2.3.3sr1 – SRTC Procedure: Institutional Effectiveness

Institutional Effectiveness is defined as the positive correlation of results to expectations. Southern Regional Technical College (SRTC) engages in an institutional effectiveness (IE) system that is ongoing, comprehensive, integrated, and includes college-wide research-based planning and evaluation processes. The IE system is described in the Southern Regional Technical College Institutional Effectiveness Plan (IE Plan), which is based on the SRTC Procedure: Institutional Effectiveness. The IE Plan integrates specific research, data collection, evaluation, assessment, analysis, planning, budgeting, and implementation processes. The IE Plan employs a system that provides for a systematic review of College Mission, Goals, and Outcomes ensuring that goals and outcomes are consistent with the College Mission. It ensures that expected outcomes of units, general education, and programs and student learning outcomes are identified and assessed; results are used for improvement in planning and budgeting; plans are implemented and evaluated; and improvements made and sought are documented. The process focuses on institutional quality and effectiveness and is designed to continuously improve programs, services, and student learning and to demonstrate the progress of the College in fulfilling its stated Mission. Components of the IE Plan are included in institutional effectiveness procedures for research, data collection, evaluation, assessment, analysis, planning, budgeting, and implementation.

  1. Purpose

The purpose of institutional effectiveness at SRTC is as follows:

  1. To support an ongoing, integrated, College-wide system that utilizes the College’s Mission as the foundation of research, data collection, evaluation, assessment, analysis, planning, budgeting, and implementation processes;
  2. To provide a method for faculty, staff, students, and administrators to have opportunity to provide input regarding programs, processes, and services at SRTC;
  3. To provide a basis for coordinating reports, data collection, and research that supports evaluation, assessment, and planning efforts. This ensures the uniform dissemination of data and research results to internal constituencies and external agencies and organizations;
  4. To ensure that continuous institutional improvement is based on the use of accurate information for decision-making; and
  5. To ensure that the effectiveness of the College’s institutional research (IR) data and results reports is evaluated regularly and that the results are used for improving reporting.
  1. Process

Institutional Effectiveness at SRTC maintains a comprehensive College-wide institutional improvement process that ensures the following:

  1. The process is driven by the College’s Mission and Goals.
  2. The process involves faculty, staff, and administration, and students.
  3. The process provides opportunity for input from program advisory committees, the local Board of Directors, and other constituent groups within the service delivery area.
  4. The process utilizes institutional research as an integral part of College data collection, evaluation, assessment, analysis, planning, budgeting, and implementation.
  5. The process ensures that the effectiveness of the College’s institutional research (IR) data and results reports is evaluated regularly. The results are used for improving reporting.
  6. The process complies with the Technical College System of Georgia (TCSG) and meets accreditation requirements.
  7. The process intends to result in continuous improvement in the quality of the College’s graduates and in increased satisfaction of students, employees, and other customers.
  1. Responsibility for Institutional Effectiveness Processes and Products

The Vice President for Institutional Effectiveness (VPIE) has primary responsibility for coordinating College research (with the Director of Knowledge Management and the Institutional Research Coordinator); data collection, evaluation, assessment, analysis, planning, budgeting, and implementation processes; and completion of reports (with the Director of Knowledge Management, Institutional Research Coordinator, and the Institutional Effectiveness Coordinator). In addition, the VPIE has responsibility for ensuring that the effectiveness of the College’s Institutional Research data and results reports is evaluated regularly and that the results are used for improving reporting.

College research, data collection, evaluation, assessment, analysis, planning, budgeting, and implementation efforts coordinated by the VPIE or others as specified below include:

  1. Annual Review: College Mission.
  1. Periodic Review: College Vision, Values, and Goals.
  1. Five-Year Strategic Plan.

