CIHE Accreditation Self-Study Report February 2006
Standard Four: The Academic Program
- Part I - Introduction (Addressing Standards 4.1-4.12)
- Part II - Undergraduate Degree Programs (Addressing Standards 4.13-4.19)
- Part III - Integrity in the Award of Academic Credit (Addressing Standards 4.29 - 4.43)
- Part IV - Assessment of Student Learning (Addressing Standards 4.44 - 4.50)
- Part V - Institutional Effectiveness (Addressing Standard 4.51)
Part I - Introduction (Addressing Standards 4.1-4.12)
Description
New Hampshire Technical Institute [NHTI] is dedicated to providing academic, professional, and technical preparation and to maintaining a learning community which will empower students, faculty, staff, and alumni to succeed in their personal and professional lives. Its programs prepare students for continuous educational and career mobility, while at the same time preparing them for entry into the work force and advancement in their careers. The Institute is also committed to meeting education and employment needs of existing and future New Hampshire employers. The Mission/Values/Vision Statement is the Institute's primary source of philosophy and direction and serves as a touchstone for the Institute's academic programs of study. The college also subscribes to the New Hampshire Community Technical College System [NHCTC] Mission Statement.
Associate in Science and Associate in Arts degrees, all of which require at least a year to complete, are granted in 30 Associate Degree programs, including Engineering Technologies, Allied Health, Fine Arts, Human Service, Business Administration, Real Estate, Travel and Tourism, Early Childhood Education, Information Technology, and Justice Studies. An Associate in General Studies and an Associate in Arts in Liberal Arts and Sciences (with options for concentrations in English, Life Sciences, and Social and Behavioral Sciences) are also offered, as are two Professional Certificates (Dental Assisting and Diagnostic Medical Sonography) and one diploma program (Licensed Practical Nursing). Many courses are offered both days and evenings in several alternative delivery formats.
NHTI now offers 29 certificate programs. Each certificate and required prerequisites are updated yearly in the NHTI catalog and NHTI website. In addition, the college offers many non-credit courses and programs designed to meet the community's economic and educational needs.
The annual NHTI catalog and website specify all admission criteria for each degree and diploma program, degree and diploma objectives, and program requirements, and illustrate specific curricular structures leading to program completion, along with individual course descriptions. Separate publications describe available offerings from the Division of Continuing Education [DCE] (which includes the Center for Training and Business Development [CTBD] ).
The Institute has some programs that incorporate prior learning or experiential learning. The Associate in General Studies program grants experiential credits based on thorough documentation, while the Health Science program awards "Advanced Standing" credits contingent upon licensure, or a completed college or hospital-based program of study, in health-related fields. Additionally, the LPN/ADN Upward Mobility Degree is based on pre-existing LPN licensure, and the Criminal Justice program allows students to receive credit for programs and courses completed at the New Hampshire Police Standards and Training Academy.
Each program of study has specific admission requirements and is designed to encompass a sequence of concentration requirements progressing from introductory to advanced levels. Program coursework is organized with increasing complexity beginning with fundamental ideas and theories and integrating concepts and facts until the graduate is able to mesh knowledge from both major field and general education courses. All programs require a synthesis of knowledge from the general education courses as well as major field courses, as demonstrated through field experiences (Education), senior projects (Criminal Justice, Engineering Technologies), industry internships (Travel and Tourism, Sports Management), practica (Human Service and Early Childhood Education), and clinics (Allied Health programs). The Board of Trustees requires each program to include 24 credits in General Education. Each degree program requires students to successfully complete English Composition (EN 101), as well as an English elective. In addition, matriculated students who are non-native speakers of English who have earned less than 500 on the Test of English as a Foreign Language [TOEFL] are required to complete English for Speakers of Other Languages [ESOL] courses in basic writing, pronunciation, and reading comprehension.
NHTI ensures that students use information resources and information technology as an integral part of their education. Students are exposed to information technology upon admission to the institution in the form of computer literacy placement testing. Open computer labs are located throughout the college, with Student Information System [SIS] access; the Learning Center has a computer lab with on-line tutorial programs. Most programs require PC Applications (IT 102) as part of their curricula, and many programs integrate specialized software into their major field courses. For example, Allied Dental Education offers Dentrix™ in the clinic computers; Nursing uses computer software such as Clinistar™ and Clinicom™ in clinical settings and SimMan™, a simulated mannequin; all Allied Health programs use simulated clinical scenarios in the Allied Health computer labs; and the Paramedic department uses METI™, a simulated mannequin for emergency medicine also used in the CTBD; engineering programs use AutoCAD®, CADD, Visual Basic, and 3D Studio Max; Information Technology uses multiple programs such as Unix/Linux; and Paralegal students use LexisNexis® and WESTLAW® for research.
