AQIP Systems Portfolio - City Colleges of ??2017-04-17AQIP Systems Portfolio ... Suzanne Sanders, Jeff Janulis, George Baird, Tom Murdock, Aneta Majchrowska, ... mapped their statements

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  • AQIP Systems PortfolioJune 2016

  • Wright College would like to acknowledge the following individuals whose contributions and

    support were instrumental in the completion of the June 2016 AQIP Systems Portfolio:

    College Leadership

    David Potash President Nicole Reaves Vice President

    Lead Writers and Editors

    Noah Marshall Biology Faculty Jeff Janulis Associate Dean of Instruction (retired)

    Portfolio Layout Coordinator

    Larry Buonaguidi Quality Assurance Coordinator

    AQIP Steering Committee Members

    David Potash, Nicole Reaves, Alicia Anzaldo, Tanveer Azmat, Vincent Bruckert, Larry Buonaguidi,

    Susan Calabrese, Tim Doherty, Bryan Espiritu, Barbara Hajnos, Robert Herley, David R. Inman, Malgorzata Kluza,

    Jim Howley, Nancy Koll, William Marsh, Noah Marshall, Patricia Miceli, Romell Murden-Woldu, Suzanne Sanders,

    Gabriel Schneider, Sara Schupack, Griselda Silva, Gen Stephens, Brian Trzebiatowski, Phoebe Wood, Manuel Zanabria

    AQIP Category Committee Chairpersons and Participating Members

    AQIP Category 1 Committee

    Nancy Koll, Noah Marshall, Larry Buonaguidi,

    Julia Cohen, Christine Marriott, Patricia Miceli,

    Maureen Mulcrone, Laura Nitanda, Sara Schupack

    AQIP Category 2 Committee

    Romell Murden-Woldu, Linda Huertas, Maria Llopiz,

    Robert Beckman, Beverly Bennett, Susan Calabrese,

    Patricia Connolly, Gizenia Garcia, David Hinojosa,

    Cynthia Vessel

    AQIP Category 3 Committee

    Gabriel Schneider, Griselda Silva, Darlene Attiah,

    Tim Doherty, Sandy England, Vinita Subramani,

    Joe Tully, Anne Wysoglad

    AQIP Category 4 Committee

    David Potash, Nicole Reaves, Claire Boeck,

    Larry Buonaguidi, Sarah England,

    Mechelle Rodriguez, Ernesto Rueda, Ken Santiago

    AQIP Category 5 Committee

    Phoebe Wood, Bonnie Kang, Mike Dompke,

    Anthony Gamboa, Dina Leiler, Jack Murphy

    AQIP Category 6 Committee

    Suzanne Sanders, Jeff Janulis, George Baird,

    Tom Murdock, Aneta Majchrowska, Jack Murphy,

    Randi Ploszaj, Natasha Todorovich

    Research and Data Analysis

    Gabriel Schneider

    Director of Strategic Initiatives

    Brian Trzebiatowski

    Assistant Director of Research & Planning

    Photography

    Jon Noriega Photo Lab Assistant Rachel Gardner College Research Assistant

    Larry Buonaguidi Quality Assurance Coordinator

    A special thanks to the Wright College students who are pictured on the front cover:

    Melanny Buitron Gustavo Laboy Nabol Paz Kevin Rodgers, Jr. Mickayla Walsdorf

  • Wilbur Wright College | June 2016

    Page | 1

    Institutional Overview

    Established in 1934, Wilbur Wright College is one of the seven separately accredited colleges that comprise Illinois

    Community College District 508, the City Colleges of Chicago. The 22-acre park-like campus features five

    architecturally significant, interconnected buildings designed by award-winning architect Bertrand Goldberg. An

    additional location, the Humboldt Park Vocational Education Center (HPVEC), opened in 1995 in response to a

    community-led effort to provide job training and educational opportunities in Chicagos Humboldt Park and West

    Town communities. The College also partners with community-based organizations to provide tuition-free Adult

    Education instruction, and area high schools to offer Dual Credit and Dual Enrollment programs.

    As stated on the website, the College mission is as follows: Wright College is a learning-centered, multi-campus

    institution of higher education, offering students of diverse backgrounds, talents, and abilities a quality education

    leading to baccalaureate transfer, career advancement, and/or personal development. The Colleges value and focus on

    student learning is central to all continuous quality improvement initiatives within the institution, and aligns with

    District 508 Reinvention goals and the Five-Year Strategic Plan.

