DanvilleAreaCommunity College

Institutional EffectivenessPlan

FY 2006

Executive Summary on Progress

February 27, 2007

Prepared by:

Randall P. Fletcher

Dean, Library & Academic Services

Table of Contents

Introduction & Purpose 3

Background 4

Outcomes of Selected Core Indicators FY 2006 5

  • Student Success 5
  • Transfer Education 7
  • General Education 8
  • Developmental Education 8
  • Workforce Development 10
  • Student Support 11
  • Community Education 12

Assessment of Student Academic Achievement 13

Selected Outcomes from 2006-2008 Strategic Plan 19

Introduction & Purpose

The Danville Area Community College Plan for Institutional Effectiveness serves as a platform for the college’s assessment system, strategic planning and program review processes and indicators of achievement set forth by the college’s Mission and Goals. The primary purpose of the plan is accountability and continuous quality improvement.

The Illinois Board of Higher Education (IBHE) strategic plan, The Illinois Commitment, The Illinois Community College Board’s (ICCB) Promise for Illinois, the Annual Results Report and the Core Indicators of Effectiveness system all played an important role in the creation of the Danville Area Community College (DACC) Plan for Institutional Effectiveness. Built on the premise that data-driven outcomes lead to increased academic achievement and more efficient and effective institutional practices, the Plan will serve as model for planning, decision-making and the overall growth of the college. The DACC Institutional Effectiveness Plan is designed around the ICCB core indicators of effectiveness as well as customized indicators that are designed to meet the unique aspects of DACC’s Mission, Goals and Core Values.

The DACC Institutional Effectiveness Plan accomplishes the following objectives:

  • Provides important information on how key institutional processes are linked at DACC – Strategic Planning, Core Indicators of Effectiveness, Assessment of Student Learning, Departmental Planning, Academic Program Review and Student Satisfaction Measures.
  • Documents the achievements of the DACC Assessment Initiative and helps to answer the important question: “Are students learning?”
  • Details how measures of Student Satisfaction are used in the planning processes of the College.
  • Demonstrates a plan for continuous improvement, using Core Indicators of Effectiveness.
  • Outlines a plan for communicatingthe Core Indictors of Effectiveness and Student Satisfaction Measures to internal and external stakeholders.
  • Presents a timeline for continued implementation of both the Assessment and Institutional Effectiveness Initiatives at DACC.

Background

Since the 1999 North Central Association (NCA) site visit, DanvilleAreaCommunity College has been committed to establishing a culture of assessment and accountability within all departments and divisions of the institution. This focused effort not only has a primary goal of developing an infrastructure for student learning assessment, but it also provides a foundation for measuring the overall effectiveness of the college. The assessment initiative at DACC has been supported at all levels of college, from the participation of faculty and staff on the Assessment Committee to the monetary support of the board of trustees. In the six years since its origination, assessment has served as catalyst for not only increased student achievement but for the establishment of a comprehensive Institutional Effectiveness system at DACC. In this system, institutional effectiveness is comprised of six primary processes or initiatives that the college embarks on each year. These processes are as follows: Strategic Planning, Core Indicators of Effectiveness, Assessment of Student Learning, Departmental Planning, Academic Program Review and Student Satisfaction Measures.

The DACC Institutional Effectiveness Plan will demonstrate the accomplishments of each of these six processes of the college. Continued growth, improvement and accountability will be the primary outcomes of this plan. The Plan will be shared with all internal and external stakeholders of the college.

Outcomes of Selected Core Indicators FY 2006

Mission Category: Student Success

Goal Statement

DanvilleAreaCommunity College provides academic excellence through quality learning activities that enable all students the opportunity to achieve academic and personal goals.

Core Indicator 1

Goal Attainment

Measure A: The percent of students who reports that attending DACC has helped them achieve or make progress toward their primary educational goal.

2006 Outcome:

  1. Complete a certificate program
  2. Not a goal55%
  3. Secondary goal16%
  4. Primary goal29%
  1. Complete an associate degree
  2. Not a goal19%
  3. Secondary goal24%
  4. Primary goal57%
  1. Transfer to a 4-year college or university
  2. Not a goal36%
  3. Secondary goal15%
  4. Primary goal49%
  1. Obtain or update job-related skills
  2. Not a goal34%
  3. Secondary goal27%
  4. Primary goal39%
  1. Self-Improvement/personal enjoyment
  2. Not a goal32%
  3. Secondary goal35%
  4. Primary goal33%

Data collected from the 2006 Community College Survey of Student Engagement

Core Indicator 2

Student Persistence

Measure A: The percentage of first time, degree-seeking students retained from fall 10th day to spring 10th day.

