs
The effectiveness of PVCC’s credit academic programs is assessed through five-year program reviews,
annual tracking of effectiveness data and assessment of student learning outcomes, assessment of general
education outcomes, and discipline-specific assessments of knowledge and skills.
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Five-Year Academic Program Review
Degree and certificate programs are reviewed once every five years. Program reviews include:
 Statement of program goals and student learning outcomes
 Data on program effectiveness (enrollment, retention, graduates, transfer and/or employment outcomes,




student satisfaction, etc.)
Description of how assessment findings have been, or will be, used to improve instruction
Review of curriculum
Identification of program strengths and weaknesses
An action plan to maintain strengths and address weaknesses
Deans follow up on the status of each action plan, and annual division goals reflect action plans for
programs within each division. The schedule and guidelines for Program Reviews can be found in
Appendices A, B, and C.
Academic Program Effectiveness and Assessment of Student Learning Outcomes
While comprehensive reviews and assessments are important, some data on program effectiveness is also
tracked and reviewed on a shorter cycle (e.g., annually) to ensure programs are “on track” in regard to
certain goals, and to immediately flag and address any problems. To facilitate both five-year and annual
program review, the Office of Institutional Research, Planning, and Institutional Effectiveness maintains a
web site where faculty and deans can access the last five years of program data including program
enrollment (headcount), FTE, service enrollment, retention, enrollment and headcount by academic
subject, grade distributions and high risk courses, success rates in gatekeeper courses, program
satisfaction, awards, graduate and non-graduate transfer data, and employment data. In addition, annual
academic program assessment plans are now maintained in the WEAVEonline Assessment Management
System. In these plans, faculty members identify the student learning outcomes for each academic
program, assess these outcomes, and report on results. This system encourages annual review of program
objectives, student outcomes, and student learning outcomes and related data, making the program review
process more rigorous. It also enhances the College’s ability to record and track program history (e.g.,
faculty accomplishments, grants, addition of faculty, changes in facilities or equipment, etc.) which is
important to the interpretation of program-related data over time.
General Education
PVCC’s General Education Competencies include: communication (oral and written), critical thinking,
cultural and social understanding, information literacy, personal development, quantitative reasoning, and
scientific reasoning. Since 2003, PVCC has administered VCCS-mandated core competency assessments
and is using the results to assess general education outcomes for PVCC students. PVCC has
supplemented the VCCS core competency testing timetable with other assessments and test
administrations to ensure a timely cycle of general education outcomes assessment. In 2007, the State
Council of Higher Education in Virginia announced new requirements for value-added assessment of
general education outcomes. In 2008-09, the VCCS implemented a plan for value-added assessment of
quantitative reasoning, writing, scientific reasoning, information literacy, oral communication, and critical
thinking. This value-added requirement was replaced in 2010 with a requirement that college’s continue
to assess general education and report on curricular changes made in response to assessment results.
PVCC has incorporated these requirements into its timetable for general education assessment (Appendix
D). Results are used to assess general education at the college, and are disaggregated by academic
program for use in the program review processes described above. The general education areas not
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assessed by the core competency assessments (i.e., cultural and social understanding, and personal
development) are assessed by the Graduate Exit Survey. In addition, general education (and program)
outcomes are mapped to courses in programs of study to ensure that all student learning outcomes are
addressed.
Knowledge and Skills Assessments
Graduates of some programs take licensure or certification exams. The percentage of students passing
these exams on the first try is an indication of academic program effectiveness in preparing students to
obtain the necessary credentials for employment.
Effectiveness of Student Services
Effective Student Services promote student retention and success. The college aims to provide services
that will help students succeed – services that students need, that they will utilize, and that they will be
satisfied with. Like administrative units, units that provide services to students develop annual plans
which contain a statement of the unit’s mission, objectives/outcomes for the year, and how achievement
of objectives/outcomes will be assessed. It is expected that the annual activities of units are consistent
with the college mission and support the Priorities of the college. Unit directors are responsible for
measuring/documenting and reporting results. Units rely on a number of different assessments/measures
of student utilization, satisfaction, and outcomes. Most are assessed with the PVCC Student Satisfaction
Survey (SSS) and the Graduate Exit Survey. PVCC also conducts a Survey of Non-Returning Students,
and utilizes the Community College Survey of Student Engagement (CCSSE) in assessment of Student
Services.
