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Core Requirement 2.5

The institution engages in ongoing, integrated, and institution-wide research-based planning and evaluation processes that incorporate a systematic review of programs and services that (a) results in continuing improvement and (b) demonstrates that the institution is effectively accomplishing its mission. (Institutional Effectiveness)

compliance

Summary

Cape Fear Community College (CFCC) demonstrates compliance with this Core Requirement by providing evidence that it engages in on-going multi-faceted planning and evaluation processes that include a systematic strategic planning process, an annual outcomes assessment planning process, and an academic program review process. The College’s Institutional Effectiveness Committee conducts annual campus-wide planning meetings that are attended by a broad-based representation of faculty and staff and result in the identification of annual planning priorities for achieving the College Goals, which support the Mission Statement. Evidence is provided to demonstrate that the Institutional Effectiveness Committee involves campus constituencies in periodic reviews of the College’s Mission Statement and the College Goals that are ultimately approved by the CFCC Board of Trustees. The College’s Annual Progress Report is provided for multiple years to clearly demonstrate that the strategic planning process leads to results used for the improvement of programs and services.

CFCC’s Strategic Planning Online program is designed specifically to document that every academic program and administrative and educational support services planning unit develops an annual outcomes assessment plan that includes three to five outcomes objectives, procedures/methods of assessment, criteria for success of the objectives, actual results, and the use of results for improvement. In addition, CFCC has a systematic program review process and thirteen institutional performance measures and standards that are used to further assess the effectiveness of its academic programs and the institution as a whole. Data is reported annually for each of the College’s performance measures and annual program review reports and follow-up memoranda document that the results of the reviews are used for improvement of the college’s academic programs.

Narrative

Cape Fear Community College defines institutional effectiveness as the “extent to which the college is achieving its mission and goals” (Definition of Institutional Effectiveness). The college has developed and is engaged in an on-going, integrated, institution-wide, research-based process of planning and outcomes assessment for the purpose of documenting that it is achieving its mission and goals and is continuously improving its programs and services. The institutional effectiveness process at Cape Fear Community College is a dynamic, continuous cycle of planning, implementing, evaluating, and improving that occurs at every level within the college (Description of the CFCC Institutional Effectiveness Implementation Cycle).

CFCC engages in both strategic planning and outcomes assessment planning. Strategic planning is more concerned with outputs, is “means and process oriented,” and answers the question, “What actions should we take to achieve our mission and goals?” Outcomes assessment planning is “ends or outcomes oriented” and answers the question “How well are our students learning and our administrative and educational support services functioning?” (The Relationship of Strategic and Institutional Effectiveness Planning) (Program Outcomes Model).

Strategic Planning
The college Mission Statement and College Goals (CFCC Mission Statement) (2001-2005 College Goals) (2006-2010 College Goals) establish overall direction for the college and serve as the foundation for strategic and outcomes assessment planning. The CFCC Mission Statement and College Goals are developed with broad-based input from faculty and staff and are approved by the CFCC Board of Trustees. The College’s Mission Statement and Goals are periodically reviewed by the Institutional Effectiveness (IE) Committee (Purpose Statement for Institutional Effectiveness), (November 6, 2003 IE Committee Minutes) to ensure currency and relevancy. Recommendations for changes to the Mission Statement or the College Goals are made by the IE Committee to College Council (Purpose Statement for College Council) for review and approval (November 12, 2003 College Council Minutes) and from College Council to the Board of Trustees for review, final approval, and adoption (November 19, 2003 Board Minutes), (January 26, 2006 Board Minutes pg 6)

Every year the college conducts a campus-wide planning meeting, attended by a wide representation of faculty and staff (Attendance) to give the vice presidents, deans, directors and others an opportunity to present their major planning priorities for the coming year (Agenda). Planning priorities originate from the planning and assessment occurring within the five major college divisions and their planning units (Budget Centers and Planning Units). The annual campus-wide planning meeting is intended to inform participants of what the college is collectively attempting to achieve for the year and to improve communication and coordination of strategic planning efforts campus-wide. A major outcome of the meeting is planning priorities addressing college goals that represent a college-wide strategic plan of work for the coming fiscal year (College Goals and Planning Priorities by Year). Annually, by April 1, each vice president compiles an annual report of accomplishments based on the previous year’s goals and planning priorities with input from all their planning units. This information is then compiled into two annual college reports; Annual Progress Report on College Goals and Planning Priorities and the CFCC Goals and Highlights of Accomplishments. Both reports are published on the college website (Annual Progress Reports), (Annual Highlights Report) and shared with the CFCC Board of Trustees in May of every year as part of the President’s evaluation packet (May 26, 2005 Board Minutes pg 7).

