ShorelineCommunity College fosters excellence in its educational program.
Explanation: SCC offers excellent programs, services and resources to meet the needs of students, employers, and the community. ….to meet the learning styles of all students….The College provides high quality and relevant learning environments.
OBJECTIVES : What are we trying to reach in that core theme? / INDICATORS: How do we measure/ assess if we achieved this objective? / RATIONALE: Why did we choose these indicators? How will they help us achieve the objective?
BENCHMARK: Acceptable threshold of objective fulfillment. A number, such as 80%.
Objective 1:
Ensure annually the quality of educational programs is improved through innovation and the use of advanced technology. / 1A.Availability and usage rate of advanced technologies, such as Blackboard (a learning management system) and Elluminate (a live web conferencing system).
1B.Availability of training on leading edge and advanced technologies.
1C.Numbers of new computers, software, and servers purchased.
1D.Numbers of smart classrooms (classrooms with a computer that controls all media and AV equipment such as projector, VCR, blinds, etc.)on campus. / 1A Rationale:Excellent educational programs must meet student needs by providing schedule flexibility, as well as opportunities for enhanced communication, collaboration, and efficiencies. In addition, instruction should continue even in the event of an emergency or physical campus closure. Advanced technologies, such as web-based learning management systems (LMS) and web conferencing systems allow for this.
1A Benchmarks:
a)More than half of all students benefit from a LMS; currently, SCC has a 65% Blackboard active usage rate in classes campus wide.
b)Blackboard and Elluminate accounts/classrooms are automatically available to 100% of faculty and staff in preparation for an emergency.
1B Rationale: Training that raises awareness of innovative and new technologies, as well as teaches faculty how to use advanced technologies increases adoption rates and enables faculty to meet the needs of students with diverse learning styles.
1B Benchmarks:
a)Regular informational sessions introduce faculty, staff, and students to newly available and innovative applications, web sites, and web 2.0 tools that can support teaching and learning. Example: weekly “Tech Moments” sessions offered during academic year on topics including The Net Generation and Google docs.
b)Training on how to use Elluminate is available for faculty in multiple modes (live, online training and recorded, online training).
c)Training on how to use Blackboard is available to students and faculty in multiple modes (face-to-face and recorded, online training).
d)A media lab is available to faculty and staff to explore new and emerging technologies. It is equipped with the latest equipment (computers, webcams, headsets, and scanners) and has software to create audio/podcasts, videos, graphics, interactive web tutorials, etc. Customized training to learn the software in the media lab is available.
1C Rationale: The foundation of excellent educational programs is reliable and current technologies and overall computing infrastructure, which in turn requires regular purchases of new hardware, software, and computing infrastructure equipment.
1C Benchmarks:
a)All Mission-critical server systems are replaced before Manufacturer’s End of Life date.
b)All computers in general purpose computer labs are replaced on a three year cycle.
1D Rationale:Smart classroomssupport21st-century learning techniques, the use of Web sources in teaching, integration of Web 2.0 tools like Twitter, etc. When more smart classrooms are available on campus, more teachers can make use of them thereby improving the excellence of education.
1D Benchmark:
Nearly half of all students benefit from a smart classroom; currently, 45% of classrooms on campus are smart classrooms.
Objective 2:
The college creates and/or applies standards for assessment of student learning and program effectiveness / 2.College engages in annual reviewof program effectiveness in professional technical and transfer education.
- Program Review for professional technical education:
- program completions
- certification tests
- meeting industry standards
- Program Review for transfer education:
- College has process for annual program evaluation that includes student/faculty ratios and enrollment trends.
- Transfer programs havelearning outcomes in each distribution areas that are an important part of the curriculum approval process for new and revised courses.
2A1 Benchmark: 60% of students who indicate intent for professional-technical degree will complete a degree within 5 years. 70% who indicate intent for a professional-technical certificate will complete the certificate within 3 years.NOTE TO NORMA: We need to establish a more firm base number as the percentages here are mere guesses.
2A2: The requirement s for licensure and certification are specified by the professions/ industry. Students who are able to pass certification tests demonstrate an ability to meet industry standards.