Summary
PVCC framework for Institutional Effectiveness incorporates planning, assessment and decision-making
at the institution, program, and service/support levels. Assessment is used to identify those programs,
processes, and services that are working well, pinpoint where improvements are needed, develop
strategies, and allocate resources to address these areas in order to ensure that the college continues to
achieve its mission to promote student success through excellent educational programs and services that
are accessible and affordable.
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APPENDIX A
PROGRAM REVIEW SCHEDULE
2006-07 through 2015-16
Academic Degree and Certificate Program Review Schedule
Year of Review
Plan Code
648
529-01
529-02
529-03
529-04
Associate of Arts Degrees
Liberal Arts
Fine Arts: Music Specialization
Fine Arts: Theatre/Drama Specialization
Fine Arts: Art Specialization
Fine Arts: Dance Specialization
Date*
Program
Activated
06-07
07-08
Oct 07
Oct 07
Oct 07
Oct 07
08-09
09-10
10-11
11-12
12-13
13-14
14-15
15-16
5/8/2007
Associate of Science Degrees
213
246
625
625-01
831
699
880
880-06
880-07
Business Administration
Computer Science
Education
Education JMU Option
Engineering
General Studies
Science
Science: Biotechnology Specialization
Science: Horticulture Specialization
9/28/2005
Feb 09
6/13/2006
9/28/2005
Mar 07
Mar 07
9/9/2005 Mar 07
5/8/2007
Associate of Applied Science Degrees
203
109
981
146
212
299
156
Accounting
Diagnostic Medical Sonography
Electronics and Computer Technology (renamed 8/09)
Emergency Medical Services
Management
Information Systems Technology
Nursing
464
172
718-06
Police Science
Radiography
Technical Studies: Utility Line Technology
Sep 06
6/1/2010
Apr 07
Feb 09
Feb 07
5/9/2008
May 08
6/1/2010
8/21/2006
Certificates
141
157
159
Health Information Management (renamed 8/09)
Practical Nursing
Surgical Technology
General Education
4/4/2007
1/1/2010
Apr 08
11/13/2008
Career Studies Certificates
221-149-01
221-298-55
221-732-07
221-400-45
221-636-05
221-636-06
221-146-03
221-146-05
221-514-35
221-335-01
221-480-44
221-152-10
221-352-04
221-989-00
221-989-04
Biotechnology
Administrative Support (renamed 8/09)
Computer and Networking Support
Criminal Justice
Early Childhood Development - Infant and Toddler
Early Childhood Development - Preschool
Emergency Medical Services - Intermediate
Emergency Medical Services - Paramedic
Graphic Design
Horticulture
Human Services
Patient Admissions Coordination
Web Technologies
Building Trades I
Building Trades II
Jan 09
8/4/2009
2003
12/22/2010
12/22/2010
8/4/2009
8/4/2009
2003
2003
Jan 09
Dec 08
Jan 09
Jan 09
7/27/2005
Mar 08
1/2010
1/2010
* Date indicated if after 2003.
Rev. 12/22/2010
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APPENDIX B
GUIDELINES FOR REVIEW OF NON-TRANSFER PROGRAMS
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Tuesday, October 14, 2003
PROGRAM REVIEW GUIDELINES
(Non-Transfer Programs)
In order to assure that every academic program at Piedmont Virginia Community College offers highquality instruction and services to its students, the program faculty and division dean will conduct a
thorough review of each program at least once every five years. The Office of Institutional Research will
provide predetermined productivity data and requested (optional) supplemental data/research reports.
The program review will take place within one academic year. The culmination of the program review is
the formulation of an action plan, which addresses maintaining program strengths and solving program
weaknesses.
