The Institutional Effectiveness Plan
Central Piedmont Community College

Institutional Effectiveness (IE) is an integral part of Central Piedmont's quest for continuous improvement of programs, services and administrative functions. The College has appointed an Institutional Effectiveness Committee for the purpose of monitoring this process. The following is the IE model and timeline adopted by the IE Committee.

Model

In 1985 the Southern Association of Colleges and Schools (SACS) began using the term "institutional effectiveness" to mean "outcomes assessment." IE is the use of a broad-based, integrated system of planning, evaluation and use of results to improve programs and service.

SACS approved new criteria for accreditation in 2001 and along with that came new Core Requirements and Principles of Accreditation that must be addressed by colleges during the accreditation process. However, institutional effectiveness became an even more critical part of accreditation. The criteria that must be addressed are as follows:

Core Requirement 2.5: The institution engages in ongoing, integrated and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement, and (b) demonstrates that the institution is effectively accomplishing its mission (institutional effectiveness).

Comprehensive Standard 3.2.10 The institution evaluates the effectiveness of its administrators, including the chief executive officer, on a periodic basis.

Comprehensive Standard 3.3.1 The institution identifies expected outcomes for its educational programs and its administrative and educational support services; assesses whether it achieves these outcomes; and provides evidence of improvement based on analysis of those results.

Comprehensive Standard 3.4.1 The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes.

Comprehensive Standard 3.4.14 The institution’s use of technology enhances student learning, is appropriate for meeting the objectives of its programs, and ensures that students have access to and training in the use of technology.

Comprehensive Standard 3.5.1 The institution identifies college-level competencies within the general education core and provides evidence that graduates have attained those competencies.

Comprehensive Standard 3.7.2 The institution regularly evaluates the effectiveness of each faculty member in accord with published criteria regardless of contractual or tenured status.

Comprehensive Standard 4.1 When evaluating success with respect to student achievement in relation to the institution’s mission, the institution includes, as appropriate, consideration of course completion, state licensing examinations, and job placement rates.