2A2Benchmark: 90% of SCC students who complete programs will pass industry certification tests in fields where appropriate.Same note as above.
2A3:Some professional technical programs must meet industry standards by obtaining additional accreditation. Outside accrediting agencies for certain programs--e.g., Health Occupations and Automotive--are designed to ensure alignment with the needs of specific industry standards and best practices.
2A3Benchmark: In programs where appropriate, SCC programs maintain accreditation from outside bodies with no more than minor recommendations.
2B1: Annual program review allows college to assess programs that are in demand by students and have a healthy student/faculty ratio that allows for high quality education as well as careful management of available resources.
2B1 Benchmark:
a)Student/faculty ratios average between 20-25 students per faculty in each academic transfer discipline.
b)Enrollment trends show steady student interest and demand in each transfer discipline as a percentage of the overall students enrolled. No transfer discipline experiences more than a 5% decrease in enrollment measured according to a 3 year rolling average and as a percentage of overall college enrollment.NOTE: We need to establish a more firm base number. This could also help us notice Fed regarding low enrolled programs…
2B2: Developed learning outcomes in each of the major distribution areas allows for assessment of student learning and insures that particular courses deliver appropriate course content to prepare students successfully for transfer.
2B2 Benchmark: College has published learning outcomes in each transfer distribution area. Curriculum approval process clearly documents how learning outcomes are used in the development of new courses and the revision of existing courses.
Objective 3:
Transfer and professional technical programs are created and revised based on community needs, economic trends and college strengths. / 3A.Annual timeline of the development of innovative programs that serve diverse learning styles and offer curriculum that reflects current needs and interests of the community.
3B.Number of new or revised courses and programs
3C.The number and variety of articulation agreements in transfer programs.
3D. Active involvement of advisory committee as indicated by approvals of the curriculum as noted in meeting minutes
3E. GPA/degree completion at transfer receiving institutions / 3A: The construction of a timeline of new programs shows the degree to which program and course offerings have grown and/or adapted throughout the years. It is inferred that changes to the curriculum reflect a response to demands and interests of the community, industry partners, and students (e.g., reduction to 90 credits for DTA, etc.)
3A Benchmark:The annual timeline documents the development of at least 2 new transfer or professional technical programs/initiatives that meet emerging community needs, respond to economic trends, and/or reflect college strengths.
3B:The number of new or revised courses and programs that are approved through Curriculum Committee serves as a rough indicator of program innovation. As new knowledge is generated in response to social needs, courses must be developed and changed to reflect the current state of knowledge.
3B Benchmark: The number of new or revised courses and programs as a percentage of the overall curriculum will meet or exceed theaverage number of course and program changes over the previous 3 years.
3C: A steady or increasing number of articulation agreements indicate that transfer programs are current and recognized by baccalaureate institutions.
3C Benchmark: The number of articulation agreements meets or exceeds anaverage total number of articulation agreements measured over a 3 year period.
3D: Advisory Committees are key to the responsiveness of Prof tech programs and provide valuable continuous feedback to programs to ensure the curriculum aligns with the particular needs of the profession/industry
3D Benchmark:Meeting minutes show that advisory committees approve and contribute to development of curriculum in 75% of all programs annually.
3E: GPA’s of associate transfer degree graduates and the number of completers in degree or certificate programs of study demonstrate that students have been well prepared for success at their transfer institutions of choice.
3E Benchmarks:
a)GPAs of SCC transfer students will meet or exceed the GPA of other CC’s in the state as well as native students at in-state 4 year transfer receiving institutions.
b)Degree completion of SCC transfer students will meet or exceed the degree completion of other CC’s in the state as well as native students at in-state 4 year transfer receiving institutions.
Objective 4:
College personnel advocate for and work with public officials, the private sector and the Shoreline Community College Foundation for funding for state-of-the-art classrooms, buildings, and technology. / 4A: Number of OPCOM committee members (Administrative-Exempt personnel) serving /participating on local boards and community and professional organizations
4B:SCC Foundation Report
4C:Number of college employees contributing to the SCC Foundation
4D:Number of contacts/interactions by college personnel with local, regional and federal public officials and related agencies
4E: Creation and implementation of SCC Master Plan
4F: Number of grants applied for and number of grants receivedby the college / 4A: The participation numbers demonstrate the degreeof advocacy in the community and private sectors for college funding.
