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AQIP: Academic Quality Improvement Program

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Introduction

Action Projects - 2005-2009

Action Projects - 2009-2013

Action Projects - 2013-2017

Definition of Terms

Timeline

FAQs and Answers

Quality Check Up

Systems Portfolio - 2008

Systems Portfolio - 2012

Systems Appraisal - 2008

Systems Appraisal - 2012

College Documents

Assessment of Student Academic Achievement

 

 

 

Action Projects

In order to participate in the AQIP reaccreditation process, Moraine Valley had to identify three major Action Projects that would move the college's improvement initiatives forward and demonstrate our commitment to quality. Moraine Valley selected the following three action projects, derived from the college's Strategic Priorities.

  • Institutional Effectiveness - To improve our institutional effectiveness efforts by integrating the following major college processes at all levels of the organization, departmental and collegewide: assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation.

    The Institutional Effectiveness Team Charge

     
  • Improving Student Learning, Student Development and Student Success - Teams were charged with working on each of the following initiatives:
  1. Maximizing student access to education - To improve access to educational programs and services by: 1) maximizing utilization of on- and off-campus facilities, and 2) effective scheduling of programs, services and courses in response to student and community needs. Team Charge
     
  2. Improving retention and success in online learning - To examine factors that affect the progress and success of students enrolling in online and Web-assisted courses, and identify components for successful delivery of online courses, certificates and/or degrees. Team Charge
     
  3. Improving student success in Developmental Education - To develop a plan to identify, assess, place and establish support mechanisms for students in developmental education. Team Charge
  • Diversity and Inclusion -Teams were charged with working on each of the following initiatives:
  1. Reviewing college practices and processes to better address and infuse diversity throughout the institution-To improve the college's responsiveness to our changing community by integrating diversity and inclusion into appropriate college processes. Team Charge
     
  2. Diversity recruitment and retention of faculty and staff - To improve the college-s responsiveness to our changing community by implementing new faculty and staff recruitment strategies. Team Charge
     
  3. Infusing diversity into the classroom and curriculum - To improve the college's responsiveness to our changing community by integrating diversity into the curriculum and classroom. Team Charge

Action Project Annual Updates
Each September, the college submits a progress report on each of our Action Projects to the Higher Learning Commission. These reports include:

  • progress made based on timelines, goals and measures
  • problems and challenges encountered
  • outstanding successes and discoveries made

September 2006 Updates

September 2007 Updates

September 2008 Updates

September 2009 Updates

Browse the Higher Learning Commission's AQIP Action Project directory to search for Moraine Valley's Action Projects.
 


Institutional Effectiveness

Project Team Charge: To improve upon our institutional effectiveness efforts by integrating the following major college processes at all levels of the organization, departmental and collegewide: assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation.

Goals:

  1. To establish a process that integrates institutional effectiveness with assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation.
     
  2. To establish a process for conducting institutional effectiveness measurement of collegewide initiatives that involves multiple departments.
     
  3. To develop staff training to ensure understanding of how to implement the improved institutional effectiveness initiative and its integration with assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation.
     
  4. To outline a plan including timelines, interim milestones (short-term), outcomes (long-term), and budget implications for full implementation, including staff training, of the improved institutional effectiveness initiative.

Steps/Actions:
The appointed team will use the DRIVE process improvement model to:

  1. Conduct a review and analysis of internal and external inputs related to institutional effectiveness:
    1. Current Moraine Valley processes, including assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation
    2. Current Moraine Valley processes used to conduct effectiveness measures for collegewide initiatives
    3. Approaches used at other institutions and in current literature that connect processes listed
    4. Approaches used at other institutions and in current literature to measure effectiveness of collegewide initiatives
    5. Collect input and discussion from stakeholders
       
  2. Identify gaps in current processes and determine appropriate improvements. Establish measurable improvement goals to be met as a result of implementing improvements.
     
  3. Develop a training program to instruct staff and faculty on how the improved institutional effectiveness initiative 1) is integrated with assessment of student academic achievement, strategic and annual planning, budgeting and performance evaluation, and 2) can be used to measure effectiveness of collegewide initiatives.
     
  4. Pilot the training program with a group of departments, and a group working on a collegewide initiative.
     
  5. Evaluate the piloted training program by collecting participant input and outputs (objectives, business plans, assessment plans, etc.). Compare results with measurable improvement goals.
     
