Institutional Effectiveness
The Kankakee Community College Office of Institutional Effectiveness and Assessment is responsible for promoting a culture of evidence and data-driven continuous improvement.
The department provides leadership and coordination for the following college-wide initiatives and activities:
Kankakee Community College is committed to improving academics at the course, program, and institutional levels by assessing student learning and making adjustments to our programs and courses in order to improve student success.
On this site you will find academic assessment plans, current assessment activities and changes being implemented that reflect our assessment data
Figure based on National Institute for Learning Outcomes Transparency Framework. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Learning Outcomes
Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies and habits of mind that students are expected to acquire at an institution of higher education.
These outcomes are listed institutionally, through programs, and through courses.
- Institutional, includes general educational outcomes
- Program outcomes- currently listed with each program in the online Catalog.
- Course outcomes - currently listed on each course syllabus. They will be linked here at a later date.
Institutional
General Education Outcomes
KCC has 3 General Education Outcomes:
- Communication
- Critical Thinking
- Responsibility
Communication
- Students who graduate from KCC will be able to create and interpret messages within specific contexts and multiple channels and modalities.
Critical Thinking
- Students who graduate from KCC will be able to comprehensively analyze and evaluate issues, ideas, and evidence before accepting or formulating an opinion or conclusion.
Responsibility
- Students who graduate from KCC will model ethical and professional behavior and cultivate an environment supportive of equity, diversity, inclusion, and belonging.
Assessment Plans
College plans for gathering evidence of student learning might include institution-wide or program-specific approaches that convey how student learning will be assessed, the data collection tools and approaches that will be used, and the timeline for implementation.
General Education plan
The following general education outcomes will be assessed during the listed semesters:
- Written Communication - Spring 2018
- Ethical Reasoning - Fall 2018
- Reading Comprehension - Spring 2019
- Quantitative Reasoning - Fall 2019
- Inquiry and Analysis - Spring 2020
- Verbal Communication - Fall 2020
The rotation will then begin again which puts every outcome on a 4-year rotation.
- Only recognized general education courses that list the outcome as a general education learning objective will be assessed.
- The list of courses are in the academic catalog.
- All courses and sections will conduct the general education assessment.
- Instructors will submit artifacts to the manager of curriculum and assessment.
- The Institutional Research Office will generate a random sample of students.
- A team of six faculty will meet in the summer to norm train, assess artifacts, and make recommendations based on the results.
- Results and recommendations will be communicated to faculty and students.
- Gen ed outcomes that were affected by changes need to be re-assessed the next semester after implementation of recommendations for re-analysis.
- The outcome will be re-assessed in four years.
Course Assessment
- Faculty are provided time during the faculty in-service at the beginning of the semester to select one course objective to focus on, and create and submit a course assessment plan around that objective.
- Final reports accompanied by two artifacts of student work per faculty member are submitted during finals week.
- Reflections and artifacts are available for KCC faculty to view through the Assessment Resources page of the KCC employee portal.
Program assessment plans are in progress.
Assessment Resources
Assessment is the process of gathering and interpreting information about student learning. It is evidence that provides an outward sign of “proof.” It may be one of many variables contributing toward success. The real question is not whether we are doing a good job teaching but are we systematically reviewing, documenting and assessing the relevant evidence? It gives us the power to toot our own horns over the success of our courses or programs. It provides an ongoing process to continually improve teaching and learning effectiveness.
Why do assessment? What’s in it for me?
Course and program improvement - Assessment provides feedback to determine how courses and programs can be improved to enhance student learning.
Self evaluation of instruction - Assessment can be used by faculty to help them self-evaluate and improve their teaching.
Course design and revision - Assessment can help in the design of new courses with respect to rationalizing the need for that new course and how it should be positioned in the in the curriculum. Additionally, learning outcomes can be used by the faculty in the classes that they teach to assist them in developing assignments that include the intended abilities, knowledge, values and attitudes of that course or program.
Curricular assessment and change - Assessment can help departments think about their curriculum. A department can determine in which of the offered courses each learning outcome is addressed to determine if redundancy or overlap occur and where gaps exist.
(Adapted from Gronlund, 2000 and Roth, Beyer, and Gillmore, 2002)
Levels
Classroom assessment
Classroom assessment is completed by individual faculty within the context of individual classes. Formal and informal measures of learning are collected and assessed and instruction is modified as necessary to improve. This type of assessment is not documented or monitored by the college; it is completed by individual faculty within the context of individual classes. Formal and informal measures of learning are collected and assessed and instruction is modified as necessary to improve. This type of assessment is not documented or monitored by the college.