Within particular programs of study, a broad panoply of instructional methods is used, ranging from lectures, seminars, and lab experiences (many using state-of-the-art audiovisual aid, computer-assisted instruction, and web-based research) to clinical affiliations and internships. In addition, the NHCTC System utilizes the Blackboard™ software package, which provides a platform to introduce web-based elements into a course or to put a course entirely on-line. Using Blackboard™, instructors can incorporate threaded discussions, instant computer exchange of ideas, and links to web resources. Individual course syllabi include major course objectives along with methods of evaluation. Each student's performance and achievements are monitored and assessed in a variety of ways, including "pen and paper" exams and quizzes, research projects, clinical and laboratory performance, oral presentations, and others, with appropriate feedback and evaluation from faculty and clinical, internship, and practicum preceptors.
Student advisement is established upon admission to any academic program, and students who experience academic difficulties are guided into a variety of helping mechanisms, including peer and instructor tutoring and self-teaching tutorials, all of which are readily available, free, and encouraged. Student progress from admission to commencement is tracked using BANNER™, a comprehensive database which is used throughout the Institute and the System.
The NHCTC System's Strategic Plan documents are the arch under which the Institute's strategic plan is written and implemented. This plan outlines the goals, process, and manner in which the Institute performs its own planning and evaluation of the academic programs and offerings. The Institute Advisory Board and Institute Leadership Team [ILT] review the plan to ensure that the goals are in keeping with the mission of the college.
In the past, The New Hampshire Community Technical College Board of Trustees Policy Manual mandated an external review of programs in the system. The current NHCTC Board of Trustees' policy for program review, revised and adopted in 2005, is that each institution in the system will determine and complete its own procedure for reviewing each program, thus giving each institution more autonomy. At NHTI, programs are evaluated annually on the basis of annual departmental reports and the departments' assessment of student achievement of outcomes, graduation rate, and data contained therein. The Office of Academic Affairs conducts the reviews in conjunction with the department head. However, the NHCTC Board of Trustees must approve any program additions or deletions; for example, over the past five years, NHTI has added the following programs, all of which have been approved by the NHCTC Board of Trustees: Radiation Therapy, Broadband Networking and Communications Technology, the Licensed Practical Nurse program, an Associate in Arts track in the Education program, the Associate in Arts in Visual Arts, and the Animation and Graphics Game Programming program. NHTI has not deleted any programs in the past five years.
In addition to the System Board of Trustees and Institute program advisory boards, many programs are evaluated externally for quality and currency by accrediting bodies such as The National League for Nursing Accrediting Commission [NLNAC] and the New Hampshire Board of Nursing for the Nursing program; Technology Accreditation Commission/Accreditation Board for Engineering and Technology, Inc. [TAC/ABET] for the Architectural, Computer, Electronic, Manufacturing, and Mechanical Engineering Technologies; the Commission on Dental Accreditation of the American Dental Association for Allied Dental Education; and the Association of Collegiate Business Schools and Programs [ACBSP] for Business Administration (See Institutional Characteristics).
Programs are supported in many different ways by the community, and, in turn, the college responds to the needs of businesses, healthcare facilities, and other employers of graduates, and statewide institutions of higher education for transfer students. For example, August 2004 brought the opening of a new wing to MacRury Hall to house the expanded Allied Dental Education programs, with the financial support of the New Hampshire Dental Society. To expand the Radiology Technology program, an area hospital recently donated faculty salary for one year to allow the program to accept an increase in the number of freshmen. The recent addition of the Licensed Practical Nurse [LPN] program, supported by NHTI's provision of personnel and equipment, was a direct result of the stated needs of area skilled nursing facilities. Currently, in order to expand the RN program, there is a Capital Campaign under way to construct a new building to house much needed classrooms, faculty offices, and science and simulation laboratories. The college has entered into several articulation agreements, including an agreement between NHTI and New England College [NEC] allowing students a seamless transfer into all of NEC's baccalaureate programs.