  6. Use evaluation results to refine the institutional effectiveness initiatives and corresponding training program.
     
  7. Develop, and recommend to the Executive Leadership Team (ELT), a plan to fully implement institutional effectiveness initiative and staff training. Plan will include timelines, milestones, resources needed, expected outcomes, evaluation, and continuous improvement for institutional effectiveness.
     
  8. Communicate team progress, to internal and external stakeholders, as each milestone is completed.

Timeline:

  • Identify team members and co-chairs and invite to participate: October 2005
  • Review team charge, process, organization and DRIVE model: November 2005
  • Review of all internal and external inputs initiated: December 2005
  • Initiate discussion and college input from stakeholders: February 2006
  • Prepare reports on internal and external information: March 2006
  • Develop pilot training program: April 2006
  • Conduct and evaluate training program: June 2006
  • Refine institutional effectiveness process and training program: September 2006
  • Present recommended plan to ELT: November 2006
  • Present recommended plan to PAC and college community: November 2006
  • Finalize, approve and fund plan: December 2006
  • Present approved plan to Board of Trustees: January 2007

Maximizing Student Access to Education

Project Team Charge: To improve access to educational programs and services by maximizing: (1) utilization of on- and off-campus facilities, and (2) effective scheduling of programs, services and courses in response to student and community needs.

Goals:

  1. To identify and recommend revisions to scheduling patterns based on student and community needs, including specific groups such as adult learners and off-campus learners.
     
  2. To identify and recommend criteria to guide the scheduling and utilization of classrooms based on instructional needs.

Action Steps:
The appointed team will use the DRIVE process improvement model to:

  1. Research and identify current course, certificate, and degree scheduling and enrollment patterns at Moraine Valley and benchmark institutions using reports on:
    a. course scheduling patterns, such as time of day, location, facility, etc.
    b. degree/certificate scheduling patterns, such as weekend college
    c. course-specific requirements, including prerequisites and other requirements
     
  2. Review and analyze research reports related to student and community needs, including:
    a. student demographics
    b. community demographics and market penetration
    c. strategic planning retreat information
    d. AQIP strategy forum
    e. reports and activities of Strategic Action teams
    f. other data to be identified.
     
  3. Research and identify current use and need for technology-equipped classrooms.
     
  4. Seek input and discussion from stakeholders.
     
  5. Analyze findings and identify gaps or areas needing improvement.
     
  6. Design and recommend a student access plan to ELT including timelines, milestones, resources needed, expected outcomes, evaluation, and continuous improvement.

Timeline:

  • Identify team members and co-chairs and invite to participate: by October 2005
  • Review team charge, process, organization and DRIVE model: by November 2005
  • Review of all internal and external inputs initiated: by December 2005
  • Initiate discussion and college input from stakeholders: beginning January/February 2006
  • Prepare reports on internal and external information: by March 2006
  • Continue work with stakeholders: January to March 2006
  • Analyze all findings: April 2006
  • Develop student access plan: by May 2006
  • Present recommended plan to ELT: by May 2006
  • Present recommended plan to PAC and college community: by May 2006
  • Finalize, approve and fund plan: by June 2006
  • Present approved plan to Board of Trustees: by July 2006

Plan Implementation Target Date: Fall 2006


Improving Retention and Success in Online Learning

Project Team Charge: To examine factors that affect the progress and success of students enrolling in online and Web-assisted courses, and identify components for successful delivery of online courses, certificates and/or degrees.

Goals:

  1. To develop a plan to improve retention and success rates of students in online and Web-assisted courses.
     
  2. To identify all components required for accreditation of an online degree.

Action Steps:
The appointed team will use the DRIVE process improvement model to:

  1. Research and identify "success factors", milestones of student success and support services related to online learning that are prevalent in the literature and at the college.
     
  2. Conduct a review and analysis of internal and external inputs related to online student success at Moraine Valley including:
    a. Strategic planning retreat information
    b. AQIP strategy forum
    c. Reports and activities of Strategic Action teams
    d. Institutional Research data
    e. Higher Learning Commission (HLC) requirement for online degrees
    f. HLC Online Student Services workshop participants
    g. Other data to be identified.
     
