Minutes 05/12/1998

• Not always certificate and degree programs
  
• May have to expand community to out of county or out of country
  
• Look at global skills

• Actual number of certificates and degrees (over 3 - 5)
  
• Actual number and frequency of advisory committee meetings
  
• Last time occupational programs were modified/changed; extent and/or nature of changes
  
• Certificate and degree program competencies reflect skills appropriate to the current needs of employers as certified by employer representatives who serve on program advisory councils
  
• Completions
  # degrees/certificates awarded - 3 - 5 years
  # students employed
• Employee and student surveys
  
• Survey business and industry to validate education and training outcomes
  
• Use tools or protocols or instruments already available that measure skills
  
• Look at scores at state or national certification programs
  
• State and national board scores
  
• Track job placement
  
• Benchmark data - the number of degree and certificate programs in a selected number of programs. Then, benchmark advisory committee meetings of occupational programs and document changes in curriculum which result from those meeting

• Advisory councils to review/verify that we offer appropriate packages of skills
  
• The minutes of the advisory councils for each of our programs essentially certify this
  
• Actual number and frequency of advisory council meetings
  
• Last time occupational programs modified/changed - nature of changes

• Employer satisfaction
  
• Entry level job skills
  
• Performance after first six months
  
• How satisfied with students written, oral, social and computer skills
• Adequately prepared for the job
  
• Training needs for next 3 - 5 years
  
• Types of incentives employers provided for employees to take course work/training
  
  

• Department of Economic Security follow-up study
  
• Need to better understand student goals to track them/determine if outcomes are met number of completers employed within one year mean annual salaries at start of their program/completion of a degree or occupational certificate
  
• Number of students who get degrees in two to three years
  
• Compare graduate rates of transfer students to native university students
  
• Measure success per grade point average at community colleges versus grade point average at university
  
• Articulation agreements
  
• Actual number of certificates and degrees
  
• Use of available tools, instruments and protocols
  
• License/certificate programs
  
• Number of students who complete 24 plus credits
  
• Establish a goal to increase the numbers and measure that number
  

• Overall numbers/Actual numbers of transfers (over 3 - 5 years)
  
  

• # of credits earned before transfer
  
• # of credits earned after transfer
  
• GPA before transfer
  
• GPA after transfer
  
• Ethnicity/race
  
• those who graduated
  
• transfer to a particular college at ASU
  
• Calculate transfer rates three different ways
  
• Tracks for transfer and graduation
  
• Students who have completed: 24 or more hours, 48 or more hours
  
• Completed specific course work
  
• Track co-enrollment (ASU/Maricopa)
  
• Number and percent who indicate transfer as a goal

• Document the partnerships that exist and their goals
  
• Document students who directly benefit from the partnerships
  
• Follow student matriculation and retention
  
• Number and percent of partners (schools) who report benefiting from services provided to them by the college
  
• List of partnership programs - benchmark the number of partnerships
• Number of students who attend Maricopa as a result of partnerships
  
• Expand charter schools to other campuses
  
• Measure the success (or failure) of a few selected programs

• Number of dual enrollment enrolled
  
• Number of dual enrollment courses
  
• Number of schools involved
  
• Number of outreach/volunteer programs in place
  
• Number of individuals involved in outreach/volunteer programs

• Use college assessment plans to develop measures
  
• NCA requires colleges to have faculty-driven plans that reflect each individual college's values
  
• This is measured under our Student Academic Achievement Plan and may be difficult to standardize across the District
  
• Request was made to Dr. de los Santos to align with new AGEC

• Capstone courses
  
• Final experience, internship, clinical
  
• Portfolio
  
• Review graduate transcripts
  
• Tests (homemade and nationally normal) of critical thinking - such instruments need to have reliability and validity
  
• Common finals in ENG 101/graded by at least two instructors
  
• Demonstrate where/how competencies were acquired over courses; include a reflective summary of these skills
  
• Use scans to validate critical thinking, problem solving, computing
  
• Review courses to make sure all courses include these elements
  
• Set up pilot programs at l or 2 colleges for pre and post tests in a few areas
  
• Continue pilots at other colleges in other areas so that over time some students from each area would be tested
  

1. People of Maricopa County: Have accessible, affordable, life-long quality education and employment training opportunities in a safe environment.
   
2. Students: Have access to comprehensive programs and services to support their learning/educational and employment goals in a safe environment.

Suggested measures:

• Student body demographics similar to demographics of the service area
  
• Financial aid awards sufficient enough for the needs of students by number of scholarships and dollars awarded
  
• Student support programs available, such as: orientation, first-year, second-year and transfer/work programs which prepare students, number of comprehensive programs of study prepared for students by advisement, and number of students given career counseling
  
• Students in Carl Perkins program and help given
  
• Number of students in ACE programs, another measure is students in ESL and developmental who go onto regular college course work.
  
• Accessible - report ADA compliance on current and new construction
  
• Affordable - report student costs per credit hour compared to state ands national averages
  
• Affordable - monitor tuition costs as compared to other schools and colleges
  
• Life-long - report distribution of student ages
  
• Safe - report criminal incidents on a per capital basis compared to local and national averages
  
• Lifelong - age ranges of students repeated enrollment in classes
  
• Class Quality - survey students at completion of class
  
• Examine attendance by zip code
  
• Enrollments versus community demographics
  
• Track enrollments against socio-economic factors
  
• Need to look at resources (scholarships), financial aid and recruitment efforts
  
• Track number of students applying for admission and then success rates in meeting their goals
  
• Compile safety reports of college and attempt to figure out what if anything could be done to make campuses safer

• Must consider the climate and culture of the college
  
• Each college is different
  
• Capacity of student to understand diverse community
  
• Must consider the mix of faculty
  
• Maricopa should have institutional statement on diversity
  

• Number of counties, states, countries represented
  
• Number of different ethnic groups
  
• Number of males/females
  
• Number of programs offered/training
  
• What percent of our students represent diverse cultural backgrounds
  
• What recruitment activities are present to increase diverse populations
  
• What activities are available at each campus which will support diverse populations
  
• What percentage of students participate in these activities
  
• What learning opportunities are available to students which enhance respect and understanding of other cultures
  
• Orientation becomes a requirement
  
• The variety and types of courses and activities that incorporate diversity
  
• Classroom - report classes that contain a cultural diversity component and the number of student contact hours represented by those classes
  
• Extracurricular - report number and approximate attendance at culturally diverse activities supported by the District
  
• Survey to determine the community, staff, faculty and student perception about access and diversity

• Work with student leadership organizations/conduct a student summit on diversity to get a sense of the issues and ideas they have
  
• Monitor/track the type of student complaints and incidents (formal or informal) that relate to issues of race, religion, sex orientation, etc. Do any particular patterns exist, any particular concentrations
  
• Explore the possibility of implementing an administrative regulation which addresses hate activity on campus - what is the appropriate disciplinary action to take if one student addresses another with a slur or other such motivated activity.
  
• Besides curriculum, provide workshops/speakers who can provide training to student leaders, faculty on issues related to respect/valuing diversity
  
• Develop activities which enable the institution to be proactive in dealing with issues related to intergroup relations
  
• Have each college evaluate its campus diversity effort, report it in summary form to the Board and then have each college use their findings to assess their own progress.