Activity
Time Frame
Person Responsible
Office of Institutional Research
provides required program
review assessment data
By August 15
Executive Director of Institutional
Planning and Information
Technology
Program faculty and division
dean review program goals,
student learning outcomes,
identify and request any
additional data needs, determine
procedure for using external
measures to evaluate student
outcomes, and write program
review report
September 1 February 15
Program Faculty and Division
Dean
At the completion of the
examination and analysis of a
program(s), the division dean will
submit the review report and
action plan to the Curriculum and
Instruction Committee for review
and comment
By March C&I meeting of
academic year
Division Dean
Once reviewed, the dean of the
C&I Committee will submit the
report, action plan, and any
comments to the Vice president
of Instruction and Student
Services
By last work day of semester
Dean of C&I Committee
The vice president may accept,
reject, or request revision of the
report and/or action plan
By August 1
Vice president of Instruction and
Student Services
The program faculty and division
dean are responsible for the
implementation of the action plan
Ongoing
Program faculty and Division
Dean
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The division dean will present to
the C&I Committee and Vice
president of Instruction and
Student Services a follow-up
report on the success of the
action plan and any new
developments with the
program(s)
By April of academic year
Division Dean
The culmination of the program review is the formulation of an action plan designed to maintain program
strengths and address program weaknesses. The Vice President of Instruction and Student Services
oversees the implementation of the action plan by the program faculty and dean.
Components of the Program Review
1.
Program Goals and Student-learning Outcomes
What are the program goals and student-learning outcomes for this curriculum?
Program goals describe the overall purpose of the curriculum such as preparing students for
entry-level employment in certain jobs or transfer to certain curricula. The program goals must be
stated in terms that permit judgment about the extent to which they are realized; they must be
stated in away that allows assessment of their accomplishment. Course objectives are not
program goals. Do not use a collective list of objectives from all required courses for program
goals.
Student-learning outcomes are the educational goals for graduates. They describe what
gradates should know or will be able to do upon the completion of the curriculum. The studentlearning outcomes must be stated in terms that permit judgment about the extent to which they
are realized; they must be stated in a way that allows assessment of their accomplishment.
Course objectives are not student-learning outcomes. Do not use a collective list of objectives
from all required courses.
2.
Program Data – Effectiveness Measures
The Coordinator of Institutional Research will supply productivity data
Productivity data includes:
Variables (examples to use)
Number of Graduate
Enrollment of Curricular Students
Total Enrollments for the last 5 years
Length of Program
Retention Rate
Graduates’ Satisfaction (educational support services and course availability)
Graduates’ Outcomes (employment in program-related work, further education)
3.
Use of Assessment Findings to Improve Instruction
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PVCC IE Framework 08/11
A. What changes have occurred since the last program review? What were the results?
o Describe how assessment findings were used to improve the quality of instruction and
student services in the program.
B. Describe the extent to which students achieve current program goals.
o Describe at least one way in which an external measure is used to document student
achievement of the program goals.
C. Describe the extent to which students achieve current student-learning outcomes.
o
4.
Describe at least one way in which an external measure is used to document student
achievement of the student-learning outcomes.
Review of Curriculum: Non-Transfer/Workforce Programs
A. Does this program meet the workforce needs of local employers?
B. Do graduates find employment in the field the program(s) prepared them for?
C. What problems, if any, do graduates encounter as they enter the workforce in the accounting
field?
D. Do local employers have unmet training/educational needs that this program could/should meet?
E. Does the job market data from PVCC’s service region indicate that a need continues to exist for
this program?
F. If PVCC did not have this program, what would the impact be on our service region?
G. What is the plan for the future direction of this program ?
5.
Program Strengths and Weaknesses
Based on the data collected, identify program strengths and weaknesses.
6.
Action Plan
List specific actions that will be taken to maintain program strengths and address program
weaknesses. Describe what steps will be taken in the next three years to advance the program.
For each action, specify the expected outcome, the expected time line for completion, the
person(s) who will be responsible, the resources needed, and the criterion/criteria that will be
used to determine if the action was effective.
Issue/Concern:
Specific Action(s):
Expected Outcome(s):
Time Frame:
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Person(s) Responsible:
Resources Needed:
Criterion/Criteria Measure(s):
7.
