|
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:
- 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
- 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
- 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:
- 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
- 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
- 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:
- To establish a process that
integrates institutional effectiveness with assessment of student
academic achievement, strategic and annual planning, budgeting and
performance evaluation.
- To establish a process for
conducting institutional effectiveness measurement of collegewide
initiatives that involves multiple departments.
- 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.
- 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:
- Conduct a review and analysis of
internal and external inputs related to institutional effectiveness:
- Current Moraine Valley processes,
including assessment of student academic achievement, strategic and
annual planning, budgeting and performance evaluation
- Current Moraine Valley processes
used to conduct effectiveness measures for collegewide initiatives
- Approaches used at other
institutions and in current literature that connect processes
listed
- Approaches used at other
institutions and in current literature to measure effectiveness of
collegewide initiatives
- Collect input and discussion from
stakeholders
- Identify gaps in current processes
and determine appropriate improvements. Establish measurable
improvement goals to be met as a result of implementing
improvements.
- 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.
- Pilot the training program with a
group of departments, and a group working on a collegewide
initiative.
- Evaluate the piloted training
program by collecting participant input and outputs (objectives,
business plans, assessment plans, etc.). Compare results with
measurable improvement goals.
- Use evaluation results to refine
the institutional effectiveness initiatives and corresponding
training program.
- 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.
- 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:
- 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.
- 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:
- 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
- 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.
- Research and identify current use
and need for technology-equipped classrooms.
- Seek input and discussion from
stakeholders.
- Analyze findings and identify gaps
or areas needing improvement.
- 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:
- To develop a plan to improve
retention and success rates of students in online and Web-assisted
courses.
- To identify all components
required for accreditation of an online degree.
Action Steps:
The appointed
team will use the DRIVE process improvement model to:
- 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.
- 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.
- Seek input and discussion from all
stakeholders.
- Analyze findings and identify gaps
or areas needing improvement.
- 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:
- 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.
- 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:
- 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.
- Seek input and discussion from
stakeholders including, but not limited to, Center for Disability
services.
- 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:
- 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.
- To develop a plan to train staff
on use of the model.
- 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:
- Conduct a review and analysis of
internal and external inputs related to diversity and inclusion,
including the college’s diversity plan.
- Research approaches used at other
institutions and in current literature.
- Collect input and discussion from
stakeholders.
- Develop a model, template or
method to be used to evaluate policies, practices and procedures for
diversity inclusion.
- Pilot the model, template or
method with selected divisions or subdivisions.
- Develop a plan to market the
model, template or method and train staff and faculty on its use.
- 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:
- 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.
- To develop an implementation plan
including recommendations for accountability measures.
Steps/Actions:
The appointed
team will use the DRIVE process improvement model to:
- Conduct a review and analysis of
internal and external inputs related to recruitment and retention,
including the college’s diversity plan:
- Current Moraine Valley
processes, including assessment of sourcing, recruitment,
interviewing, criteria development, calendaring, closing and
other processes related to recruitment and retention
- Benchmark approaches used at
other institutions and in current literature about processes
- Approaches used at other
institutions and in current literature to measure effectiveness
of recruitment and retention initiatives
- Gather input and discussion
from stakeholders
- Identify gaps in current processes
and determine appropriate improvements. Establish measurable
improvement goals to be met as a result of implementing
improvements.
- 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.
- Develop a training program to
instruct staff and faculty on the recruitment and retention process.
- 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.
- Evaluate the piloted training
programs by collecting participant input and outputs.
- Use evaluation results to refine
the recruitment process and retention program and corresponding
training program(s).
- Use evaluation results to refine
the identified processes and corresponding training programs.
- 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:
- To establish a process to
integrate diversity and global education into the curriculum and
classroom.
- To identify professional
development opportunities for faculty to ensure understanding of how
to integrate diversity and global education into the curriculum and
classroom.
- 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:
- Conduct a review and analysis of
internal and external diversity and global education efforts used in
broadening curriculum and classroom experiences.
- Establish targets and identify
gaps between current diversity and global education efforts.
- 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.
- Develop and present to ELT a plan
for piloting professional development opportunities for faculty.
- 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
|