4A Benchmark: Maintain or increase the participation levels by Administrative-Exempt personnel as measured by proportion of Administrative-Exempt personnel engaged in community during the previous academic year.
4B: Foundation Report indicates financial support efforts and additional resources made available to the college
4B Benchmark:Financial support for college funding of state-of-the-art classrooms, buildings and technology will meet or exceed the average total amount of funding over the previous 3 years.
4C: The number of employees providing financial support is an indicator of the effectiveness of outreach by the SCC Foundation.
4C Benchmark:Meet or exceed the annual number of college employees who provide financial support to the SCC Foundation (and related increase of financial support by college employees to the SCC Foundation).
4D: The number of contacts/interactionsshow level offrequency and legislative advocacy in pursuit of college funding
4D Benchmark: Maintain or increase the annual number of contacts with local, regional, federal public officials and related agencies
4E: The development plan for SCC Campus is essential in determiningshort termand future funding needs of the college.
4E Benchmark: SCC Master Plan completed and approved by city of Shoreline
4F: The number of grants applied for and the number of grants received is an indicator of the effectiveness of college efforts and outreach to obtain funding for state-of-the-art classrooms, buildings and technology.
4F Benchmark:
a)SCC meets or exceeds the total number of grants applied for compared to the average number of grants applied for over the previous 3 years.
b)SCC meets or exceeds the total amount of grants received compared to the average number of grants over the previous 3 years.
Objective 5:
The college provides high quality pre-college programs and comprehensive learning assistance. / 5A. Percentage of successful student transitions from pre-college to college level courses.
5B. Availability and enrollment in bridge programs
5C1. Number of hours of tutoring services.
5C2. Level of student satisfaction with tutoring services / 5A. Quality pre-college programs can be measured by the extent to which these programs successfully transition students to college-level courses. If students experience success in pre-college courses, they are more likely to enroll in college level courses, and the more likely they are to be successful in those courses.
5A. Benchmarks: SCC will meet or exceed the average annual number of students (based on 3 previous years of data) who initially enroll in ESL, GED Preparation, ABE, developmental math or developmental writing, and who subsequently enroll in college level (101 or higher) math or writing within a one year period.
5B. Successful bridge programs provide opportunities for pre-college students to transition to college-level programs.
5B. Benchmarks:The number of bridge programs, and enrollment in these programs, will meet or exceed the average numbers—both the number of program and enrollments—based on a 3 year rolling average.
5C1.The number of hours of tutoring services provided to studentsindicates thedegree to which students have access to comprehensive learning services.
5C1. Benchmark:The total annual number of hours of paid tutoring will meet or exceed the annual average total hours of tutoring (based on a 3 year rolling average).
5C2. Student satisfaction with tutoring services is, in part, dependent on the quality of those services and the degree to which those services meet the students’ perceived needs.
5C2 Benchmark: Student evaluations of tutoring services will meet or exceed previous scores (based on a 3 year rolling average).
Objective 6:
The college continues its commitment to environmental stewardship and sustainability, in both curriculum and operations. / 6 A.Environmental Stewardship and Sustainability in the Curriculum
- The number of degrees, certificates, and new or revised courses that include sustainability as a learning outcome
- The number of service-learning courses that incorporate environmental sustainability as an important learning objective
- SCC’s carbon footprint
- Waste mitigation and recycling efforts as reported in the Climate Action Plan
- Building and construction practices as reported in the Climate Action Plan
6A1 Benchmark: The total number of degrees, certificates and new or revised courses that include sustainability will meet or exceed the average number over the previous 3 year period.
6A2. Service-learning provides an opportunity for students to learn in an experiential way the values and importance of environmental stewardship. The number of service-learning courses that incorporate sustainability as a learning objective is a direct measure of the commitment to environmental stewardship in the curriculum.