Course-level assessment
Course-level assessment measures student learning upon the completion of a particular course. Each department is expected to conduct course-level assessments. It is important to emphasize that course-level assessment is not measured at the section level. It is a reflection of what students have learned in the course regardless of who is teaching it. Faculty are encouraged to work together within their departments to review and select course outcomes to measure. Completed course assessment plans for Spring 2018 should be submitted to assessment@kcc.edu.
Program-level assessment
Program-level assessment measures student learning upon the completion of a particular degree or certificate. The program assessment process is designed to align course-level outcomes and curriculum requirements to the degree or certificate. Program outcomes are defined by the faculty and are written to reflect the accumulation of skill and knowledge a student will gain through the curriculum. Often program level learning outcomes are informed by a licensure or certification exam and/or other industry and employer standards. Programs will be assessed in collaboration with the existing program review cycle that occurs every five years.
General education assessment
The general education program at KCC is designed to enable students to acquire communication and reasoning skills at a level reflecting college-level learning. Students who complete the general education program will be able to examine complex topics and apply systematic processes to form conclusions.
The Handbook
The KCC Assessment Handbook provides you with information to successfully develop and complete classroom, course and program assessments. You’ll find examples of assessment techniques, report forms and answers to often-asked questions. Here is an outline of the contents:
What is assessment and why should I assess?
The Introduction explains the purpose of assessment and includes levels of assessment used at Kankakee Community College.
How do I define and develop student learning outcomes?
Chapter 1 provides you with an overview for writing measureable course and program student learning outcomes. It stresses the importance of defining expectations and standards and includes how to make revisions to existing outcomes in order to assure each statement is clear.
What is a CAT - classroom assessment technique?
Chapter 2 is a short explanation and examples of CATs. Faculty use CATS for immediate feedback on how students learned at the end of particular module or unit.
How do I plan for course assessment?
Chapter 3 provides ten steps to tailor an assessment plan to match the learning outcomes of your course.
How do I plan for program assessment?
Chapter 4 is for individuals needing assistance in developing plans for program assessment from beginning to end.
What is an appropriate method of assessment?
Chapter 5 includes guidelines for selecting appropriate methods of assessment that can help identify strategies and methods to collect assessment data.
How do I use results to improve courses and programs?
Chapter 6 describes how to apply results and close the loop of assessment.
Appendices
- Assessment forms for planning assessment and report forms for course, program, and general education assessment
- Examples of verbs and learning outcome statements following Bloom’s Taxonomy
- Example questions using Blooms taxonomy
- CATs Toolkit
- Examples of Rubrics or Primary Trait Scales
Current Activities
Current assessment activities include information on a full range of projects and activities recently completed or currently underway to gauge student learning, make improvements or respond to accountability interests.
- Changes are being implemented according to the results of general education assessments gathered in the last year. This can be found in the Use of Evidence tab.
- KCC gathered general education data in written communication in spring 2018. A team of faculty assessed the student work, analyzed the results, and are drafting recommendations. This information will be presented at the 2018 fall faculty in-service, as well as published on this site.
- KCC will gather data from all general education courses that list ethical reasoning as a general education objective in Fall 2018.
- Course assessments will be ongoing on an instructor-by-instructor basis.
- Program assessments are continuing to be done in CTE programs per their certification process.
- KCC is entering into the third year of the Higher Learning Commission Assessment Academy in fall of 2018. More information will be made available as this progresses.
Evidence of Student Learning
Evidence of student learning includes results of assessment activities. This may include evidence of indirect (e.g. surveys) and direct (e.g. assessment) student learning as well as institutional performance indicators (e.g. licensure pass rate).
Results of Gen Ed Assessment Plan:
Use of Evidence
- As per the Quantitative Reasoning General Education Report made in Fall 2015, PSCI 1514 (Intro to Physical Science) will no longer have a quantitative reasoning general education objective and therefore will no longer be assessed. This decision was based on data and the fact that the course does not have a math prerequisite.
- As per the Inquiry & Analysis General Education Report made in Spring 2016, instructors will develop ways to “keep a closer eye” on male students as they prepare and organize for research projects.
The reports for each of these can be found in the Evidence of Student Learning tab.