Follow-up
By April of academic year, the division dean will present to the Curriculum and Instruction
Committee and Vice president of Instruction and Student Services on the status and
effectiveness of the action plan and any new developments with the program(s). Annual
divisional goals should also reflect the program’s action plan.
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APPENDIX C
GUIDELINES FOR REVIEW OF TRANSFER PROGRAMS
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Tuesday, October 14, 2003
PROGRAM REVIEW GUIDELINES
(Transfer Programs)
In order to assure that every academic program at Piedmont Virginia Community College offers highquality instruction and services to its students, the program faculty and division dean will conduct a
thorough review of each program at least once every five years. The Office of Institutional Research will
provide predetermined productivity data and requested (optional) supplemental data/research reports.
The program review will take place within one academic year. The culmination of the program review is
the formulation of an action plan, which addresses maintaining program strengths and solving program
weaknesses.
Activity
Time Frame
Person Responsible
Office of Institutional Research
provides required program
review assessment data
By August 15
Executive Director of Institutional
Planning and Information
Technology
Program faculty and division
dean review program goals,
student learning outcomes,
identify and request any
additional data needs, determine
procedure for using external
measures to evaluate student
outcomes, and write program
review report
September 1 February 15
Program Faculty and Division
Dean
At the completion of the
examination and analysis of a
program(s), the division dean will
submit the review report and
action plan to the Curriculum and
Instruction Committee for review
and comment
By March C&I meeting of
academic year
Division Dean
Once reviewed, the dean of the
C&I Committee will submit the
report, action plan, and any
comments to the Vice president
of Instruction and Student
Services
By last work day of semester
Dean of C&I Committee
The vice president may accept,
reject, or request revision of the
report and/or action plan
By August 1
Vice president of Instruction and
Student Services
The program faculty and division
dean are responsible for the
implementation of the action plan
Ongoing
Program faculty and Division
Dean
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PVCC IE Framework 08/11
The division dean will present to
the C&I Committee and Vice
president of Instruction and
Student Services a follow-up
report on the success of the
action plan and any new
developments with the
program(s)
By April of academic year
Division Dean
The culmination of the program review is the formulation of an action plan designed to maintain program
strengths and address program weaknesses. The Vice President of Instruction and Student Services
oversees the implementation of the action plan by the program faculty and dean.
Components of the Program Review
1.
Program Goals and Student-learning Outcomes
What are the program goals and student-learning outcomes for this curriculum?
Program goals describe the overall purpose of the curriculum such as preparing students for
entry-level employment in certain jobs or transfer to certain curricula. The program goals must be
stated in terms that permit judgment about the extent to which they are realized; they must be
stated in away that allows assessment of their accomplishment. Course objectives are not
program goals. Do not use a collective list of objectives from all required courses for program
goals.
Student-learning outcomes are the educational goals for graduates. They describe what
gradates should know or will be able to do upon the completion of the curriculum. The studentlearning outcomes must be stated in terms that permit judgment about the extent to which they
are realized; they must be stated in a way that allows assessment of their accomplishment.
Course objectives are not student-learning outcomes. Do not use a collective list of objectives
from all required courses.
2.
Program Data – Effectiveness Measures
The Coordinator of Institutional Research will supply productivity data
Productivity data includes:
Variables (examples to use)
Number of Graduate
Enrollment of Curricular Students
Total Enrollments for the last 5 years
Length of Program
Retention Rate
Graduates’ Satisfaction (educational support services and course availability)
Graduates’ Outcomes (employment in program-related work, further education)
3.
Use of Assessment Findings to Improve Instruction
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PVCC IE Framework 08/11
D. What changes have occurred since the last program review? What were the results?
o Describe how assessment findings were used to improve the quality of instruction and
student services in the program.
E. Describe the extent to which students achieve current program goals.
o Describe at least one way in which an external measure is used to document student
achievement of the program goals.
F. Describe the extent to which students achieve current student-learning outcomes.
o
4.
Describe at least one way in which an external measure is used to document student
achievement of the student-learning outcomes.
Review of Curriculum: Transfer Programs
A. What formal (written) articulation agreements exist between PVCC and transfer
colleges/universities?