    As of March 2016, of the 910 total College employees, 520 are full-time and part-time faculty, 390 are non-faculty, 69

    are student employees, and 148 are work study. Of the faculty employed, 107 are full-time credit, 273 are adjunct

    faculty, and 90 are Adult Educators. Overall, 33.3% of College employees are part-time and 66.7% are full-time.

    The College employs a diverse workforce, with employee demographics including 51.3% female, 19.45% Hispanic,

    12.42% black, and 7.03% Asian. The Colleges student demographics are likewise diverse. Of the students enrolled in Fall

    2015 and Spring 2016, approximately 57% were female, 57% were Hispanic, 8% were black, and 6% were Asian.

    The College serves more than 21,000 students annually. Of the students enrolled in FY 2015, 13.9% were categorized as

    Credit Career, 26.4% were Adult Education, 0.6% were Skills (i.e. clock hour programs), and 15.3% were Personal and

    Professional Development (formerly known as Continuing Education). Credit Career students include students pursuing

    certificates, pursuing two-year degrees, and intending to transfer to four-year institutions.

    To meet the needs of its diverse student population, the College offers Associate Degrees in Arts, Science, Applied

    Science, General Studies, Engineering Science, and Fine Arts, as well as Advanced and Basic Certificates in a variety of

    career areas, such as Business, Manufacturing, and Information Technology. The College also supports distance learners

    through online and hybrid course offerings. Students may enroll in both hybrid and online courses, although online

    courses are specifically offered through a consortial agreement with Harold Washington College, another District 508

    institution.

    The College first joined the AQIP accreditation pathway in 2008. In response to feedback from the 2012 Systems

    Appraisal and Quality Check-Up Visit, as well as other data and information sources, the College has implemented

    several initiatives and projects. From Spring 2013 through Spring 2014, faculty in each academic department and

    program mapped all course-level SLOs to their corresponding department- and program-level SLOs, which were in turn

    mapped to the Colleges cross-curricular General Education SLOs. This enhanced the alignment of the Colleges offerings

    with its mission and laid the foundation for the subsequent College-wide assessment process of the General Education

    SLOs, beginning in Fall 2014. The SLO mapping and assessment initiative was in part driven by feedback indicating that

    http://www.ccc.edu/colleges/wright/menu/Pages/About-the-College.aspxhttp://www.ccc.edu/Documents/Wright_College_5-Year_Strategic_Plan.pdf

  • Wilbur Wright College | June 2016

    Page | 2

    the College may benefit from centralizing and systematizing its assessment processes. Similarly, feedback also revealed

    a need to more explicitly define learning outcomes of co-curricular offerings. Consequently, co-curricular groups have

    mapped their statements of purpose to the Colleges General Education SLOs, where applicable. While assessment has

    become a more systematized process since 2012, variable levels of maturity still exist in departmental and

    programmatic assessment processes and use of results to drive improvement initiatives.

    The First Year Experience (FYE) Action Project was introduced in response to feedback that indicated a need to enhance

    and systematize assessment processes and improvement initiatives for non-academic areas, including student support.

    In relation to feedback suggesting that students may not be fully supported in selecting programs of study, the Advising

    and Transfer Center has implemented several improvements since 2012, including modifications to New Student

    Orientation and, in collaboration with the FYE Action Project, development of enhanced assessment processes.

    Additionally, the College implemented SmartPlanner, which contributes to degree completion by guiding students to

    courses needed for graduation, and Guided Pathways to Success (GPS), which connects students to their majors and

    transfer institutions early on, helping students stay on track for degree completions and transfers.

    The Improvements in Communications Action Project began as a result of 2012 feedback indicating that communication

    processes at the College appeared ad hoc and sporadic. This project seeks to identify and assess current

    communications practices across all College departments, particularly those to students utilizing stand-alone or

    integrated technology platforms.

    Established in 2013 as an outcome of College participation in an AQIP Strategy Forum, the Center for Teaching and

    Learning (CTL) provides informational and instructional sessions designed by and for faculty and staff that are available

    to all College employees. The CTLs mission is to empower participants to excel in teaching, learning, and leading in a

    collaborative College environment.

    Other AQIP Action Projects initiated since the 2012 Quality Check-Up Visit include the Skills Connection, College

    Completion, and Student Equity and Access. The Skills Connection program supports Career and Technical Education

    (CTE) curricula by assessing and developing soft skills and employability skills. The College Completion Action Project

    seeks to establish and develop a completion and transfer culture, ensure all student service touch points are rooted in

    case management (i.e.