2005 Outcome: 79% of first-time, degree-seeking students enrolled in the

fall of 2004, returned in the spring of 2005.

2006 Outcome: 72% of first-time, degree-seeking students enrolled in the

fall 2005, returned in the spring of 2006.

Measure B: The percentage of first time, degree-seeking students retained from spring 10th day to fall 10th day.

2005 Outcome: 53% of first-time, degree-seeking students enrolled in the

spring 2005, returned in the fall of 2005.

2006 Outcome: 48% of first-time, degree-seeking students enrolled in the spring of 2006, returned in the fall of 2006.

Measure C: The percentage of first time, degree-seeking students retained from fall 10th day to the following fall 10th day.

2006 Outcome: 46% of first-time, degree-seeking students enrolled in the fall of 2005, returned in the fall of 2006.

Core Indicator 3

Successful Course Completion Rate

Measure: The percentage of all DACC students that complete credit courses with a “D” or better, measured at the end of the fall and spring semester. The percentage of student will be calculated using all students still enrolled at the mid term point for each respective courses. This calculation will allow for early ending, late starting and early ending classes to be identified along with all traditional 16-week courses. Grades of F, U, and withdrawals will be counted as non-completers.

2005 Outcome: The successful course completion rate for all students enrolled in the spring of 2005 was 76%. The rate for students unsuccessful in spring 2005 courses was 12%. The withdraw rate for all students in

spring 2005 was also 12%.

2006 Outcome: The successful course completion rate for all students enrolled in the spring of 2006 was77%. The rate for students unsuccessful in spring 2006 courses was 7%. The withdraw rate for all students in

spring 2006 was also16%.

The successful course completion rate for all students enrolled in the fall of 2006 was81%. The rate for students unsuccessful in fall 2006 courses was 7%. The withdraw rate for all students in fall 2006 was also12%.

Core Indicator 4

Degree, Program Completion, Continuing Education & Persistence

Measure A: First-time, full-time entering cohort percent graduated, transferred or still enrolled at 150 percent of program length (IPED Graduate Rate Survey data).

2006 Outcome: See Attached Graph 1 for detailed results on this measure.

Mission Category: Transfer Education

Mission Goal Statement

Provide quality transfer courses and programs that enable students to achieve success at four-year institutions.

Core Indicator 1

Success at Transfer Institution

Measure A: The university first year grade point average (GPA) of Danville Area Community College transfer students with at least 12 hours of transfer credit compared to the first year GPA of all Community College transfer students and all native students. This measure will be reported annually for students attending Illinois Public four-year universities during the fall and/or spring semesters.

2006 Outcome: See Attached Graph 2 for detailed results on this measure.

Mission Category: General Education

Mission Goal Statement

Provide the knowledge and abilities that enable students to achieve academic and personal goals.

Core Indicator 1

Number of General Education and major specific courses included in the Illinois Articulation Initiative

2006 Outcome: The total number of general education courses included in the Illinois Articulation Initiative is 93with 61major specific courses included in IAI as of fall 2006. In total, DACC has154 courses that guaranteed to transfer to senior institutions in Illinois.

Mission Category: Developmental Education

Mission Goal Statement

Provide quality developmental education courses and programs that prepare students for educational and personal success

Core Indicator 1

Successful performance in developmental education and subsequent related courses

Measure A: The percentage of developmental education students who successfully complete developmental education courses.

(The cohort of students is all students enrolled in one or more developmental courses)

Suggested Standard: Developmental Education course completion rates will be at least 75% of the college-level course completions.

2005 Outcome: In the fall of 2005, 47% of students enrolled in the Developmental Education coursework successfully completed. 18% of developmental education were unsuccessful in the coursework, and 35% of students enrolled this curriculum withdrew or dropped before the end of the semester

2006 Outcome: In the fall of 2006, 64% of students enrolled in the Developmental Education coursework successfully completed. 20% of developmental education were unsuccessful in the course, and 16% of students enrolled this curriculum withdrew or dropped before the end of the semester.

The 2005 statewide average for course completion of developmental

course work was 63%.

The successful course completion rate for all students enrolled in the fall of 2006 was81%. The rate for students unsuccessful in fall 2006 courses was 7%. The withdraw rate for all students in fall 2006 was also12%.

Core Indicator 2

Educational gains in adult education students

Measure: The number and percentage of adult education students who advance one or more educational levels from the starting level measured on the entry of the program. This data will be collected at the end of each academic year.