Preparation includes the following:

  1. Consider input from Master Facilities Plan and Information Technology Plan.
  2. Consider input from Business and Industry Training Needs Survey; Labor Market Analysis; and Strengths, Opportunities, Weaknesses, and Threats (SWOT) Analysis.
  3. Determine a desired vision and current status.
  4. Complete a gap analysis of desired vision and current status.
  5. Devise the plan and budget.
  1. End-of-Year Assessment of Strategic Plan/Strategic Plan Implementation: College Goals, Strategic Objectives, and Activities.
  1. Annual Strategic Plan Update.
  1. Review of the TCSG Program Standards: General Program.
  1. Perkins Federal Grant Requirements.
  2. TCSG College Performance Goals and Benchmarks.
  3. Customer Evaluations: Internal and External.
  4. Performance Personnel Evaluations (Director of Human Resources.
  5. Research and Data.
  6. Annual Assessment Plans. These include the following: Administrative Unit, General Education, and Program Assessments of Expected Outcomes; General Education and Program Assessments of Student Learning Outcomes; and Administrative Unit, General Education, and Program Use of Assessment Results for Improvement.
  7. Annual Budget Plans (Vice President for Administrative Services).
  8. Staff Development Plans (Director of Human Resources).
  9. Improvement Budgets (Vice President for Administrative Services).
  10. End-of-Year Assessment of Staff Development Plans (Director of Human Resources).

The report and research coordination efforts of the VPIE ensure uniformity in data dissemination by coordinating all statistical data and information developed through institutional research and effectiveness processes for dissemination to internal and external constituents.

The VPIE has the primary responsibility for maintaining an archive of SRTC Data, Evaluation Instruments, and Results Reports. The Vice President for Academic Affairs coordinates annual faculty performance evaluations. Supervisors, as directed by the President, conduct staff performance evaluations. Individual functional units and programs, on an as needed basis, conduct some customer evaluations and data collection.

  1. Institutional Effectiveness Assessment Committee

The purpose of the Institutional Effectiveness Assessment Committee is to assist with the implementation of the College’s research, evaluation, assessment, and planning processes by ensuring that the results of research, evaluation, and assessment are used in planning and for the improvement of administrative units, educational programs, and services. The Committee ensures that data is used in decision making and that planning and evaluation processes are in accordance with the requirements of the Technical College System of Georgia and the Southern Association of Colleges and Schools Commission on Colleges. The Committee also provides guidance for the completion of the annual assessment planning process and provides for a formal review of administrative units, educational programs, and student learning outcome assessments.

The Institutional Effectiveness Assessment Committee is composed of faculty and staff and reviews, edits, and maintains the College’s Institutional Effectiveness Plan; determines strategies to implement ensuring a culture exists at the College to demonstrate commitment to the continuous improvement of programs and services through the collection, analysis, and use of assessment data; provides input in the design of planning and reporting tools for the Strategic Plan, Annual Assessment Plan, Student Learning Outcomes, Annual Budget Planning, and Staff Development Planning tools; facilitates the annual completion and review of administrative unit and educational program Annual Assessment Plans and Student Learning Outcomes and suggest modifications/ improvements to ensure each has identified measurable expected outcomes, has assessed achievement of outcomes based on data and research, has provided evidence of improvements based on analysis of results, and has planned for future actions as needed; and serves as resources/consultants (champions of IE) to members of the faculty and staff as needed to insure understanding of the Institutional Effectiveness Plan and research, evaluation, assessment, and planning processes.

  1. Procedures for Research, Data Collection, Evaluation, Assessment, Analysis, Planning, Budgeting, and Implementation.
  1. Research, Data Collection, Evaluation, Assessment, Analysis, Planning, Budgeting, and Implementation

Research, Data Collection, Evaluation, Assessment, Analysis, Planning, Budgeting, and Implementation involves all faculty and staff through a structured process coordinated by the VPIE, monitored by the Institutional Assessment Effectiveness Committee, and supported by the President's Leadership Cabinet (PLC).