  3. Seek input and discussion from all stakeholders.
     
  4. Analyze findings and identify gaps or areas needing improvement.
     
  5. Design, and recommend to ELT, an online learning success plan, incorporating components needed for HLC accreditation of an online degree. Plan will include timeline, milestones, resources needed, expected outcomes, evaluation and continuous improvement for online learning.

Timeline:

  • Identify team and co-chairs and invite to participate: by October 2005
  • Review team charge, process, organization and DRIVE model: by November 2005
  • Identify online learning success factors: by December 2005 or January 2006
  • Review and initial of all internal and external inputs: by February 2006
  • Initiate discussion and collect input from stakeholders: beginning March 2006
  • Prepare reports on internal and external review: by April 2006
  • Continue work with stakeholders: through March and April 2006
  • Develop Online Learning Success plan: April 2006
  • Present recommended plan to ELT: by May 2006
  • Present recommended plan to PAC and college community: by May 2006
  • Finalize, approve and fund plan: by June 2006
  • Present approved plan to Board of Trustees: by July 2006

Plan Implementation Target Date: Fall 2006


Improving Student Success in Developmental Education

Project Team Charge: To develop a plan to identify, assess, place and establish support mechanisms for students in developmental education.

Goal:

  1. To develop a plan for addressing barriers and success factors that affect the retention and success rates of Developmental Education students, beginning with limited English proficient students.
     
  2. Make recommendations to address other key areas, including success rates of minority students in developmental education, transition from high school to college, and appropriate student services.

Action Steps:
The appointed team will use the DRIVE process improvement model to:

  1. Review and analyze findings from the Vanguard underprepared students project and related task group work. This work identified gaps in the following areas: limited English proficient, success rates of minority students, transition from high school to college and appropriate student services.
     
  2. Seek input and discussion from stakeholders including, but not limited to, Center for Disability services.
     
  3. Design, and recommend to ELT, a plan to identify, assess, place, and establish support mechanisms for developmental education students. This plan will focus initially on limited-English proficient students, and include recommendations for other key areas identified in goal #2 above. This plan will include timeline, milestones, resources needed, expected outcomes, evaluation, and continuous improvement goals.

Timeline:

  • Identify team and co-chairs and invite to participate: by October 2005
  • Review team charge, process, organization and DRIVE model: by November 2005
  • Report on review and analysis of Vanguard Underprepared Students project: by November 2005
  • Work with stakeholders: December 2005 - March 2006
  • Develop plan: November 2005 - March 2006
  • Finalize plan: April 2006
  • Present recommended plan to ELT: by May 2006
  • Present recommended plan to PAC and college community: by May 2006
  • Finalize, approve and fund plan: by June 2006
  • Present approved plan to Board of Trustees: by July 2006

Plan Implementation Target Date: Fall 2006


Diversifying College Processes

Project Team Charge: To improve the college's responsiveness to our changing community by integrating diversity and inclusion into appropriate college processes.

Goals:

  1. To establish a model, template or method for collegewide divisions, subdivisions and departments to use to evaluate their policies, practices and procedures for diversity and inclusion.
     
  2. To develop a plan to train staff on use of the model.
     
  3. To outline a plan including timelines, interim milestones (short-term), outcomes (long-term) for full implementation.

Steps/Actions:
The appointed team will use the DRIVE process improvement model to:

  1. Conduct a review and analysis of internal and external inputs related to diversity and inclusion, including the college's diversity plan.
     
  2. Research approaches used at other institutions and in current literature.
     
  3. Collect input and discussion from stakeholders.
     
  4. Develop a model, template or method to be used to evaluate policies, practices and procedures for diversity inclusion.
     
  5. Pilot the model, template or method with selected divisions or subdivisions.
     
  6. Develop a plan to market the model, template or method and train staff and faculty on its use.
     
  7. Develop, and recommend to ELT, a plan to fully implement the diversity and inclusion initiative and staff training. Plan will include timelines, milestones, resources needed, expected outcomes, evaluation and continuous improvement for identified processes.

Timeline:

  • Review team charge, process, organization and DRIVE model: November 2005
  • Review of all internal and external inputs initiated: December 2005
  • Initiate discussion and college input from stakeholders: January - March 2006
  • Prepare reports on internal and external information: March 2006
  • Develop pilot model program: April 2006
  • Present recommended plan to ELT: May 2006
  • Pilot and evaluate model effectiveness: June 2006
  • Present outcomes and final plan to ELT: August 2006
  • Present final plan to PAC and college community: August 2006

Finalize Implementation: August 2006


Diversity Recruitment and Retention

Project Team Charge: To improve the college's responsiveness to our changing community by implementing new faculty and staff recruitment and retention strategies resulting in a comprehensive plan.

