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Quality Enhancement Plan

Appendix C - Figure 1


Essential Assessment Criteria

Criteria

Institutions Commun. among faculty & students Prompt Feedback Collab. among students Student Satisfaction Assignment Deadlines High Faculty Expectation Diverse Assignment Technical aspect of Site Meet Course Objectives Clearly defined objectives Demographics General Comments
Brevard X X X X - - - X X X - X
Cochise X X - - X - - X X X - X
Franklin X X X X Implied - - X X X X X
Guilford X X X X X - - X X - X X
KCTCS
(Kentucky)
X X X X - - - X X X Implied X
Lenoir X X - X - X - X X X X X
Phoenix X X - - X - - X X - - X
Sandhills X X X X - X Implied X X X X X
St. Petersburg X X - X X X X X X X X X
W. Piedmont X X X X X X - - X X   X
CVCC X X X X - - - X X X X X

This table shows information obtained from survey instruments received from institutions during the process of identifying model institutions with exemplary assessment programs. It also shows the criteria identified by the committee as critical in the evaluation and assessment process. The X symbols indicate the presence of each criterion in survey instruments received from each institution. The literature repeatedly refers to the importance of each of the above criteria in improving learning outcomes. Faculty have a pivotal role in the areas of communicating with students, fostering collaboration among students and faculty, providing prompt feedback, specifying assignment deadlines, and providing clearly defined course objectives and diverse assignments.

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Accreditation Liaison:
Dr. Geoffrey Hicks
434.832.7641
hicksg@cvcc.vccs.edu