  1. Research, Data Collection, and Evaluation are ongoing processes that occur throughout the College during the year on a specified schedule. In addition to research, institutional and program data collected for the College and for the TCSG are provided to stakeholders. TCSG prepared reports are provided to College stakeholders on a scheduled basis. These include TCSG College Performance Goals and Benchmark Reports, Perkins Levels of Performance, and other TCSG Knowledge Management System (KMS) reports. Other internal and/or external surveys and evaluations are administered and results are provided to stakeholders.
  1. Assessment and Analysis are ongoing processes whereby staff of functional units and faculty of programs review research, data, and evaluations related to performance on established expected outcomes for units, general education, programs, and student learning outcomes (SLOs). During this review process, stakeholders assess and report assessment results; and analyze and report analysis of results. Often, the Actual Assessment and Analysis of Results report sections compare current results to that of the prior year. Also reported are actions of how the assessment results will be used for improvement as Use of Assessment Results for Improvement
  2. Planning, Budgeting, and Implementation represent both "Strategic" and "Operational" planning with the two strategies intertwined and supporting one another.
  3. Faculty and staff participate in strategic planning and in preparing Annual Assessment Plans, Staff Development Plans, and Annual Budget Plans. It is expected that units, general education, and program and student learning outcomes in Annual Assessment Plans reflect Use of Assessment Results for Improvement resulting from assessment results and analysis of results, plus “next steps” that stakeholders wish to focus. Relevant activities from the Strategic Plan and other College-wide plans are also included. Each item in the column includes numeric references to College Goals, Strategic Objectives, and/or Activities as included in the Strategic Plan.

Annual Budget Plans include activities and related operational budget items needed by the Administrative Unit/Program. These budget items are considered by supervisors and the SRTC Budget Committee during annual budget hearings. Operational budgets are budgeted as funds are available.

Also, College units, general education, and programs maintain improvement budget fund requests for equipment items in a web-based application called, SRassist, in the Equipment Wish List module. Administrative Unit/General Education/Program leaders, on an ongoing basis, are able to add items to SRassist at any time as well as to change the status of items to “delete” or “purchased.” These items are considered by supervisors and the SRTC Budget Committee and purchased as funds are available

  1. Technical College System of Georgia

The TCSG is a unified system of technical education, custom business and industry training, and adult education. The TCSG is the state agency responsible for overseeing Georgia’s technical colleges, the adult education program, and economic and workforce development programs. The Mission of the Technical College System of Georgia is to provide technical, academic and adult education and training focused on building a well-educated, globally competitive workforce for Georgia. SRTC is a unit of the TCSG. SRTC established its Mission ensuring that it was compatible with the Mission of the TCSG.

  1. Annual Review: College Mission

An annual review is conducted of the College's Mission statement. The President’s Leadership Cabinet begins the review followed by the local Board of Directors. If changes are suggested for the College Mission statement, it is forwarded to the State Board of the Technical College System of Georgia for review, update, and final approval.

  1. Periodic Review: College Vision, Values, and Goals

A periodic review is conducted of the College's Vision, Values, and Goals by faculty and staff. The review precedes the preparation of a new Strategic Plan. The review ensures that the College Vision, Values, and Goals are consistent with the College Mission.

  1. Five-Year Strategic Plan

The SRTC faculty, staff, and local Board of Directors (BOD) develop a comprehensive five-year Strategic Plan. Input is gathered from the College’s students, faculty, staff, program advisory committee members, and the local Board of Directors. Input is also gathered from the community through the completion of the Business and Industry Training Needs Survey.

The plan is based as follows: 1) Compile a Labor Market Analysis, which is an in-depth environmental scan that formally examines external and internal environments in relation to the College’s Mission, Vision, Values, Goals, and Role and Scope; 2) Conduct a formal SWOT process that gathers observations and predictions from students, faculty, staff, program advisory committee members, and the local Board of Directors to enable the College to optimize Strengths and Opportunities, while minimizing College Weaknesses and Threats; 3) Determine a desired vision of what the College will be in five years; 4) Complete a gap analysis of desired vision and current status; 5) Create a plan and budget; 6) Establish a plan to assess accomplishments; and 7) Implement plan. The Strategic Plan establishes College goals and strategic objectives that include all functional areas of the College. The IE Division is responsible for facilitating the Strategic Plan development. The Strategic Planning Ad Hoc Committee is responsible for developing the Strategic Plan.