Goals:

  1. To develop a comprehensive collegewide recruitment and retention plan to attract, hire, and retain diverse employees. Strategy will include timelines, interim milestones (short-term), outcomes (long-term), and budget implications for full implementation, including staff training.
     
  2. To develop an implementation plan including recommendations for accountability measures.

Steps/Actions:
The appointed team will use the DRIVE process improvement model to:

  1. Conduct a review and analysis of internal and external inputs related to recruitment and retention, including the college's diversity plan:
  1. Current Moraine Valley processes, including assessment of sourcing, recruitment, interviewing, criteria development, calendaring, closing and other processes related to recruitment and retention
  2. Benchmark approaches used at other institutions and in current literature about processes
  3. Approaches used at other institutions and in current literature to measure effectiveness of recruitment and retention initiatives
  4. Gather input and discussion from stakeholders
  1. Identify gaps in current processes and determine appropriate improvements. Establish measurable improvement goals to be met as a result of implementing improvements.
     
  2. Develop, and recommend to ELT, a plan to fully implement recruitment and retention strategy and staff training. Plan will include timelines, milestones, resources needed, expected outcomes, evaluation and continuous improvement for recruitment and retention.
     
  3. Develop a training program to instruct staff and faculty on the recruitment and retention process.
     
  4. Pilot the recruitment training program, including a discussion on retention strategies, with a group of departments and a search team working on a recruitment search.
     
  5. Evaluate the piloted training programs by collecting participant input and outputs.
     
  6. Use evaluation results to refine the recruitment process and retention program and corresponding training program(s).
     
  7. Use evaluation results to refine the identified processes and corresponding training programs.
     
  8. Communicate task group progress to internal and external stakeholders as each milestone is completed.

Projected Timeline:

  • Review team charge, process, organization and DRIVE model: November 2005
  • Review of all internal and external inputs initiated: December 2005
  • Initiate discussion and college input from stakeholders: January - March 2006
  • Prepare reports on internal and external information: March 2006
  • Present recommended plan to ELT: April 2006
  • Develop pilot training program: May 2006
  • Conduct and evaluate training program: June 2006
  • Refine recruitment and retention plan and training program: July 2006
  • Present outcomes and final plan to ELT: August 2006
  • Present final plan to PAC, Board of Trustees and college community: August 2006
  • Finalize, approve and fund plan as needed: August 2006

Diversifying the Curriculum

Project Team Charge: To improve the college's responsiveness to our changing community by integrating diversity and global education into the curriculum and classroom at Moraine Valley Community College.

Goals:

  1. To establish a process to integrate diversity and global education into the curriculum and classroom.
     
  2. To identify professional development opportunities for faculty to ensure understanding of how to integrate diversity and global education into the curriculum and classroom.
     
  3. To outline a plan including timelines, interim milestones (short-term), outcomes (long-term), and budget implications for full implementation including professional development opportunities for faculty, of the integration of diversity and global education into the curriculum and classroom.

Steps/Actions:

The appointed team will use the DRIVE process improvement model to complete the following:

  1. Conduct a review and analysis of internal and external diversity and global education efforts used in broadening curriculum and classroom experiences.
     
  2. Establish targets and identify gaps between current diversity and global education efforts.
     
  3. Develop and recommend to ELT a plan to address the gaps and improve the integration of diversity and global education into the curriculum and classroom, including identification of professional development opportunities as appropriate. Plan will include timelines, milestones, resources needed, and expected outcomes.
     
  4. Develop and present to ELT a plan for piloting professional development opportunities for faculty.
     
  5. Communicate task group progress to internal stakeholders as each milestone is completed.

Timeline:

  • Review team charge, process, organization and DRIVE model: November 2005
  • Review of all internal and external inputs initiated: March 2006
  • Initiate discussion and college input from stakeholders: April 2006
  • Prepare reports on internal and external information: May 2006
  • Develop pilot professional development opportunities for faculty: August 2006
  • Present recommended plan of professional development opportunities to ELT - September 2006

 
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