Accreditation at KCC
KCC is accredited by the Higher Learning Commission (HLC) which accredits degree-granting post-secondary educational institutions. The college participates in the Open Pathway and has its next comprehensive evaluation in 2024.
Additional information about accreditation is available from KCC’s director of institutional effectiveness and assessment, who serves as the accreditation liaison officer.
You can contact the Higher Learning Commission at 230 S. LaSalle St., Suite 7-500, Chicago, IL 60604, 800-621-7440 or visit hlcommission.org.
Programmatic Accreditation
The college also seeks specific programmatic accreditations in the following
areas:
| Program | Accrediting Body | Initial Accreditation | Most Recent Accreditation | Next Reaccreditation |
|---|---|---|---|---|
| Paramedic (Riverside) | Commission on Accreditation of Allied Health Education Programs (CAAHEP) | 3/20/2015 | 1/16/2020 | 3/31/2025 |
| Registered Nursing | Accreditation Commission of Education in Nursing (ACEN) | 10/1/2015 | 10/20/2020 | 10/1/2028 |
| Practical Nursing | Accreditation Commission of Education in Nursing (ACEN) | 7/19/2017 | 10/20/2020 | 10/1/2028 |
| Respiratory Therapist | Commission on Accreditation for Respiratory Care (CoARC) | 9/19/2008 | 3/1/2018 | 3/31/2028 |
| Physical Therapist Assistant | Commission on Accreditation in Physical Therapy Education (CAPTE) | 4/19/2011 | 5/4/2016 | 6/30/2026 |
| Medical Laboratory Technology | National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) | 10/26/1981 | 9/27/2019 | 10/31/2029 |
| Phlebotomy | National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) | 9/21/2012 | 9/27/2019 | 10/31/2024 |
Individuals or other organizations and institutions who want to conduct research involving human subjects at KCC must have their work reviewed by the Institutional Review Board. KCC’s Office of Institutional Research oversees the work of the Institutional Review Board.
If you have any questions, please contact Lesley Cooper, Director of Institutional Effectiveness & Assessment, lcooper@kcc.edu.
Institutional Research
IR Services
In support of KCC’s mission “Enhancing quality of life through learning,” the Office of Institutional Research collects, analyzes, interprets and reports data to lead institutional effectiveness. Institutional Research services and data are listed above. They:
- Facilitate data-informed decisions by the academic division, student support services, operations, and leadership
- Support strategic planning
- Lead college-wide accreditation
The KCC Office of Institutional Research is a member of both the national and state Associations for Institutional Research and upholds its Code of Ethics.
KCC Data Book
Fact Sheets
FY20-FY22 Strategic Plan
Background:
The core values represent shared beliefs about the qualities that reflect KCC’s essential characteristics. In fall 2008, KCC faculty and staff voted on the core values that best represent the college and describe how they expect themselves and others to behave, set standards, and drive the organization’s priorities.
The college vision and mission were established over 20 years ago, and have been affirmed by the Board of Trustees annually.
In developing KCC’s strategic plan, the college focused on 5 strategic priorities: Institutional Culture and Diversity, Excellence and Innovation, Access and Value, Partnerships and Collaboration, and Success. Goals were created from these strategic priorities.
The goals and actions plans for the FY2020- FY2022 strategic plan were developed from:
- Focus groups and surveys (with community leaders and current students),
- Labor Market Analysis and the Data Book (college-wide data),
- #IdeaFest2018 (employee input), and
- Strategy Mapping results (college leadership input).
VISION: The ideal for KCC
KCC is a flexible organization where teamwork is the expectation and student/client success the driving force. Our shared vision is to be a leader in creatively and rapidly responding to our community’s educational needs, emphasizing quality, affordability, and effective partnerships.
MISSION: The “what and why” of KCC
Enhancing quality of life through learning.
VALUES: The attributes we nurture and maximize to benefit each individual and the college Respect, Excellence, Learning, Integrity, Collaboration
GOALS: Strategies to achieve the mission
ACTION PLANS: Activities to achieve a goal
KPIs (Key Performance Indicators): Metrics that show whether current performance is on track to achieve goals
GOAL 1
Improve student success through increased enrollment, retention, transfer, and completion rates.
Rationale: To achieve the mission of KCC, we will optimize the methods by which we reach potential and current students. Developing a comprehensive system to improve recruitment, retention, and completion rates is critical to improving student success.