  1. Master Facilities Plan

A campus-wide plan for new facilities and facility renovations is prepared every five years or as plans for the campus change. The Master Facilities Plan is the result of administrators and faculty planning for new programs/services and expansions, modifications, and/or deletions to existing programs/services in each of the counties included in the College’s service delivery area. Plans for facilities are included in the campus Master Facilities Plan and reflected in the College’s Strategic Plan.

State capital outlay funds required for project implementation for new construction and major addition projects are requested from the TCSG by the President using Project Request Forms submitted to Facilities Management. Capital outlay projects must be approved by the State Board of the Technical College System of Georgia (SBTCSG). The President presents the College capital outlay needs to a committee of the SBTCSG when requested. The Vice President for Operations coordinates the preparation and implementation of the Master Facilities Plan.

The College annually receives an allocation of bond money from the Technical College System of Georgia (TCSG) along with the budget to be used for facilities projects. Half of the funds can be spent on projects identified as priority by the College, and half of the funds must be approved by TCSG before spending.

  1. Information Technology Plan

A campus-wide plan for information technology is prepared every three years and updated each year as needed to facilitate the rapid growth in technology. Plans for communication, infrastructure, equipment, operating systems, and software and resources needed for all College sites are included in the Information Technology (IT) Plan and reflected in the Strategic Plan. Also included in the IT Plan are provisions for maintaining and upgrading the College Banner System and related hardware/software. The plan also sets forth the schedule for maintaining and replacing/updating computers as needed to meet administrative and curriculum requirements.

Improvement funds required for technology are locally communicated through equipment items included in the College’s web-based application, SRassist, in the Equipment Wish List module. The Executive Director of Information Technology coordinates the preparation and implementation of the IT Plan. The Executive Director is assisted by information technology staff members and others.

  1. End-of-Year Assessment of Strategic Plan/Strategic Plan Implementation: College Goals, Strategic, and Activities

Annually at the end of the academic year, an analysis is completed by stakeholders to assess the College’s progress in accomplishing the College Goals, Strategic Objectives, and Activities included in the College’s Strategic Plan Implementation document. The progress is documented annually. The IE Division coordinates this activity.

  1. Annual Strategic Plan Update

The PLC annually identifies new initiatives and recommends inclusion in the Strategic Plan as Strategic Objectives or as Activities in the Strategic Plan Implementation document. The local BOD approves adjustments to the Strategic Plan. The IE Division coordinates this activity.

  1. Review of the TCSG Standards: General Program

Program Faculty are encouraged to review all General Program Standards every three years, as published in SBTCSG Policy 5.1.2: General Program and Program Specific Standards. Faculty determine compliance with evaluative criteria of program standards. In order to respond to compliance with General Program Standards, program faculty review specific program/course information included in the Knowledge Management System (KMS) Curriculum Database to insure respective College documents and program syllabi are correct.

  1. Perkins Federal Grant Requirements

As a public post-secondary institution offering career and technical education programs, Southern Regional Technical College is eligible to receive special grant funding through the Technical College System of Georgia called the Strengthening Career and Technical Education for the 21st Century Act (Perkins Federal Grant) to assist students in their college journey. The Perkins Federal Grant is administered by the United States Department of Education. The Perkins Federal Grant is the primary federal funding source for secondary and post-secondary career and technical education (CTE) programs that are critical for preparing youth and adults, including immigrants, for jobs in local and regional economies.