6A2 Benchmark: The number of service-learning courses that incorporate environmental sustainability as an important learning objective will meet or exceed the average number of courses offered over the previous 3 year period.
6B1. Carbon footprinting is a recognized way to measure the environmental impact of operations, particularly with respect to the emissions of greenhouse gases.
6B1 Benchmark: The carbon footprint will be reduced or remain steady relative to the average carbon footprint over the previous 2 years. NOTE: Not sure if data for this is currently available.
6B2. Waste mitigation and recycling efforts are direct ways in which the college shows a commitment to operate in an environmentally responsible way.
6B2 Benchmark: The Climate Action Plan report will demonstrate at least 2 significant ways in which the college has taken initiative to reduce, recylce, or mitigate waste.
6B3. The adoption of environmentally responsible building and construction practices are a primary indicator as to whether the college is commited to environmental stewardship.
6B3 Benchmark:
a)The college adopts recognized standards and certifications for environmentally friendly construction (e.g., LEED certification, etc)
b)Climate Action Plan demonstrates at least 2 ways in which college operations has increased energy efficiency.
Objective 7:
The College provides innovative approaches to promoting global citizenship through service learning, international programs and partnerships. / 7A. Service Learning:
Reports from Center for Service-Learning:
- Number of service-learning courses
- Total number of service hours provided by SCC students
- Number of community partnerships
7C. Number of Partnerships with foreign institutions or global focus: / 7A1: Reported number of service-learning courses indicates the availability of an innovative approach for students to acquire the skills of citizenship and global awareness.
7A1 Benchmark: The number of service-learning courses supported by the SCC Center for Service-Learningmeets or exceeds the number from the previous academic year.
7A2: The total number of hours of service measures the degree to which SCC students were engaged in service activities in the community.
7A2 Benchmark: The total number of hours of service provided by SCC students will meet or exceed the number of hours of service compared to the previous academic year.
7A3: The number of community partnerships indicates the availability of diverse service-learning experiences that match both course learning objectives and students’ civic interests.
7A3 Benchmark: The number of community partnerships devoted to service-learning as measured by the Center for Service-Learning will meet or exceed the number of partnerships from the previous academic year.
7B: An overview of the programs offered to students and the statistical involvement of students and faculty shows a degree of engagement in these programs. The more students participating in programs that involve global awareness, and the more opportunities that are available to students and the community, provide evidence of the College’s commitment to providing innovative programming to promote global citizenship.
7B Benchmark:
a)The number of students participating in study-abroad programs will meet or exceed the average number based on 3 year rolling average.
b)The number of study abroad programs taught and/or offered by SCC faculty will meet or exceed the average number based on a 3 year rolling average.
c)The number of guest speakers/lectures as identified in the IP Year-End Reports/Global Affairs Center Annual Report will meet or exceed the number of guest speakers/lectures from the previous academic year.
d)International student will come from X countries.NOTE: need to identify the X and perhaps a rationale for this.
7C: Partnerships provide opportunities for reciprocity in learning activities that are affordable and accessible.
7C Benchmark:
a)number of students and faculty participated in each partner program;
b)The number of partnerships.
Objective 8:
International students are well integrated into the campus community. / 8A: International students engaged in student activities through clubs, organizations and campus departments.
8B: Participation of IS in campus leadership positions including Student Body Association, Campus Ambassadors, International Peer Mentors, and Peer Activity Leaders and other on-campus employment. / 8A: The degree to which students participate in campus activities is an effective measure of engagement with the campus community. By participating in various activities on campus that are open to both domestic and international students, international students demonstrate the fact that they are an integral part of the campus.
8A Benchmark: X number of international students represents a X % of overall student participation. As a whole, international students make up only 2% of the campus population. X % of student club membership are international students.NOTE: Need to identify the Xs
8B: Serving in the various leadership positions on campus involves working closely with other campus populations including domestic students, staff and faculty.
8B Benchmark: International students are represented in these campus positions to the same degree or higher as their statistical representation in the student body. International students make up 2% of the student population.
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