2005 Outcome:

Adult Education Program Completers
Fiscal Year 2005
Enrolled / Completed / Success % / State Avg.
Level
ABE / 326 / 129 / 40% / 24%
ESL / 41 / 19 / 46% / 39%
GED / 272 / 147 / 54% / 37%
TOTAL / 639 / 295 / 46% / 33%

2006 Outcome:

Adult Education Program Completers
Fiscal Year 2006
Enrolled / Completed / Success % / State Avg.
Level
ABE / 280 / 107 / 38% / 38%
ESL / 53 / 27 / 51% / 38%
GED / 186 / 82 / 44% / 37%
TOTAL / 519 / 216 / 42% / 34%

Mission Category: Workforce Development

Mission Goal Statement

Provide specialized training, courses and services that meet the needs of businesses and individuals.

Core Indicator 1

The number of occupational degree and certificate completers

Measure: The number of students who complete an occupational degree (AAS) or certificate at the end of each academic year.

2006 Outcome:

Occupational Degrees & Certificates Awarded
FY 2004 / FY 2005 / FY 2006
AAS / 108 / 105 / 124
CERT / 82 / 80 / 70
TOTAL / 190 / 185 / 194

Core Indicator 2

Identify the percentage of occupational degree and certificate completers who were employed or enrolled in further education within one year of graduation.

2006 Outcome:

Percent of undergraduate degree/certificate recipients either employed or enrolled in further education within one year of graduation

(Source: ICCB, Follow-Up of FY2005 Career and Technical Education Program Graduates)

FY 2004 / FY 2005 / 2-Year Change
Percent / Percent / Percent
Employed/Enrolled / Employed/Enrolled / Employed/Enrolled
District / College / in Further Education / in Further Education / in Further Education
507 / Danville / 67.7% / 100% / 33.3%
STATE AVG / 88.8% / 90.1% / 1.3%

Core Indicator 3

Total number of Business and IndustryCenter courses/workshops conducted.

2005 Outcome: The Corporate & Community Education conducted 526 courses/workshops in FY 2005, the state average is 440. The C& CE division has conducted over 1,522 courses/workshops over the past five years, compared to the state average of 1,312.

2006 Outcome:The Corporate & Community Education division continued to increase the number of courses/workshops offered in FY 2006. The division conducted 918courses/workshops, the state average is281. The C& CE division has conducted over 2,508courses/workshops over the past five years, compared to the state average of 1,762.

Core Indicator 4

Pass rates on occupational certification tests and state licensure exams

Measure: DACC students will meet or exceed national pass rates for each industry-specific licensure or certification exam

Pass Rate Information for Selected Exams:
Number of Students Tested, Institutional PassRate & NationalPass Rate
2003-04 / 2004-05 / 2005-06
# / Pass Rate (%) / # / Pass Rate (%) / # / Pass Rate (%)
Field / Students / Inst’l / Nat’l / Students / Inst’l / Nat’l / Students / Inst’l / Nat’l
Nursing (RN/ADN) - NCLEX / 22 / 81 / 85 / 26 / 94 / 87 / 32 / 75 / 88
Nursing (PN/ADN) - NCLEX / 100 / 89 / 93 / 89 / 100 / 88
Radiologic Technology / 100 / 78 / NA

Mission Category: Student Support

Mission Goal Statement

Provide exceptionalservices and resources that meet the dynamic needs of students and support learning.

Core Indicator 1

Student satisfaction with Academic and Student Services

Measure: DanvilleAreaCommunity College’s mean student satisfaction scores on the Community College Survey of Student Engagement compared to peer community colleges and to national average scores for the following academic and student service categories:

  • Academic Advising/Counseling
  • Financial Aid
  • Career Services
  • Job Placement Services

This measure will be implemented biannually during the spring semester of even years.

2006 Outcome: See attached graph 3 for results on this measure.

Mission Category: Community Education

Mission Goal Statement

Provide a wide variety of opportunities that meet the needs of life-long learners

Core Indicator 1

Participation rate in the community

Measure B: The percentage of ethnicity of the DACC student population compared to the population in the State of Illinois and VermilionCounty.

Population Group Comparison
DanvilleAreaCommunity College
Illinois / Vermilion Co. / DACC
White / 66% / 84% / 83%
Asian / 4% / 1% / 1%
American Indian / 0.03% / 0.02% / 0.03%
Black / 15% / 11% / 11%
Hispanic / 14% / 3% / 5%
Data has been collected from the 2005 Census and DACC Fall 2006 enrollment reports

Measure D: An annual summary of the number of community participants who attend DACC hosted events, presentations and activities.

2006 Outcome: DACC served over 12,700 community members through DACC hosted events, presentations, activities, trainings and workshops.