Cape Fear Community College periodically conducts a situational analysis to plan for the future development of programs and facilities. The college published a 1997-2017 Strategic Plan in June 1997 (1997-2017 Strategic Plan) to support the CFCC Board of Trustees' request to the New Hanover County Board of Commissioners for a bond referendum to fund the purchase of additional property, construct new facilities, and renovate existing space to support new programs and the current and projected enrollment growth. This plan was later updated and published as the 1999-2019 Strategic Plan in May 1999 (1999-2019 Strategic Plan). These documents include information for planning such as trends, potential new programs, actual headcount and FTE, twenty-year headcount and FTE projections, and an analysis of space including projections for future facilities and parking. In addition, citizen's focus groups were held in 1996-97 and again in 1999 to help CFCC identify unmet educational and training needs in the service area and critical issues facing the college. Summaries of the various focus group sessions are included in the 1997 and 1999 Strategic Plan editions. In 2004, a subsequent update, 2004-2023 Cape Fear Community College Facilities Planning (2004-2023 CFCC Facilities Planning document), was prepared and presented to the CFCC Board of Trustees on January 27, 2005 (Board Minutes pg 4).

Assessment of Student Learning Outcomes and Administrative and
Educational Support Services

In 1995, Cape Fear Community College adopted a model for institutional effectiveness and outcomes assessment developed by Dr. James O. Nichols, often referred to as the “Nichols’ Model" (Institutional Effectiveness Model). In November 1995, Dr. Nichols visited CFCC and conducted a two-day workshop on campus for all faculty and staff on how to implement a planning and outcomes assessment process for its educational programs and administrative and educational support services.

From 1995 to 1999, annual planning and outcomes assessment was documented on forms using paper and pencil (Sample Outcomes Assessment Plans). Beginning in planning year 1999-2000, CFCC changed the outcomes assessment planning process to an online system called Strategic Planning Online (SPOL). CFCC worked in partnership with Indian River Community College (IRCC) located in Fort Pierce, Florida, to develop the online system with CFCC serving as a beta test site in early development stages. Since inception of the system in 1999, the SPOL system has progressively been modified to fit CFCC’s needs. Currently, CFCC is investing in the development of a third generation version of SPOL to allow for online budget planning, which is currently being done on paper and is described later in this document. The third version of SPOL is pending implementation.

Annually, every planning unit (Budget Centers and Planning Units) develops an outcomes assessment plan using the college’s online planning system. Every academic/educational program is considered a planning unit, as well as all administrative and educational support service areas.

The lead instructor of each academic program, along with other faculty teaching in the program, select from three to five program outcomes to be assessed annually. For academic programs the outcomes are the skills, knowledge, behaviors and/or attitudes that graduates of the program are expected to have acquired. Assessment methods and criteria for measuring success are specified in each assessment plan and the assessment results and how these results are used for the improvement of the program are documented in the plan (Developing an Institutional Effectiveness (IE) Plan for an Academic Program), (Academic Program Assessment Plans).

Additionally, each of the CFCC administrative and educational support services planning units develops an outcomes assessment plan annually (Developing an Institutional Effectiveness (IE) Plan for Administrative and Educational Support Services Units). Support services planning units are primarily concerned with assessing client satisfaction, efficiency, compliance with professional standards, audit results, best practices, peer review, benchmarking performance by using comparative data from other colleges with similar services, and level or volume of activity (Administrative and Academic Program Support Assessment Plans).

Every planning unit has developed a unit purpose statement that is appropriate and supports the CFCC Mission and a sample, extracted from the SPOL planning system, is provided here (Samples of unit purpose statements). Evidence of all other purpose statements can be found by accessing SPOL via the Internet (SPOL Access). All planning units must show a link between each of its student learning outcomes or support services objectives and one or more of the college’s goals, also evidenced in SPOL. The link between the college goals and unit level student outcomes or unit level administrative or educational support services objectives demonstrates CFCC’s institutional effectiveness or how well CFCC is achieving its mission and goals.

Survey research is conducted on a continuing cycle to support the college’s annual planning and outcomes assessment process. The results of surveys are used by faculty and support staff to pinpoint strengths and weaknesses in programs and support services and to plan for improvements.

