Offsite Committee Concern: Onsite committee will make sure that assessment is
an ongoing process.
Focused Response: Academic programs are assessed in annual assessment reports.
(1998,
1999,
2000,
2001,
2003
Assessment Reports). These reports present objectives/goals being assessed,
evaluation methods, findings, and actions taken or to be taken about
remedial/developmental education, distance education, general education, transfer
education, instructional technologies, and academic program assessments. This
process of using the results of assessment to implement continuous improvement in
academic programs addresses their shortcomings and enhances their strengths.
Additionally, continual assessment and improvement in workforce development has
been integrated at all levels throughout the region. The Workforce Investment
Board, Region 2000 Regional Commission and Central Virginia Industries represent
business, industry and government throughout Virginia’s Region 2000, the service
area of the College. These organizations represent the heartbeat of industry and
many resources have been dedicated to assess, both formally and informally, the
“needs” of our region.
A major workforce audit
(Region 2000 Sectoral Development Plan and Project Strategy)
was commissioned by the Region in 2002 to assess community resources and needs.
The college itself performed a major workforce survey
(1999 Survey of Business and Industry)
in 1999 and intends to initiate duplicate survey in 2004. The response to this
initial assessment was the implementation of a $10,000,000 manufacturing
equipment/ building campaign.
Associated with the establishment of several CVCC satellite centers, CVCC has
surveyed the geographic area served by the satellites to ascertain both the
general population needs and the needs of industry as well
( Bedford Center Prospective Student Survey).
Feedback from all these assessments, audits and surveys is then incorporated into
the strategic planning efforts of each of these organizations (link to strategic
plans) as well as the College.
The College is represented by a member of the President’s Council within each of
the regional organizations to ensure effective comprehensive service. Each year,
with this information, the Division of Workforce Development and Continuing
Education establishes goals/objectives to support the college and region’s missions
(FY03 Strategic Plan;
FY04 Strategic Plan).
From these goals and objectives numerous programs and courses of instruction are
then initiated by the division to fill the identified needs of the region.
These efforts are then assessed ‘real time’ via two pathways. Approximately 70% of
all workforce instruction occurs in credit format. Individual assessments of
students are taken in the established class survey/program evaluation processes
used by the College. Procedures are institutionally established to solicit,
evaluate and incorporate student input via individual class surveys (Business &
Allied Health Division
instructor 1;
instructor 2;
instructor 3;
Humanities & Social Sciences Division
instructor 1;
instructor 2;
instructor 3;
Science, Math, & Engineering Division
instructor 1;
instructor 2,
instructor 3).
Also, standing advisory committees consisting of Region 2000 business and industry
regularly meet to review and recommend program improvements
( Advisory Committees).
Curricular recommendations are taken through the college Curriculum Committee for
review and approval
( Curriculum Committee Minutes).
Equipment and facility requirements are addressed through the college’s strategic
planning process. As noted above, for-credit programs are assessed periodically
( 1998,
1999,
2000,
2001,
2003
Assessment Reports). Non-credit instruction is also assessed using end-of-class
surveys ( link to survey).
This data is collected and reviewed by division personnel. New curricula and class
improvements are generated from this information. This entire process is augmented
by almost daily interface with our numerous partners through out the region.
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