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ERIC Number: ED310818
Record Type: Non-Journal
Publication Date: 1988-Sep
Pages: 29
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Institutional Effectiveness: A Three-Year (1985-1988) Status Report. Methodology, Findings, Next Steps. Institutional Research Report #43.
Grosset, Jane; Hawk, Thomas R.
This paper presents a status report on efforts to assess institutional effectiveness at the Community College of Pennsylvania (CCP). Part I provides a description of the methodological and procedural considerations which have guided efforts to understand institutional effectiveness. First, a description is provided of the conceptual foundation for assessment, which emphasizes examining educational effectiveness from both the student and college perspectives, understanding students' educational goals, and determining cognitive and non-cognitive outcomes for students. Next, eight positive effects of institutional research efforts are described, including the development and implementation of a set of all-college performance indicators, the design of new and continuing student goal statements, and the redesign of the program and discipline audit process. Part I concludes with challenges and future directions of CCP's assessment efforts. Part II highlights some of the major institutional strengths and concerns identified in the first 3 years of assessment, including: (1) students reported greatest progress in developing communication skills and self-confidence; (2) CCP students entered the job market with relative ease and at salaries reflective of the economic value added by the college; (3) completion of a degree did not always mean improved performance at a transfer institution, and transfer performance varied across programs; and (4) all students reported dissatisfaction with the opportunities for integration into the campus life. Finally, part III provides a framework for future efforts in examining student academic progress at CCP, focusing on Tinto's model of student attrition. This model maintains that students who are more involved in a college's academic and social life are more likely to persist and to have higher levels of personal/academic growth than less involved students. The report concludes with an application of Tinto's theoretical framework to CCP students and a future research agenda. A 17-item bibliography is included. (Author/JMC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Philadelphia Community Coll., PA. Office of Institutional Research.