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Institutional Effectiveness Plan

HACC’s Institutional Effectiveness Plan: March 2013 – July 2014

Statement of Purpose
The purpose of this plan is to highlight the importance of establishing goals for institutional practices at HACC and to define the systems and processes that result in timely assessments that inform the College’s decision making and demonstrate its effectiveness in meeting those goals.

Introduction
With a goal of building a culture of assessment, HACC looks to align institutional practices and planning to evidence-informed decision making. Understanding that assessment is the means by which we determine whether or not we are meeting our goals, HACC convened an Institutional Effectiveness Task Force to determine prioritized action items required to support healthy assessment practices. A state-of-the-art assessment management system (TK20) has been purchased, and will be implemented during the coming year - serving as a repository, tracking, and reporting tool. This plan, to be revised and updated in future years, articulates HACC’s priorities and focus areas for the period from March 2013 to July 2014.

The Plan
1. Goals for all areas of the College will be published and reviewed to insure:
a. That they have been established by a process that is transparent and appropriately involves all stakeholders
b. That they are aligned with HACC’s 2012 – 2015 Strategic Plan.
c.That they conform to best practices and standards being established in TK20, as the adoption schedule unfolds.

2. Protocols for planning assessment and the analysis of assessment findings will be developed, such that:
a. The value of establishing baseline data is clear.
b. The development and utilization of benchmarks are seen as critical components.
c. The roles of both internal and external data sources, as well as third party resources and perspectives, are valued.
3. The assessment reporting process and supporting structure will be reviewed and refined so that:
a. It is transparent to and appropriately involves all stakeholders.
b. Accountability and review processes are well defined.
c. It provides meaningful and timely support to reporting units.
d. It provides a parallel process for both academic and non-academic areas.
e. Economies of scale are realized, minimizing or institutionalizing the use of shadow systems.

4. Assessment practices will become a primary training and professional development focus, such that:
a. All areas of the College will be provided with training in best practices in assessment, including ways of determining meaningful metrics and optimizing data collection processes.
b. Best practices in assessment will be infused into all training for TK20, as the adoption schedule unfolds.
5. Relevant Administrative Policies (AP’s) that define assessment planning and assessment processes will be revised and updated such that:
a. A parallel process is in place for both academic and non-academic areas.
b. They define desired levels of performance.
c. They are congruent with the best practices enabled by TK20.

6. The budgeting process will be redesigned such that:
a. Assessment findings can be better considered when making budgetary decisions.
b. Budgeting decisions are closely aligned with the priorities defined in the HACC 2012 – 2015 Strategic Plan.
c. “What-if Scenarios” can be modeled and considered in planning.

7. The use of assessment findings to make improvements and inform decision-making will be showcased at every opportunity in order to:
a. Deliver on the promise of transparency.
b. Showcase best practices.
c. Reward innovation that explores various types of assessment activities and outcomes.
d. Encourage communication and creativity.
e. More fully engage the College community.
 f. Build a true culture of assessment.
g. Demographic and market trends are used as predictive indicators.
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