The college provides sufficient resources to sustain and improve programs and instruction. The Chief Financial Officer, under the direction of the President with input from the ILT, prepares the budget biannually. Annually, each department requests necessary upgrades in equipment and resources as identified by department faculty and staff and program advisory boards. The Vice President of Academic Affairs allocates funds within the operating budget to the academic departments based on enrollments, equipment, and faculty and personnel needs. The college, under the shared governance model, has teams which directly impact the allocation of resources. For example, the Information Technology Team [ITT] oversees and recommends computer and software purchases, and the Professional Development Team recommends the allocation of professional development money. The library staff provides direction for choosing/allocating academic and intellectual resources into the widest possible user base in the easiest ways possible, including expanding data base/computer search engine availability. In addition, every effort has been made to implement New England Association of Schools and Colleges [NEASC] suggestions for improvement after each scheduled accreditation visit, as personnel and funding permit. The mechanism for allocating resources is also discussed in Standards Two and Nine.
To continue its mission to provide sufficient resources, the Institute depends on a variety of outside facilities that serve as studio space or "training sites" for its students. For example, the Institute currently relies on off-campus space for art and dance classes (the Kimball-Jenkins Community Art School and the Petit Papillon dance studio). However, the directors of both facilities are actively involved in curriculum development in collaboration with NHTI faculty. The lease agreements with these facilities, currently effective for five years, are renewable and may be terminated by either party at any time. Other training facilities are directly or indirectly associated with health care delivery services, law enforcement agencies, or businesses. Department Heads for these programs generally enter into a formal agreement with appropriate outside resources. For example, the Human Service programs and the Allied Health programs maintain contracts with practicum and clinical sites. These contracts and agreements address the expectations and responsibilities of both parties relative to the students' education. Student responsibilities and expectations at these sites are provided to all matriculated students in these programs and to any student registered for an art or dance class.
In order to improve the educational quality and delivery of programs, the Institute engages in on-going course and program evaluation. The principal methods may include student evaluations and surveys, employer surveys, review and evaluation of job placement statistics, and review by departmental and Institute Advisory Boards and departmental accrediting bodies. Department Heads are required to submit an annual report to the Vice President of Academic Affairs [VPAA] by June 1st of each year. This report includes a departmental Mission Statement, a factual description of the department (e.g., number of faculty and students, retention rates, etc.), strengths, weaknesses, and the long- and short-term goals and plans of the department. The Department Head then meets with the VPAA to discuss the report and review curriculum, thereby ensuring continuous evaluation and improvement.
Recommendations for curriculum and program changes are developed by the faculty. These recommendations are submitted by the Department Head to the Institute Curriculum Committee, which is representative of the entire faculty, Division of Continuing Education [DCE], and academic support and library staff, and which is led by the Vice President of Academic Affairs. The standardized form for submission of a curriculum change request includes an assessment of the impact of the change on financial and other resources. Recommendations made by the Curriculum Committee are forwarded to the ILT for approval. Approved changes are circulated across the campus community through the Department Heads. This process ensures well-designed, coherent programs.
Matriculated students traditionally complete the curriculum as set forth in the catalog for the academic year in which they are accepted into their respective programs. In the event that a previously required course is no longer offered, students are provided appropriate substitute courses. This provision is specified in the catalog under "Readmission." Historically, the NHCTC System has gradually phased out programs (rather than terminating them) in order to allow students the opportunity to graduate.
The Institute's programs and courses are designed to ensure an opportunity for reflection and for analysis of the subject matter, regardless of the delivery format. In addition to the traditional fifteen-week courses, course offerings are presented in alternative time frames. Many on-line courses are available, and hybrid courses with distance learning components are common in many departments. Full-time faculty or seasoned adjuncts are usually hired to instruct such courses. Students enrolled in one-week courses receive their assignments at the time of registration, thereby ensuring that time is allotted to complete the required preparatory reading. Distance learning and some on-line courses usually require students to attend three to four on-campus classes during the semester while other courses are conducted totally on-line and do not meet face-to-face; instructors are available by telephone, e-mail, in person, or by fax. To ensure that students completing courses in nontraditional time or delivery formats acquire the same level of knowledge and understanding comparable to those experienced in traditional length courses, similar outcomes and assessment tools are used. Class and lab assignments, quizzes, case studies, and simulations are purposely designed to foster and assess student reflection of content. Regardless of the course length or mode of delivery, the syllabi, assignments, and methods of assessment and grading are consistent with traditional semester courses. Department Heads and program faculty are currently responsible for ensuring this consistency. The Comparing Alternative Mechanisms for Equivalent Learning team [CAMELs] is responsible for approving alternative delivery course offerings. Thus, the college is committed to ensuring that students enrolled in any course format receive the same quality of education.