Describe the formal articulation agreements that exist between PVCC and transfer institutions
for this program(s).
B. Do students successfully transfer to four-year schools?

Using at least one external measure, document the success of students transferring to fouryear institutions.
C. What problems, if any, do students encounter as they transfer to four-year
colleges/universities?

Describe the problems, if any, PVCC students encounter in transferring to four-year
colleges/universities.
D. Describe the trends in transfer rates to the major four-year
colleges/universities to which PVCC transfer.
E. Are there unmet transfer needs that this program(s) should/could meet?
F. Does the transfer information indicate that a need continues to exist for
this program(s)?
G. If PVCC did not have this program(s), what would the impact be on our
service region?
5.
Program Strengths and Weaknesses
Based on the data collected, identify program strengths and weaknesses.
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PVCC IE Framework 08/11
6.
Action Plan
List specific actions that will be taken to maintain program strengths and address program
weaknesses. Describe what steps will be taken in the next three years to advance the program.
For each action, specify the expected outcome, the expected time line for completion, the
person(s) who will be responsible, the resources needed, and the criterion/criteria that will be
used to determine if the action was effective.
Issue/Concern:
Specific Action(s):
Expected Outcome(s):
Time Frame:
Person(s) Responsible:
Resources Needed:
Criterion/Criteria Measure(s):
7.
Follow-up
By April of academic year, the division dean will present to the Curriculum and Instruction
Committee and Vice president of Instruction and Student Services on the status and
effectiveness of the action plan and any new developments with the program(s). Annual
divisional goals should also reflect the program’s action plan.
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PVCC IE Framework 08/11
APPENDIX D
GENERAL EDUCATION ASSESSMENT TIMELINE
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PVCC IE Framework 08/11
Assessment of General Education: Assessments and Administration Timeline
Date
Writ Comm
Info Lit
Spring 03
Spring 04
Spring 05
Spring 06
Spring 07
(Pilot)
ILT
Summer 07
Fall 07
Spring 08
BASE
BASE
Summer 08
Fall 08**
Spring 09
BASE
e-Write
Summer 09
Fall 09
Spring 10
e-Write
VCCS
VCCS
Oral Comm
TOCS
TOCS
CCTST
CCTST
TOCS
CCTST
ILT
ILT
ILT
ILT
Summer 10
Fall 10
Spring 11
e-Write
Summer 12
Fall 12
Spring 13
e-Write/QEP
e-Write/QEP
e-Write/QEP
Summer 13
Fall 13
Spring 14
e-Write/QEP
e-Write/QEP
e-Write/QEP
Quant Reas
Sci Reas
QRT
QRT
SRT
SRT
ILT
TOCS
Summer 11
Fall 11
Spring 12
Crit Think
PVCC IRPIE Revised 08-11
CCTST
TOCS
CCTST
TOCS
TOCS
CCTST
CCTST
ILT
ILT
CCTST
VCCS
VCCS
Grad Exit Svy
Expanded
Grad Exit
Survey
SRT
QRT
QRT
SRT
SRT
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
Expanded
Grad Exit
Survey
QRT
SRT
QRT
SRT
CCTST
CCTST
Grad Exit Svy
QRT
ILT
ILT
ILT
TOCS
VCCS
VCCS
Cult & Soc*
Expanded
Grad Exit
Survey
CCTST
TOCS
Pers Dev*
QRT
QRT
SRT
SRT
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PVCC IE Framework 08/11
* Assessed through self report in Graduate Exit survey. In addition, curriculum maps for required courses in every major provide
evidence of teaching and assessment of Personal Development.
**Beginning in Fall 2008, PVCC will participate in system-wide testing of entering and exiting students in accordance with SCHEVmandated value-added assessment. To the greatest extent possible, PVCC will adjust its assessment schedule to align with the VCCS
schedule. Doing so will maximize resources, minimize assessment burden on students, and maintain a strong assessment program that
yields useful information about student learning. Assessments in red indicate those given to entering Fall students and students
graduating in Fall and Spring. VCCS assessments beyond 08-09 are still to be determined.
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