Annually, the CFCC Graduating Student Opinion Survey is administered by the Student Development Office to all students graduating in May or August for the purpose of collecting their opinions regarding satisfaction with their academic program, support services and the overall college. The Planning and Research Office tabulates the results in early fall semester following August graduation and publishes the results on the College’s Institutional Effectiveness website (Results of Graduating Student Opinion Surveys by Year). The Student Development Office distributes copies of the survey results to the academic deans who then forward copies to the department chairs and lead instructors.

The CFCC Faculty and Staff Survey is administered in-house every other year for the purpose of collecting faculty and staff opinions and their levels of satisfaction with the college’s administrative and educational support services. The Planning and Research Office administers this survey campus-wide during spring semester, tabulates the results and releases copies of the results to the vice presidents and publishes the results on the CFCC Institutional Effectiveness Website (CFCC Faculty and Staff Survey Results by Year). The administrative and educational support services planning units use this information to help pinpoint their unit’s strengths and weaknesses and plan for improvements (Improvements to CFCC Services)

In addition, CFCC has developed and implemented an Academic Program Review Process as part of its on-going planning and outcomes assessment process. A minimum of once every five years, each of the academic programs undergoes an in-depth review to ensure it remains relevant and current (Schedule of Programs for Review). The criteria for the reviews include but are not limited to, a review of the program purpose, staffing, facilities, enrollment history, graduation rates, graduate employment data, advisory committee input, employer satisfaction, a review of student learning outcomes for the most current three years, and currently enrolled student and graduating student opinions (Program Review Process for Vocational/Technical Programs), (Program Review Process for College Transfer). A number of surveys, in addition to the Graduating Student Opinion Survey, are conducted to provide the data needed for the review and they are: Currently Enrolled Student Survey (Sample of Currently Enrolled Student Survey), Advisory Committee Member Survey (Sample of Advisory Committee Survey), CFCC Graduate Employment Survey (Sample of Graduate Employment Survey), and an Employer Satisfaction Survey (Sample of Employer Satisfaction Survey).

A product of the program review process is a final report (ADN Final Program Review Final Report), (College Transfer Program Review Final Report) that includes strengths of the program and, as needed, recommendations for improvement. Annually, a follow-up memo from the lead instructor is forwarded to the appropriate department chair and the academic dean addressing progress made on the recommendations and is required each year until the recommendations have been satisfied (ADN Program Review Follow-Up Memos).

CFCC Budget Planning Process
Cape Fear has a budget planning process designed to support strategic planning and outcomes assessment planning. The primary purpose of the college’s budget planning process is to ensure that broad-based planning in support of the college’s mission precedes budget decisions.

Budget planning is considered a “means/ends oriented” (The Relationship of Strategic and Institutional Effectiveness Planning) process. Outcomes assessment planning serves to ‘inform’ the budget planning process in such cases where implementing program and administrative or educational support services improvements require that additional funds be allocated to implement the improvements. If assessment results are viewed as the primary justification for additional funds each year, then there might be a tendency for planning units to never consider improvements that could be made using existing resources. For this reason, there is the expectation that academic programs and educational and administrative support service units engage in outcomes assessment planning regardless of increases or decreases in funding from year to year.

Annually, the vice presidents with their planning units, prepare written requests for personnel, travel funds, materials and supplies they will need to operate during the next fiscal year that are over and above their current budget (Annual Calendar for Budgeting and Planning). Though rare, annual budget hearings also include requests for budget decreases as would be the case when a program is being downsized or terminated. These requests are developed with input from all planning units and must be supported by a written budget objective, which must be associated with one or more of the College’s goals. Each separate budget request is made using a Budget Request Form (Sample Budget Request Forms) originating at the unit level and that must have signatures of both the appropriate dean and vice president before being presented for consideration at the College’s annual budget hearing. During the annual budget hearing, the vice presidents, deans and/or their designees, present their requests for increases to their current budget for the next fiscal year (Description of CFCC Annual Institutional Effectiveness Planning and Assessment Cycle, December – February).The final outcomes of the budget hearing are decisions for increases or increases in faculty and staff positions, materials, supplies, professional development and travel funds, contract services and minor equipment (less than $1,000) that will be funded during the next fiscal year.

Funds for major equipment costing over $1,000 are a separate allocation in the state budget. Annually, vice presidents with their planning units are required to develop and update a three-year equipment plan to project major equipment needs and costs for the coming year and the two subsequent years. (Description of CFCC Annual Institutional Effectiveness Planning and Assessment Cycle, July-August)

Once CFCC receives its state budget which includes the equipment allocation, College Council conducts an equipment hearing which is open to all employees. The executive vice president, vice presidents, deans and designated staff present their major equipment requests on a spreadsheet at the hearing that includes a full description and justification for funding, the cost and a priority level. Before the equipment hearing, the vice presidents with their budget managers, must prioritize and submit their equipment requests to the Vice President of Business Services so all requests can be tallied. During the equipment hearing, the priority levels are used to bring the requests in line with the budget. When a gap exists between the total dollar amount of the requests and the actual equipment budget, a second hearing may be held after the vice presidents have an opportunity to reconvene meetings with their budget managers to decide where to make cuts.