Annually, SRTC submits to TCSG a Perkins Local Application and one-year budget in order to receive Perkins Federal Grant funds. Included in the local application is the results of the comprehensive needs assessment required to be completed every two-years. Each college within the Technical College System of Georgia (TCSG) is required to implement the requirements outlined in the Perkins Federal Grant to conduct a comprehensive needs assessment of career and technical education (CTE). Career and technical education programs are those that prepare students for an occupation. The Perkins Federal Grant requires colleges to conduct the comprehensive needs assessment in consultation with a diverse group of stakeholders by evaluating how the career and technical education program offerings measure on the following elements: (1) Student performance on federal accountability indicators, (2) Alignment to labor market needs, (3) Scope, size and quality of programs offered, (4) Progress toward implementing programs and programs of study, (5) Recruitment, retention and training of faculty and staff, and (6) Progress toward improving access and equity. As part of the comprehensive needs assessment, Southern Regional Technical College reviews multiple years of Perkins data, provided by the Technical College System of Georgia, from the following core indicators of performance: P1 - Placement (including continuing higher education), P2 - Completion/Graduation, and P3 - Non-Traditional Concentration. In addition, data reviewed is aggregated and disaggregated data by the populations and sub-groups described in the Perkins Federal Grant. Special Populations include: individuals with disabilities; individuals from economically disadvantaged families, including low-income youth and adults; individuals preparing for non-traditional fields; single parents, including single pregnant women; out of-workforce individuals (previously displaced homemakers); English learners (previously LEP); homeless youth; youth who are in, or have aged out of, the foster care system; and youth with a parent who is on active duty in the armed forces. To conclude the needs assessment process, the separate analyses is merged into one set of findings and stakeholders are engaged in setting a future vision for addressing these needs, including deciding which programs and activities to prioritize for funding in the local application budget. The College then prepares a one-year Perkins Budget supporting the analysis of the comprehensive needs assessment.

The Vice President for Institutional Effectiveness is responsible for coordinating the preparation of the Perkins Federal Grant process including the Local Application submission and documentation, Comprehensive Needs Assessment process, and Perkins Budget implementation and management. The Perkins Leadership Team supports the Perkins Federal Grant process by providing leadership in the on-going planning and development processes necessary to carry out the college’s comprehensive local needs assessment, including identifying stakeholders, and developing a Perkins budget based on findings. Selected members of the President’s Leadership Cabinet are responsible for Budget planning and implementation. Other Perkins Plans are prepared as requested. Periodic on-site Internal Control Reviews are conducted by the Technical College System of Georgia to verify each College is in compliance with the Perkins Federal Grant requirements.

  1. TCSG College Performance Goals and Benchmarks

TCSG assesses each technical college on performance goals. Annually, technical colleges have established performance benchmarks for TCSG defined performance goals. The areas evaluated include the following:

  1. Complete College Georgia (CCG) Degree Production
  2. Technical Education
    1. Full Time Equivalent (FTE)
    2. High School Enrollment
    3. Retention Rate
    4. Graduation Rate
  3. Economic Development
  1. Customized Contract Training: Companies Training
  2. Customized Contract Training: Trainee Contract Hours
  1. Adult Education
  1. Adult Education Enrollment in ABE/ASE/ESL
  2. Completions by Educational Functional Levels
  3. Obtained a GED
  4. Entered Postsecondary
  5. Entered Employment

Each year, the College and unit leaders assigned to specific measures review actual results of the performance goals and benchmarks and record assessment results, analysis of results, use of assessment results for improvement in Annual Assessment Plans. The Commissioner of the Technical College System of Georgia establishes tentative benchmarks for the performance goals for the upcoming academic year. The Commissioner uses these performance benchmarks and results during each President’s annual evaluation to measure success and set goals for the next academic year.

  1. Customer Evaluations

Internal and external customer evaluations are completed for divisions, departments, programs, and the College overall. The customer survey results are used on an on-going basis, but especially during evaluation and planning phases as Annual Assessment Plans are reviewed with expected outcome results reported for administrative units, educational programs, and program student learning outcomes and use of assessment results for improvement are made.. Examples of evaluations/surveys administered regularly include:

  • New Student Orientation Survey
  • New Student Orientation Survey: High School Sites
  • Student Evaluations of Instructors/Instruction
  • Student Evaluations of Clinical Instructors/Coordinators/Instruction
  • Student Evaluation of Online Instructor/Instruction
  • Adult Education Instructor/Class Evaluation
  • Economic Development Course Evaluation
  • Facility Rental Evaluation
  • Student Survey
  • Student Survey: High School Sites
  • Colleague Survey
  • Graduate Exit Survey
  • Graduate Follow-up Survey (as requested by faculty)
  • Employer Follow-up Survey (as requested by faculty)

