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Using Community College Data As Evidence For Your HLC Accreditation Process

Using Community College Data As Evidence For Your HLC Accreditation Process. Presenters. Melissa M Giese, Executive Director Institutional Research Metropolitan Community College (MO) Michelle Taylor, Senior Research & Data Analyst The National Higher Education Benchmarking Institute.

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Using Community College Data As Evidence For Your HLC Accreditation Process

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  1. Using Community College Data As Evidence For Your HLC Accreditation Process

  2. Presenters Melissa M Giese, Executive Director Institutional Research Metropolitan Community College (MO) Michelle Taylor, Senior Research & Data Analyst The National Higher Education Benchmarking Institute

  3. Session Outline Using Community College Data as Evidence: Benchmarking Data • Planning • Analysis -- Tools for Decision Making • Benchmarking Projects for Community Colleges • Integration and Action • Examples of Using Benchmark Results for Accreditation

  4. Benchmarking Can Be Used • Accreditation • Strategic Planning • Monitor KPI Progress • Reporting to Constituents • Performance Funding • To Set Realistic Goals • To Inform Decisions • To Improve Processes • To Find Best Practices • To Show Strengths & Opportunities for Improvement

  5. What is benchmarking? • Benchmarking is an ongoing, systematic process for measuring and comparing the work processes of one organization to those of another. • Simply put, benchmarking is comparing your college to other colleges • Three formats: • One-on-one • Group of peers • National data sets

  6. Value of Benchmarking • Assessment of current conditions • Quality improvement • Tells college’s story

  7. Benchmarking Steps

  8. Identify What to Benchmark Look at your college sources • Mission & Vision Statements • Values Statement • Key Performance Indicators • Strategic Plan

  9. Peer Selection Criteria • Do you have a list of peer colleges you use? • Do you want to just look at colleges in your state? • Do you want to look at HLC colleges? • Do you want to look at colleges that best “match” you? • Campus Environment • Institution Type • Credit Enrollment • Minority Students • Percent State Revenue • Operating Budget • Service Area Population • Unemployment Rate • Household Income • Service Area Percent Minority Recommendation: • Choose peers based on your situation, needs and goals

  10. Benchmarking Steps

  11. Sources of Benchmarks The Benchmarking Institute • Mission: Improving higher education through benchmarking • Vision: Impacting higher education to maximize student success • Two sources of national benchmarks provided by the Benchmarking Institute • 2018 • NCCBP – 238 • C&PP – 50 institutions/ 286 disciplines

  12. Benchmark Institute Project Participants since 2004 11 1 14 4 3 30 14 2 8 2 21 2 16 3 15 5 15 1 34 4 3 3 1 16 24 12 19 17 26 6 7 1 6 13 19 10 10 16 7 3 5 7 28 9 5 19 7 • Over 400 2-year institutions have participated in a Benchmarking Institute project since 2004

  13. Higher Learning Commission College & Schools (HLC)

  14. NCCBP • Provides a comprehensive set of benchmarks for core community college activities • Completion & Transfer • Academic Year Snapshot of Outcomes • Retention & Persistence • Student Performance • Satisfaction and Engagement • Job Market, Business and Industry • Other Institutional Effectiveness Metrics www.nccbp.org

  15. Cost and Productivity Project • Provides presidents, chief academic officers, deans and institutional researchers with benchmarks at the discipline level • Instructional costs (salaries and benefits) • Faculty workload • Class size www.costandproductivity.org

  16. Performance Measurements

  17. Performance Measurements

  18. Benchmarking Steps

  19. Using NCCBP Data for HLC Accreditation

  20. HLC’s Guiding Framework for Increasing Value to Members 5. Evidence-based institutional learning and self-presentation Assessment and the processes an institution learns from should be well grounded in evidence. Statements of belief and intention have important roles in an institution’s presentation of itself, but for the quality assurance function of accreditation, evidence is critical. Institutions should be able to select evidence based on their particular purposes and circumstances.

  21. HLC Guiding Values 5. Evidence-based institutional learning and self-presentation Assessment and the processes an institution learns from should be well grounded in evidence. Statements of belief and intention have important roles in an institution’s presentation of itself, but for the quality assurance function of accreditation, evidence is critical. Institutions should be able to select evidence based on their particular purposes and circumstances. Benchmarking is the perfect tool to demonstrate your evidence.