Following the equipment hearing, the vice president of business services compiles a list of the equipment approved for funding during the hearing and distributes this list to College Council. Funds are then allocated to departmental budgets for purchasing equipment.

The budget planning process is discussed again in Section 3.10 (Comprehensive Standards 3.10)

Cape Fear Community College Performance Measures and Standards
Beginning with the 1999-2000 fiscal year, the North Carolina State Board of Community Colleges implemented a system of accountability for the North Carolina Community College System (NCCCS) that assesses the performance of all 58 community colleges on twelve Core Indicators of Success as mandated by the North Carolina General Assembly (North Carolina General Statute Chapter 115D-31.3). Individual college performance data is reported annually in The Critical Success Factors Report released by NCCCS each spring (2005 CSF Report). This data is used for accountability and planning both at the system level and the local community college level.

Concurrent with the development of performance measures and standards, NCCCS developed a process to establish performance funding to "reward" colleges that meet standards on five of the performance measures. When a college meets the standards they receive a rating of “Superior.” North Carolina General Statute, Chapter 115D-31.3 specifies the following five required performance measures for use in performance funding: progress of basic skills students, passing rate for licensure and certification examinations, goal completion of program completers, employment status of graduates and performance of students who transfer to the university system. Colleges must choose a sixth performance measure to be used in the performance funding formula from an approved list.

Every year CFCC has achieved the ‘Superior’ rating and has been eligible to receive the performance funding associated with meeting the prescribed standards. Even though ‘Superior’ rated colleges are eligible to receive the performance funding for each year they meet the standards, the funds may not be available every year since the North Carolina General Assembly has not always allocated funds to implement its performance funding legislation. For the 2005-2006 fiscal year, Cape Fear Community College is expected to receive a performance funding allocation based on its 2004-2005 “Superior” performance, dependent upon funds availability.

Cape Fear Community College publishes its performance results for each of the twelve measures annually on the CFCC Institutional Effectiveness webpage (CFCC Performance Results by Year) and in its electronic CFCC Catalog and Student Handbook (CFCC Catalog and Student Handbook pg vi) and printed catalog.

 

 

Documentation

Source Location

Definition of Institutional Effectiveness

iedefinition.pdf

Description of the CFCC Institutional
Effectiveness Implementation Cycle

descripieimplementationcycle.pdf

The Relationship of Strategic
and Institutional Effectiveness Planning

relationstrategicplanning.pdf

Program Outcomes Model;
Outputs vs Outcomes

programoutcomesmodel.pdf

CFCC Mission Statement,
Cape Fear Community College Website
cfccmission.pdf
2001-2005 College Goals 2001_05collegegoals.pdf
2006-2010 College Goals 2006_10collegegoals111605.pdf
Purpose Statement for
Institutional Effectiveness

ie_purposestatement.pdf
Purpose Statement for College Council cc_purposestatement.pdf

IE Committee Minutes,
November 6, 2003

ie_minutes110603.pdf
College Council Minutes,
November 11, 2003
cc_minutes111203.pdf

Board Minutes,
CFCC Board of Trustees
November 19, 2003

bot_minutes111903.pdf
Board Minutes,
CFCC Board of Trustees
January 26, 2006
bot_minutes012606.pdf
See Bookmarks
Attendance,
Campus-Wide Planning Meeting
June 3, 2005
annual_plan_mtg_2005.pdf
Agenda,
Annual Planning Meeting
May 29, 2003
planningmtgagenda052903.pdf
Budget Centers and Planning Units,
Institutional Effectiveness
Cape Fear Community College Website
budgetcentersplanningunitsweb.pdf