Academic Affairs, Student Affairs, Economic Development, and the Institutional Effectiveness Divisions are responsible for these evaluations/surveys. The Institutional Research Coordinator is responsible for administering most evaluations/surveys, for compiling most evaluation/survey results, and for writing results reports. Findings are used during the evaluation of programs, functional units, and the College. Customer evaluation findings are continuously reviewed and action is taken as needed.

  1. Performance Personnel Evaluations

Full-time and part-time personnel at SRTC are evaluated periodically throughout the year based on their hire date. New full-time hires receive a Performance Plan within 45 days of hire. Each full-time faculty and staff member has an interim evaluation at the six-month review and an annual review at the anniversary of their hire date. All part-time faculty are evaluated at every fall semester by the Academic Dean for their respective program. For all full-time faculty and staff, during the evaluation, a review is made of the unit/program Annual Assessment Plan, Annual Budget Plan, individual staff development plan, and, if appropriate, customer evaluations, as well as other evaluation and/or outcome assessment findings. Personnel design staff development activities and plans for the coming year based on evaluations, which is then approved by their supervisor after evaluations. Following evaluations, personnel develop Staff Development Plans with activities for the coming year that are based on evaluations. Staff Development Plans are approved by supervisors.

  1. Research and Data

Research is conducted and data is collected and compiled for use by units and programs as needed to support the assessment of expected outcomes established by units and programs and to support the assessment of student learning outcomes by general education and programs. Research and data serve units and programs as resources identified as Means of Assessment in the Annual Assessment Plans as needed in order to complete the formal evaluation and planning processes.

  1. Annual Assessment Plans

Annually, each functional area (unit), general education, and program area (educational program) reviews their purpose statements relevant to the College Mission and assesses and records performance on established expected outcomes. In addition to unique unit and program measures, College-established Local Measures, and the TCSG Performance Goals and Benchmarks are assessed according to established benchmarks. Also, general education and programs measure performance of student learning outcomes. For each expected outcome, actual assessment results and analysis and the use of assessment results (the actions) for improvement are recorded in locally designed templates.

Actions include planned focus on “next steps” to take for continuous improvement and ensure that plans are made for unmet expected outcomes and/or student learning outcomes or for those needing/desiring improvement. Each action includes numeric references to the College Strategic Plan: College Goals, Strategic Objectives, and/or Activities. Supervisors review Annual Assessment Plans to ensure that Strategic Plan items are included in administrative unit/general education/program plans as relevant. Completed Annual Assessment Plans are maintained for administrative unit, general education, and programs are maintained in SharePoint and backed-up on the College L (//ies) network drive.

  1. Annual Budget Plans

Each division, department, and instructional program of the College develops an Annual Budget Plan. This plan includes budget items with justifications and references to the Strategic Plan: College Goals, Strategic Objectives, and Activities that are needed for the division/department/program to operate during the upcoming fiscal year. Among the budget items included is the summary of activities and resources needed for staff development activities planned by individuals within the planning unit that correspond to the individuals’ Staff Development Plan. The Annual Budget Plans are maintained in a web-based application, SRassist, in the Operational Budget module. Budget expenditure date is updated monthly in SRassist and available for review at any time.

  1. Staff Development Plans

Annually all personnel of SRTC participate in planning staff development activities. The Staff Development Plan includes required activities such as those related to state requirements and accreditation, as well as selected activities based on institutional needs, individual needs, and results from evaluations. The Human Resources Director facilitates the planning process. In addition to activities, individual Staff Development Plans include budget requirements for registration and travel. Staff Development Plans are maintained in SRassist, in the Staff Development module and are available for review at any time. All activities must be approved by supervisors in SRassist. Activities can be added at any time during the fiscal year as approved by supervisors.