  22. Crosswalk to the NCCBP

  23. HLC’s Criteria for Accreditation Compliance with the….. • Mission • Integrity: Ethical and Responsible Conduct • Teaching and Learning: Quality, Resources, and Support • Teaching and Learning: Evaluation and Improvement • Resources, Planning, and Institutional Effectiveness

  24. HLC’s Criteria for Accreditation • Mission 1.A. Is broadly understood within the institution and guides its operations 1.B. Is articulated publicly 1.C. Understanding the relationship between its mission and the diversity of society 1.D. Demonstrates commitment to the public good • Integrity: Ethical and Responsible Conduct 2.A. Operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governing board, administration, faculty, & staff. 2.B. Presents itself clearly and completely to its students and to the public with regard to its programs, requirements, faculty and staff, costs to students, control, and accreditation relationships. 2.C. The board is sufficiently autonomous to make decisions in the best interest of the college & to assure its integrity. 2.D. Is committed to freedom of expression and the pursuit of truth in teaching and learning. 2.E. Policies and procedures call for responsible acquisition, discovery & application of knowledge by its faculty, students & staff. • Teaching and Learning: Quality, Resources, and Support 3.A. Degree programs are appropriate to higher education 3.B The exercise of intellectual inquiry and the acquisition, application, and integration of broad learning and skills are integral to its educational programs.

  25. HLC’s Criteria for Accreditation • Teaching and Learning: Quality, Resources, and Support 3.C. Has the faculty and staff needed for effective, high-quality programs and student services. 3.D. Provides support for student learning and effective teaching. 3.E. Fulfills the claims it makes for an enriched educational environment. • Teaching and Learning: Evaluation and Improvement 4.A. Demonstrates responsibility for the quality of its educational programs. 4.B. Demonstrates a commitment to educational achievement and improvement through ongoing assessment of student learning. 4.C. Demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs. • Resources, Planning, and Institutional Effectiveness 5.A. Resource base supports its current educational programs and its plans for maintaining and strengthening their quality in the future. 5.B. Governance and administrative structures promote effective leadership and support collaborative processes that enable the institution to fulfill its mission. 5.C. Engages in systematic and integrated planning. 5.D. Works systematically to improve its performance.

  26. Criterion 1: Mission • 1.D. The institution’s mission demonstrates commitment to the public good • 3. The institution engages with its identified external constituencies and communities of interest and responds to their needs as its mission and capacity allow. • NCCBP Form 10. Career Program Completers - includes a measure of the satisfaction of employers with the preparation of the institution's graduates which would support meeting the needs of some of your external constituencies. • NCCBP Form 13: High School Graduates & NCCBP Form 14A: Market Penetration: Students - shares information about how your college serves local high schools. • NCCBP Form 14B. Market Penetration: Community - shows the extent of engagement with the community in terms of public meetings, cultural events and sporting activities. • NCCBP Form NC 1: Non-Credit Enrollment Information - shows the extent of engagement with the community in terms of life and leisure or personal enrichment non-credit classes. • NCCBP Form NC 8: Non-Credit Satisfaction - shows the public's satisfaction with the life and leisure classes

  27. Examples of Using Benchmarking Data:Metropolitan Community College

  28. Metropolitan Community College – Kansas City

  29. Metropolitan Community College – Kansas City • HLC Standard Pathway • Next visit February 2020 • Currently reviewing 2nd Assurance Argument Draft • HLC Steering Committee • HLC to NCCBP Data Crosswalk project • NCCBP Annual Executive report • NCCBP member since 2003

  30. 1.A. The institution’s mission is broadly understood within the institution and guides its operations

  31. 1.A. The institution’s mission is broadly understood within the institution and guides its operations

  32. 1.C. The institution understands the relationship between its mission and the diversity of society.

  33. 1.D. The institution’s mission demonstrates commitment to the public good.

  34. 2.A. The institution operates with integrity in its financial, academic, personnel, and auxiliary functions; it establishes and follows policies and processes for fair and ethical behavior on the part of its governingboard, administration, faculty, and staff.

  35. 3.A. The institution’s degree programs are appropriate to higher education.

  36. 4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

  37. 4.C. The institution demonstrates a commitment to educational improvement through ongoing attention to retention, persistence, and completion rates in its degree and certificate programs.

  38. 4.C. The institution demonstrates a commitment to educational improvement through ongoing attention toretention, persistence, and completion rates in its degree and certificate programs.

  39. Criterion 5.D.1The institution develops and documents evidence of performance in its operations. • Institutional Response: • The National Community College Benchmarking Project (NCCBP) was created as a way for community colleges to compare themselves with peer institutions. MCC has participated since the NCCBP's inception in 2003. The research department created a list of peer institutions across the country to use as benchmarks for how MCC was performing. Institutions on this list have been used to compare a wide variety of MCC initiatives. MCC also creates ad hoc comparable institution lists for performing benchmarking in the financial and HR areas.

  40. Annual Executive Summary Report

  41. Keep up with the Benchmarking Institute and all of our projects by joining us on LinkedIn and following us on Twitter. @EdBenchmark Join the National Higher Education Benchmarking Institute Group

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