Institutional Effectiveness Policy

Approved By and Date:Board of Trustees06-14-2018
 Executive Leadership Team05-07-2018

Stanly Community College (SCC) is committed to the processes of routine assessment and data-informed decision-making, conducted with the overall goal of continuous improvement.  SCC uses a wide variety of assessment and planning endeavors to achieve its mission and move forward on institutional goals and strategic priorities.  As a guide in determining the future direction of the institution and improving the quality of its educational offerings and support services, the College follows an institutional effectiveness model. This model provides the College with an orderly process for defining and reassessing the College’s Mission Statement and institutional goals, not only at the college-wide level, but at all levels within the organization.


The Institutional Effectiveness Model at SCC is administered by the Institutional Effectiveness Council (IEC) made up of representatives from college administration, faculty, and staff, and encompasses four primary areas that are assessed or re-evaluated on an annual basis:

  • Guiding Statements and Strategic Plan
  • Learning Evidence Planning and Assessment
  • Service Evidence Planning and Assessment
  • Departmental Initiative Planning and Assessment

In addition, as a member of the North Carolina Community College System, the institution also participates in state-wide annual Performance Measures Assessment, utilizes this data in the institution’s Strategic Plan, and benchmarks to other successful community colleges in the NC system. 


Institutional Effectiveness Procedures

Approved By and Date:Executive Leadership Team05-07-2018

I. Institutional Effectiveness Council Membership:

The Vice President of Strategic Planning and Compliance chairs the IEC that includes personnel who serve in the following College positions:

     College President

     Executive Vice President/Chief Operating Officer

     Vice President of Academic Affairs/Chief Academic Officer

     Vice President of Administrative Services/Chief Financial Officer

     Vice President of Student Success/Dean of Students

     Chief Technology Officer

     Associate Vice President- School of Advanced Manufacturing and Industrial Technology

     Associate Vice President- School of Business and Technology

     Associate Vice President- School of Health and Public Services

     Associate Vice President- School of Transfer

     Director- Human Resources

     Director-Institutional Research and Planning

     Director- Security

     Dean- Enrollment Management

     Dean-Financial Aid Management

     Dean-Marketing and Outreach

     Coordinator- eLearning Activities

     Chair-Faculty Senate

     President-Staff Council

Additionally, one Faculty Member, one Staff Member, and one Academic Affairs Dean rotate to serve two-year terms.

II. Guiding Statements and Strategic Plan:

SCC will review its guiding statements - its vision, mission and values- and Strategic Plan annually. The institutional will engage in a full Strategic Planning process as needs warrant, but not less than once every five years. The College is committed to inviting broad-based, campus-wide feedback throughout the review process. To this end, the format and timeline of the review may change; however, the review will include feedback from the Institutional Effectiveness Council, Faculty Senate, Staff Council, Institutional Core Team, and President's Executive Leadership Team. The Board of Trustees is responsible for the final review and approval of the guiding statements and Strategic Plan of the College.

III. Departmental Planning

A. Learning Evidence Planning and Assessment

The institution's faculty members routinely establish expected student learning outcomes, assess the extent to which those outcomes are achieved, and make plans for improvement based on analysis of the assessment results. The faculty set course level student learning outcomes as well as program level outcomes and complete the above referenced cycle for both.

i. Program-and course-level Assessment Plan and Feedback Reports (APFR) provide a tool for documenting this process. For program-level student learning outcomes (SLOs), faculty collect data and report findings and plans for improvement on an annual basis. For course-level SLO's,  faculty collect data and report findings on a three-year schedule. Within any given year, the College assesses SLOs from one third of the courses offered by a program or department. The program-or department-specific schedule of course SLO assessment is to be constructed so that the SLOs from every course are assessed at least once within a three-year period.

ii. The institution has also established a set of core general education outcomes. The SCC Learning Evidence Committee annually assesses the extent to which students achieve these outcomes, and then uses that assessment data for decision making and improvements in not only the provision of general education content but also the reinforcement of that content throughout the student's educational experience at the institution.

iii. Learning Evidence Committee

The Learning Evidence Committee (LEC), a subcommittee of the IEC, manages the mechanics of the faculty-led learning evidence planning and assessment cycle. The LEC membership includes:

     Two academic Associate Deans who serve four-year terms, of which two years overlap; Associate Deans chair the LEC in the second two years of service

     Associate Vice President- Advanced Manufacturing and Industrial Technology

     Associate Vice President- School of Business and Transfer

     Associate Vice President-School of Health and Public Services

     Associate Vice President-School of Transfer

     Director of Institutional Research and Planning

     Two Faculty Members, who serve two-year terms

B. Service Evidence Planning and Assessment

Units of the institution that serve students, SCC employees, or the community, undergo an annual assessment and planning process with the goal of continuously improving the quality of services rendered to those they serve. The cycle includes the establishment of planned goals, assessment strategies to measure success, and then a reporting of data and planned interventions for continuous improvement.

i. The Service Evidence Forms document this process. Different versions of the Forms capture student learning that occurs in some institutional service areas:

     a. Service Evidence Form A includes a Service Evidence Plan document

     b. Service Evidence Form B includes a Service Evidence Plan document and a Student Support Learning Outcomes document

     c. Service Evidence Form C includes a Service Evidence Plan document and a Program Student Learning Outcomes document

ii. Service Evidence Committee

The Service Evidence Committee (SEC), a subcommittee of the IEC, administers the service evidence planning and assessment cycle. SEC members include key staff administrators responsible for the primary service provision areas of the institution.

     Associate Dean- Academic Support Services

     Associate Dean- Career Services

     Chief Technology Officer

     Coordinator - Business, Career, and Technology Non-Curriculum Programs

     Coordinator- Health and Public Services Non-Curriculum Programs

     Dean- Administrative and Facilities Services

     Dean- Auxiliary Services

     Dean- Business Services

     Dean- Enrollment Management

     Dean-Financial Aid Management

     Dean- Marketing

     Director- College and Career Readiness

     Director- Counseling and Special Services

     Director- Economic and Workforce Development

     Director- Human Resources

     Director- Institutional Research and Planning

     Director- Learning Resource Center

     Director- Security

     Director- Small Business Center

     Director- Student Life and Outreach

C. Departmental Initiative Planning and Assessment

SCC annually engages in an departmental initiative planning process that aligns the College's Strategic Plan at the institutional level to individual planning unit objectives and projects for the upcoming year. Area supervisors create departmental initiative plans that link the endeavors of all institutional units to the priorities identified in the Strategic Plan, assist in budget prioritizations, and ultimately ensures that SCC can achieve its mission. Area supervisors create departmental initiative plans for the upcoming academic year in the summer preceding the academic year fall term. The cycle for the previous year closes in June with the supervisor's submission of a year-end report to the Director of Institutional Research and Planning.


i. The Departmental Initiative Planning Form documents this process. The Form provides a template complete with fields for unit objective, link to strategic plan, action steps and projected dates, evaluation methods, assessment results, and use of results.

ii. The IEC has oversight authority for the departmental initiative planning and assessment process.

D. Academic Program-level Continuous Improvement

In addition to learning evidence processes, academic program administrators incorporate feedback from a variety of stakeholders.

     i.   This feedback may be generated by:

          a. Program Advisory Boards

          b. Industry Partners

          c. The North Carolina Community College System

          d. Accrediting Bodies

          e. Course Evaluation


ii. Academic program administrators document revisions to academic programs and propose new academic programs are documented on Curriculum Change Forms. The SCC Faculty Senate, Institutional Core Team, and if needed the SCC Executive Leadership Team, then review and approve proposed changes.