  1. Improvement Budgets

College Administrative Units and Programs maintain improvement budget requests for specific equipment in a real-time, web-based application called SRassist, in the Equipment Wish List module. Administrative Unit/Program heads on an ongoing basis are able to add items to SRassist at any time as well as to change the status of items to “delete” or “purchased.” The Budget Committee, as well as supervisors and others are able to instantaneously view the prioritized needs of the College Administrative Units and Programs and select items for purchase from such funding sources as the Foundation, local SRTC funds, Bond Funds, and federal Perkins funds.

The College’s SRassist improvement budget reflects the prioritized needs of each administrative unit and program of the College.

  1. End-of-Year Assessment of Staff Development Plans

Personnel can review staff development plans anytime in the year, but at year-end, personnel assess progress in SRassist. The completion status of activities is recorded for each activity by individuals in SRassist and are available for review at any time.

  1. Procedures for Research
  1. The IE Division Works with Other Institutional Offices, Committees, and Personnel to do the Following:
  1. Identify institutional research data needs and implement strategies to satisfy such needs.
  2. Gather, organize, and interpret institutional data including data concerning internal conditions that impact the College and recommend ways to apply the data in a meaningful context.
  3. Disseminate institutional data to divisions, departments, and programs of the College in meaningful and usable formats.
  4. Provide assistance and support to other institutional offices and personnel engaged in institutional and external research studies.
  5. Coordinate the timely and accurate completion of institutional surveys or requests for data from external agencies. Priority will be given to data requests and surveys undertaken by and/or on behalf of governmental and accrediting agencies.
  6. Archive survey results reports, data reports, and other information on the College’s shared drive for college-wide access for easy reference/use by SRTC faculty and staff.
  1. Requests for Services
  1. Requests for institutional data, reports, surveys, and other forms of information services are handled in the following manner:
  1. Internal requests for research projects will be submitted to the VPIE outlining the scope of services needed and the desired time frame.
  2. External generated surveys, forms, and other requests involving institutional data and statistics will be forwarded to the IE Division upon receipt.
    1. The VPIE will forward the request and copies of sections of the request to the appropriate personnel for completion.
    2. Completed materials will be returned to the VPIE, who will ensure that information verification, compilation, and mailing occur.
  3. Required, routine reports prepared by offices other than the IE Division will not be sent to the IE Division. Single source reports must be completed and maintained by the divisions/department assigned such responsibility. All information disseminated from a SRTC office must have the prior approval of the President, the VPIE, the Vice President for Academic Affairs, or another vice president.

Data collection/distribution points are as follows:

  1. KMS and Other Reports maintained/distributed by TCSG: the IE Division: the Director of Knowledge Management. Information from these reports can be obtained as needed from the Director of Knowledge Management as follows:
  1. KMS Reports.
  2. Other Reports.
  1. Seven-Day Enrollment Report distributed by TCSG to the SRTC President and SRTC Administrators. (Information from the report can be obtained as needed from the Director of Knowledge Management.);
  2. Personnel Data distributed upon request and approval by the Vice President for Academic Affairs;
  3. Financial Data distributed upon request and approval by the Vice President for Administrative Services;
  4. Physical Plant Data distributed upon request and approval by the Vice President for Operations; and
  5. Data search of Banner student system requests for information not already available on other routine reports will be compiled and distributed by the Director of Knowledge Management within FERPA guidelines.
  1. Evaluation of Institutional Research
  1. The Colleague Survey includes a question as to the usefulness of data reports, survey, and/or evaluation results provided to the College, divisions, departments, and programs.
  2. The IE Division uses findings from the Colleague Survey to improve IE processes and products.
  1. Timeline for College Research, Data Collection, Evaluation, Assessment, Analysis, Planning, Budgeting, and Implementation
  1. August-Following August

The IE Division conducts academic year research and customer evaluations/surveys; collects data for administrative units and programs; compiles results; and disseminates results’ reports and program data on an on-going basis for use in evaluation, assessment, analysis, and planning. Programs and services are delivered to the community during the academic year. Plans are implemented, and progress is monitored. Research is conducted, and required evaluations are completed. The research, evaluation, assessment, and planning cycle begins again with a new academic year..