College Goals and Planning Priorities by Year,
Institutional Effectiveness
Cape Fear Community College Website

goals_planning_priorities.pdf
Annual Progress Reports,
Institutional Effectiveness
Cape Fear Community College Website
annualprogressreport.pdf
Annual Highlights Report,
Institutional Effectiveness
Cape Fear Community College Website
annualhighlightsreport.pdf
Board Minutes,
CFCC Board of Trustees
May 26, 2005
bot_minutes052605.pdf
See Bookmarks
1997-2017 Strategic Plan strategicplan1997_2017.pdf
1999-2019 Strategic Plan strategicplan1999_2019.pdf
2004-2023 CFCC Facilities Planning 2004-2023facilitiesplanning.pdf
Board Minutes,
CFCC Board of Trustees
January 27, 2005
bot_minutes012705.pdf
See Bookmarks
Institutional Effectiveness Model iemodel.pdf
Sample Outcomes Assessment Plans ie_assessplanresearch97_98.pdf

Budget Centers and Planning Units,
Institutional Effectiveness
Cape Fear Community College Website

budgetcentersplanningunitsweb.pdf
Developing an Institutional Effectiveness (IE)
Plan for an Academic Program
devieplan_academicprograms.pdf
Academic Program Assessment Plans academicprogramassessplan.pdf
Developing an Institutional Effectiveness (IE)
Plan for Administrative and Educational
Support Services Units
devieplan_adminedsupportserv.pdf
Administrative and Academic Program
Support Assessment Plans
adminsupportassessplan_spol.pdf
Samples of unit purpose statements unitpurposestatements.pdf
SPOL Access
(Internet access is necessary)

http://www.strategicplanningonline.com/CapeFear/SPOL/

1. Login with Username: capefear and Password capefear.
2. From the Main Menu, select <Search Menu>,
3. Then select <Objective/Outcome Search by Planning Unit>.
This will take you to the Objective/Outcome Search Screen.
4. Using the drop down arrow, scroll the list and select the
academic program planning unit you wish to view.
You may select another Planning Year by using the arrow
in the drop down list in the left upper corner of the screen.
5. After selecting the planning unit and the Planning Year you
wish to view, click the <Search> button and the planning unit
name will appear. Click on the name of the planning Unit and
the unit objectives/outcomes for the chosen year will appear.
6. Click on the objective/outcome you wish to view and you will
be taken to the <Objective/Outcomes Data> screen. Scroll
down the page and click on each of the tabs to view the
associated information.
7. To get back to the search page, Scroll to the very bottom of
the page and select the <Back To Search> flashing arrow to
return to the objective/outcome search.
8. You may then select another objective/outcome for that
same planning unit or select another planning unit using the
drop down arrow.

Results of Graduating Student
Opinion Surveys by Year
gstudentsurveyweb.pdf
CFCC Faculty and Staff Survey Results by Year facultystaffsurvey2004.pdf
Improvements to CFCC Services,
2001-2002
improveservsurvey.pdf
Schedule of Programs for Review,
2002-2003 through 2006-2007
prog_rev_sched02-07.pdf
Program Review Process for
Vocational/Technical Programs,

January 11, 2006
voctechprogreviewprocess011106.pdf
Program Review Process for College Transfer,
January 11, 2006
ctransferprogreviewprocess011106.pdf
Sample of Currently Enrolled Student Survey,
Fall 2003
adn_currenrolledsurveyresults.pdf
Sample of Advisory Committee Survey,
Fall 2003
adn_advisorycommsurveyresults.pdf
Sample of Graduate Employment Survey,
Spring 2004
grademploymentsurvey.pdf
Sample of Employer Satisfaction Survey employersurveymethod.pdf
ADN Final Program Review Final Report,
February 24, 2004
adn_prog_rev_fin_rpt.pdf
College Transfer Program Review Final Report,
June 14, 2004
ctprogrevfinrpt.pdf
ADN Program Review Follow-Up Memos adnprogrevmemo.pdf
The Relationship of Strategic and
Institutional Effectiveness Planning
relationstrategicplanning.pdf
Annual Calendar for Budgeting and Planning planbudgetcalendar.pdf
Sample Budget Request Forms budgetrequestform.pdf
Description of CFCC Annual Institutional
Effectiveness Planning and Assessment
Cycle, December – February
ieimplemcycledec_feb.pdf
Description of CFCC Annual Institutional
Effectiveness Planning and Assessment
Cycle, July-August
ieimplemcyclejul_aug.pdf
Comprehensive Standards 3.10,
CFCC SACS Compliance Documentation
Comprehensive Standards 3.10
North Carolina General Statute Chapter, 115D-31.3 ncgs115D_31_3.pdf
2005 CSF Report,
Critical Success Factors
North Carolina Community College System
csf2005.pdf
CFCC Performance Results by Year,
Institutional Effectiveness
Cape Fear Community College Website
perfmeasuresweb.pdf
CFCC Catalog and Student Handbook (pg vi) CATALOG.pdf

 

 

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