Assessment of Student Academic Achievement

FY 2006

The Assessment Initiative

The “Culture of Assessment” at DACC

  • Assessment Committee - As a result of the development and subsequent organization of the NCA Response, the DACC Assessment Committee was established in the Fall of 2001. Implemented from the framework of the College’s Continuous Quality Improvement system, the Assessment Committee became a subcommittee of the CQI’s Academic Affairs team. The Assessment Committee is made up of the following DACC personnel:
  • two faculty members from each of the academic divisions,
  • one nursing faculty member
  • two members of Student Services
  • two members of the Adult Education and Basic Skills divisions,
  • one faculty member of the library,
  • three academic deans
  • two members of the Administrative Council,

The Assessment Committee is chaired by the Dean of Library & Academic Services

Assessment Committee 2005-2006

Connie SchroederDirector, ADN Program

Gail MorrisonChief Financial Officer

Stacy EhmenDirector, Admission & Records

Glenda BolingInstructor, Speech

Jane BrownProfessor, Information Systems

Belinda DaltonAssociate VP, Student Services

Brian FinkInstructor, Accounting/Business

Lori GarrettProfessor, Biology

Jeff HuttonInstructor, Technology

Dave KietzmannVice President, Instruction & Student Services

Ruth LindemannInstructional Services Librarian

Alan ThompsonInstructor, Science/Math

Penny McConnellDean, Liberal Arts

Bruce RapeDean, Business & Technology

Janet RedenbaughDean, Mathematics & Science

Ted GallagherInstructor, Rhetoric

Eric SimonsonInstructor, Music

Jamie BerthelProfessor, Rhetoric

Maurice MillerInstructor, Psychology

Tom SzottDirector, Adult Education

Marie VanadaProfessor, Developmental Education

Randy Fletcher, ChairDean, Library & Academic Services

Assessment Planning

FY 2006

  • Integrated the student services and administrative services departments into the overall systematic Institutional Effectiveness Plan. These divisions and departments of the college will be completing Department/Office Level Assessment Plans that will gather data on Student Learning Support Outcomes. These outcomes are as follows:
  • Diversity/Access
  • Functional
  • Student Persistence
  • Structural
  • Communication
  • Integrity
  • Educated all divisions and departments of the college that Data from this system must be analyzed and used to develop a report on student learning outcomes, student service functions, and administrative service functions and ultimately determine the levels of effectiveness of the college.
  • Required that all departments and divisions of the college be accountable for this new reporting structure and that assessment reports will be given to the Dean of Library & Academic Services annually. All program and department/office level assessment reports will be submitted by May 1, 2007 and then be compiled into a larger Institutional Effectiveness report, delivered to all major stakeholders of the college.

Major Assessment Activities

General Education

All academic divisions continued developedcourse-level assessment plans (including online courses). The academic divisions also analyzed the general education outcomes for each program area. This directive came from the Assessment Committee and their decision to establish four (4) General Education Outcomes that all program areas must incorporate: Communications, Critical Inquiry, Technological Competence, Cultural Awareness and Social Skills.

In the fall of 2005 and spring of 2006, assessments for General Education skill level were conducted with 227 entering, degree-seeking students. The standardized assessment used to collect the data was the Academic Profile, which is a nationally-normed general knowledge assessment developed by the Educational Testing Service (ETS). The assessment measured the knowledge level of students by structuring the 40-question assessment around humanities, social science and natural science topics. The Academic Profilecaptures a second set of baseline data in the spring 2005 semester. The survey targeted second year students as they are about to graduate from their programs of study.

By analyzing incoming student general education knowledge in the areas of communication skills, critical thinking and social/cultural awareness against students who have completed their program of study, the Assessment Committee will begin to make assumptions about the quality of our academic preparation of students in these core general education areas.

The data collected from the Academic Profile assessment proved to be problematic as different cohorts of students were being used in the pre-test and post-test assessments. As a result, the DACC Assessment Committee decided in the fall of 2006 to replace the Academic Profile – general education assessment instrument with the Collegiate Assessment of Academic Proficiency (CAAP) – an ACT standardized assessment for Writing, Reading and Mathematics. Pre-tests for general education proficiency will be administered via the COMPASS placement assessment. This placement tool will replace the ASSET assessment and will be administered using an online platform. This placement will fully operational in the fall of 2007. COMPASS scores for Writing, Reading and Mathematics will be gathered for entering students. ACT scores for these general education areas can also be used for the baseline set of data for each student. These scores will then be compared to CAAP scores as the same students exit the college. The data will reveal whether significant improvements were made by students in these core general education areas.