Strategic Priorities: Access and Value, Excellence and Innovation, Success
KPIs:
- Credit Division Enrollment
- Retention Rates
- Degree/Certificate Completion
- Transfer Rates
- Withdrawal Rates
GOAL 2
Create diverse, inclusive, and equitable teaching, learning, and work environments.
Rationale: KCC’s commitment to its core values fosters diverse and inclusive environments. KCC seeks to achieve equity in success outcomes for all its students and employees.
Strategic Priorities: Institutional Culture and Diversity, Success
KPIs:
- Credit Division Enrollment
- Retention Rates
- Degree/Certificate Completion
- Transfer Rates
- Nationally-Normed Survey Results
- Recruitment and retention of underrepresented employees
GOAL 3
Improve physical and virtual teaching and learning spaces.
Rationale: To increase student engagement in the classroom and beyond, we will accommodate various learning and teaching styles. Transformed learning spaces and integrated technology enable student engagement with instructional materials, peers, and faculty.
Strategic Priorities: Excellence and Innovation, Success
KPIs:
- Nationally-Normed Survey Results
- Structured Faculty Feedback
- Student Evaluation of Instruction
GOAL 4
Increase visibility and value in the community.
Rationale: As an open-access community college, KCC furthers the Illinois Community College Board (ICCB) mission of educating students and preparing a skilled workforce. To realize this mission, KCC will optimize the value we add to the K-12 school system and to the local economy. Expanding partnerships with businesses and schools in the district will strengthen career and transfer pathways for the students we serve.
Strategic Priorities: Partnerships and Collaboration
KPIs:
- Non-Credit Enrollment: Continuing Education and Career Services and Adult Education
- High School Market Share
- Dual Credit Enrollment
- College Readiness Indicators
- Employer Engagement (Career & Technical Education Advisory and Employer Surveys)
- Apprenticeships/Internships/Work-Based Learning
- Graduate Success
GOAL 5
Provide development opportunities to enhance KCC employee skills and knowledge.
Rationale: To optimize the mission of KCC, the professional development of employees is critical. This goal is the culmination of a 2018 AQIP Action Project and a college-wide initiative focused on improving the employee culture and customer service (“Cavaliers Care” and the “Bucket Initiative”). Further, a skilled employee base engages KCC in its core beliefs of excellence and learning.
Strategic Priorities: Institutional Culture and Diversity, Excellence and Innovation
KPIs:
- Nationally-Normed Survey Results
- Engagement in Professional Development
Grant Services
The Grants Development Office consults with faculty and staff who wish to pursue external funding for projects that align with the college’s strategic goals. The office also:
- Leads the Grants Committee in review of proposals by faculty and staff. The committee determines if grants should be pursued with college resources.
- Fosters an environment of transparency by maintaining a database of grants and funding sources.
Getting Help with Grant Development
To pursue a grant, first complete a Grant Feasibility Form for review by the Grants Committee. After given approval to proceed, the Grants Development Office will:
- Provide consultation and guidance on the project plan to the program director, who will be the writer of the grant proposal and director of the proposed grant-funded program. Guidance will be given on the full grant proposal process, including aligning objectives with strategic goals and programmatic needs, outlining the writing process, and formulating the evaluation plan.
- Furnish a standard college profile for the proposal, and assemble and analyze research data including national, state, local and college demographics and statistics.
Creating a Grant Proposal
After strategizing the Grant Development Process with the grants development director, the program director of the grant may move forward in writing and finalizing the grant proposal. This includes:
- Analyzing the purpose of the proposal, outlining programmatic needs and finalizing the writing process.
- Writing, formatting, and editing the proposal.
- Garnering support from various stakeholders including institutional departments, local government agencies, and school districts who become important partners.
- Submitting the proposal.
- Coordinating the implementation of the grant if awarded, and leading the program through the grant award period.
Grant feasibility form
The Grant Feasibility Form must be completed for all grants over $5,000 (excluding TRIO) so KCC resources may be allocated for projects aligned with our strategic goals.
Send the completed form to Lesley Cooper, Director of Institutional Effectiveness & Assessment Development, at lcooper@kcc.edu at least 60 days before your grant submission deadline.
After review by the Grants Committee, you will be notified of KCC’s decision on whether to move forward with the proposed grant no later than 45 days before the grant deadline.
Contact Lesley Cooper in advance with any exceptions requested of this timeline.
Glossary of Institutional Effectiveness Terms
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If you have any questions, please contact Lesley Cooper, Director of Institutional Effectiveness & Assessment, lcooper@kcc.edu.