  1. August

Faculty record SLO results on Student Level Data Reporting forms for Summer Semester.

  1. October

The Information Technology Plan is updated by the Information Technology Department.

The Master Facilities Plan is updated by the Vice President for Operations.

The reporting of expended funds for the prior fiscal year is complete.

  1. October-November

The PLC records accomplishments of the College Goals, Strategic Objectives, and Activities included in the Strategic Plan Implementation document for the academic year just ended.

  1. November

Faculty record assessment results, analyze results, document improvements of any actions taken, sought, and/or planned for the future, for SLOs for the academic year just ending. This information is recorded in the Program Annual Assessment Plan: Student Learning Outcome Assessment sections.

SRTC personnel are involved in completing Annual Assessment Plans. For each expected outcome, actual assessment results and analysis and use of assessment results for improvement are recorded in a local database. Use of Assessment Results for Improvement focus on actions implementing actions sought and then any “next steps” to take for continuous improvement and to insure that plans are made for unmet expected outcomes, student learning outcomes, and general education competencies, or for those needing improvement. Each item in the Use of Assessment Results for Improvement column includes numeric references to the Strategic Plan: College Goals, Strategic Objectives, and/or Activities. Supervisors review Annual Assessment Plans to insure that Strategic Plan items are included in Annual Assessment Plan as relevant.

During the completion of Annual Assessment Plans, data is used to assess the degree that unit and program specific expected outcomes are achieved. The data sources include the TCSG College Performance Goals and Benchmarks Report, locally provided data and college specific benchmarks, and other unit or program specific data. Student Level Data Reports are used by faculty in assessing program specific student learning outcomes.

  1. December

Faculty record SLO results on Student Level Data Reporting forms for Fall Semester.

  1. January

Project Request Forms are submitted to TCSG Facilities Management.

  1. January-February

An annual review is conducted of the SRTC Mission statement. The PLC begins the review followed by the local Board of Directors. If changes are suggested for the College Mission statement, it is forwarded to the State Board of the Technical College System of Georgia (SBTCSG) for review, update, and final approval.

The Strategic Plan is developed every five years and updated annually. The PLC revises the Strategic Plan and/or Strategic Plan Implementation document based on changes in the environment and priorities. Revisions will be reflected in unit and program Annual Assessment Plans- Use of Assessment Results for Improvements sections completed in January.

  1. January-March

The Vision, Values, and College Goals, are reviewed periodically and modified as needed for use in preparing a new SRTC strategic plan.

  1. April

The College submits annual Perkins Local Application.

  1. April-May

New Annual Budget Plans and Staff Development Plans are prepared for the upcoming fiscal year.

  1. May

Faculty record SLOs results on Student Level Data Reporting forms for Spring Semester.

  1. June

Faculty and staff document progress and accomplishments of Staff Development Plans by completing an end-of-year assessment of plans for the fiscal year just ending.

  1. July-June

Performance personnel evaluations are complete.

Responsibility:
The Vice President for Institutional Effectiveness has the overall responsibility for ensuring this procedure is implemented.

References:
TCSG Policy Manual
SBTCSG Policy 2.1.3: Responsibilities and Authority
SBTCSG Policy 2.4.1: Local Board Responsibilities and Authority
SBTCSG Policy 2.2.2: Agency Strategic Planning
SBTCSG Policy 2.3.2: Responsibilities and Authority of Technical College Presidents
TCSG Procedure 2.3.2p: Presidential Responsibilities
SBTCSG Policy 2.3.3: TCSG College Strategic Planning

TCSG Procedure: 2.3.3p: TCSG College Strategic Planning

Status:
Adopted: 11-17-2014
Implemented: 07-01-2015
Revised: 07-12-2016
Revised: 05-02-2017
Revised: 08-01-2017
Revised: 07-10-2018
Updated: 04-25-2019
Revised: 10-10-2019