UHCC Policy 5.202 - 2

5.202 - Attachment 2 - Academic Support Services

Academic Support Services shall complete a comprehensive program review at least once each five years in accordance with the schedule established by the college. The college will make public the comprehensive review by posting to the college’s website.

Academic Support Services shall complete an Annual Report of Program Data (ARPD).

  1. Procedures
    1. The following procedures have been developed to assure more consistent data collection practices in the compilation, analysis, and reporting of the minimum measures, and to use the Comprehensive Program Review and the ARPD in the college planning and resource allocation/reallocation processes.
      1. The data used shall come from the most recently completed academic year (summer, fall, spring). Quantitative measures for the two prior academic years shall be included with the Annual Report of Program Data (total of three years of data) and;
      2. For ARPD, Program Health in the categories of overall, demand, efficiency, and effectiveness will be calculated according to the systemwide program health scoring rubric and;
      3. Completed Comprehensive Program Reviews and Annual Reports of Program Data shall be posted on the college web site and;
      4. Colleges will complete their ARPD (including an overall summary) by December 15th, in the form and format requested by the Associate Vice President for Academic Affairs.
  2. Components and Measures
    1. At a minimum, each college shall report the following components and measures. Colleges may use additional components and measures for their internal assessment process.
      1. Assessment Period (e.g. 2006 – 2011)
      2. College Mission Statement
      3. Program Mission:

        Statement and brief description of the program including a listing of program level Student Learning Outcomes (SLOs).

    2. Part I. Executive Summary of Program Status
      1. Response to previous recommendations
    3. Part II. Program Description
      1. History
      2. Program Student Learning Outcomes (SLOs)
      3. Faculty and Staff
      4. Resources
      5. Community connections, advisory committees, etc.
    4. Part III. Quantitative Indicators
      1. Overall Academic Support Services Program Health: A single, overall program health call based on Demand, Efficiency, and Effectiveness indicators for all Academic Support Services sub units.
      2. Demand Indicators:
        1. Library Demand
          1. Number of informational and reference questions per student and faculty FTE
          2. Number of Students Attending presentation sessions per student FTE
          3. Number of circulations, electronic books used, full-text journal articles downloaded per student and faculty FTE
          4. Number of web accessible computers per student FTE
          5. Library Demand Health
        2. Tutoring Demand
          1. Number of students tutored per student FTE
          2. Number of students who placed into Remedial/Developmental levels through COMPAS per student FTE
          3. Tutoring Demand Health
        3. Testing Services Demand
          1. Number of placement tests administered per year per student FTE
          2. Number of Distance Learning tests administered per year per student FTE
          3. Local campus tests proctored per year per student FTE
          4. Testing Services Demand Health
        4. Technology Resources Demand
          1. Number of on-line courses per year per total number of courses (live and online)
          2. Number of student, faculty, and staff computers per IT desktop support staff
          3. Number of technology workshops for faculty, staff, and students per faculty FTE, staff FTE, and student FTE
          4. Testing Technology Resources Demand Health
        5. Program Health Demand (Healthy, Cautionary, Unhealthy)
      3. Efficiency Indicators:
        1. Library Efficiency
          1. Number of informational and reference questions answered by FTE librarian
          2. Number of book volumes per student FTE
          3. Total materials expenditures per student FTE
          4. Total library expenditures per student and faculty FTE
          5. Library Efficiency Health
        2. Tutoring Efficiency
          1. Tutor contact hours per tutor paid hours
          2. Student contact hours per tutor paid hours
          3. Number of sessions per tutor paid hours
          4. Tutoring budget per student contact hours
          5. Tutoring Efficiency Health
        3. Testing Services Efficiency
          1. Testing seats per student FTE
          2. Testing seats per total number of tests
          3. Total number of tests per Testing Services Budget
          4. Testing Services Efficiency Health
        4. Technology Resources Efficiency
          1. Average response time for Help Desk calls
          2. Average processing time for work orders
          3. Total number of computers per Computer Services Budget
          4. Technology Resources Efficiency Health
        5. Program Health Efficiency (Healthy, Cautionary, Unhealthy)
      4. Effectiveness Indicators:
        1. Library Effectiveness
          1. Student and faculty satisfaction measurements using common survey questions.
          2. Common Student Learning Outcome: The student will evaluate information and its sources critically
          3. Library Effectiveness Health
        2. Tutoring Effectiveness
          1. Common Student Learning Outcome: Students who received tutoring will pass their tutored course.
          2. CCSSE Indicator 4.h Tutored or taught other students (paid or voluntary)
            1. Frequency
            2. Satisfaction
            3. Importance
          3. CCSSE Indicator 13.d Peer or other tutoring frequency
            1. Frequency
            2. Satisfaction
            3. Importance
          4. CCSSE Indicator 13.e Skills Labs (writing, math, etch)
            1. Frequency
            2. Satisfaction
            3. Importance
        3. Tutoring Effectiveness Health
      5. Testing Services Effectiveness
        1. Satisfaction measurements using common survey questions
        2. Testing Services Effectiveness Health
      6. Technology Resources Effectiveness
        1. Common Survey Questions
          1. I am satisfied with the customer service of the Help Desk/computer services staff
          2. I am satisfied with the response time of the Help Desk/computer services staff
          3. The computers on campus meet my needs
          4. I am satisfied with the quality of work of the instructional design faculty and staff
        2. CCSSE Indicator 4.j Used the internet or instant messaging to work on an assignment
        3. CCSSE Indicator 9.g Using computers in academic work
        4. 12.g Using computing and information technology
        5. 13.h Computer Lab
          1. Frequency
          2. Satisfaction
          3. Importance
        6. Technology Resources Effectiveness Health
      7. Program Health Effectiveness (Healthy, Cautionary, Unhealthy)
    5. Part IV. Analysis of the Program (strengths and weaknesses in terms of demand, efficiency, and effectiveness based on an analysis of the Quantitative Indicators and surveys reported in Part III. Analysis for subunits may be included; however, an overall analysis for Academic Support Services must be included.
      1. Assessment results for program SLOs. The college will develop a schedule for SLO assessment that coincides with the years covered in the comprehensive program review so that within the review period, all SLOs have been assessed.
      2. Student Learning Outcomes:
        1. List of the Program Student Learning Outcomes
        2. Program Student Learning Outcomes that have been assessed
        3. Assessment Results
        4. Changes that have been made as a result of the assessments
    6. Part V. Action Plan – Include how the actions within the plan support the college’s mission. Action plans for subunits may be included; however, an overall action plan for Academic Support Services must be included.
    7. Part VI. Resource Implications (physical, human, financial) Resource implications for subunits may be included; however, overall resource implications for Academic Support Services must be included.