In addition, the system-wide program "Running Start" allows qualified high school teachers, under the direction of NHTI full-time faculty, to teach courses in the high school for college credit. Classes are offered in several subjects, including accounting and marketing. This program has been a successful option for students who wish to get a head start in college by obtaining college credit while completing their last years of high school. This model also helps to foster communication between the college and area high schools. The "Running Start" coordinator oversees the approval process, the certification of faculty, and the implementation of the classes. Faculty are mentored and compensated according to System policies. NHTI Department Heads ensure that student assessment is consistent and that the courses meet the standards of the quality of the Institute.
Associate degree offerings and certificate programs offered through the Division of Continuing Education [DCE] maintain the same academic standards as courses and programs offered through the Day Division. DCE works closely with Department Heads to schedule and verify the sequence of courses within degree programs and certificates, to select full-time or adjunct faculty for teaching assignments, and to monitor courses during the semester. Students enrolled in any course can access the college's Learning Center and the library, along with other on-campus services.
Conferences, institutes, workshops, and non-credit continuing education programs are offered by the Business Training Center [CTBD]. Established in 1989, the CTBD is overseen by the Vice President of Continuing and Corporate Education, who provides quality assurance and oversees program offerings in areas such as information technology and professional development in business and allied health fields. Professional workshops offered for continuing education credits are approved by appropriate organizations; for example, the New Hampshire Board of Dentistry approves the curriculum for continuing education offerings for dental hygienists and assistants.
In addition to the CTBD, academic departments, the Office of Student Affairs, and the Learning Center offer a rich assortment of experiences each semester for students, faculty and staff. If appropriate, the events are open to the public. For example, the "Wings of Knowledge" lecture series, the Friday Night Film series, and the Drama Club provide offerings free of charge to the community.
The college has full responsibility for the development, administration, and evaluation of its course and program offerings.
Appraisal
To ensure consistent quality of education, Department Heads and the Vice Presidents of Continuing and Corporate Education and Academic Affairs work together to oversee courses, programs, and hiring of faculty. Evaluation of programs occurs in many ways; though the process is not standard across departments, many elements of an evaluation process are common to all. For example, all Department Heads complete annual evaluations for full-time faculty; however, while some Department Heads communicate with adjuncts on a regular basis, others do not maintain the same consistency.
The Vice President of Academic Affairs meets with individual Department Heads on an annual basis to review programs, curriculum, and other departmental matters. The annual Departmental Reports are the planning documents for departments for the subsequent year and are discussed with the individual Department Head at a planning meeting held prior to the next academic year. The reports also become the basis for an Office of Academic Affairs yearly report to be submitted to the President of the Institute, which outlines planning for the academic area for the next year. Because of the personnel changes in the Office of Academic Affairs and the workload for the current Vice President, this report has not been formally completed in the last two years. In addition, the Institute strives to maintain the highest level of academic planning and the achievement of program objectives by seeking and maintaining accreditation from the individual accrediting bodies that govern the various disciplines. Many Department Heads also meet regularly with advisory boards to discuss curriculum relevance; Department Heads and faculty are currently responsible for ensuring quality and consistency.
The college is committed to ensuring that students enrolled in any course or program receive the same quality of education regardless of the time format or delivery mechanism. Current efforts are focused on requiring all departments to develop outcomes and assessment strategies for all programs and courses. The Institute has made the commitment to follow through on these efforts. Specialized accreditation processes also help ensure that the quality of programs and courses is consistent throughout all methods of course delivery.
The extent of dependency on outside resources as "training grounds" varies from program to program. For example, the Nursing program requires its students to complete four semesters of weekly clinical experiences at specified sites, and Institute faculty supervise students on-site. The Human Service programs require their students to complete three 150-hour practica. The students are provided with site recommendations; however, they can serve at other sites if approved by the Department Head or practicum coordinator. The on-site supervisor is not employed by or affiliated with the Institute. The coordinator serves as a link between the Institute and the practicum site through visitations and telephone contact. The connection between other degree programs and outside resources is less formal than those previously identified, for example, the senior project in the Information Technology program and the optional internships in many of the Business programs.
The college believes that information provided in the catalog, program brochures, and other publications is clear, accurate, and complete at the time of publication. The catalog is published annually, reflecting program revisions and requirements for both general admission and individual programs. Most programs have developed brochures that may supplement catalog information with specific career-preparation practices and job market information. However, the learning goals specifying knowledge, intellectual and academic skills, and methods of inquiry to be acquired are not published consistently.
Legislative funding is a major constraint to introducing, sustaining, and improving programs and instruction. Historically, the New Hampshire Legislature has been conservative in its allocation of resources to the Institute, as it has been to all State agencies. The result has been higher tuition percentages paid by students due to a restructuring of the tuition formula. For example, the tuition per credit has risen 11% for the academic year 2005-2006 ($164.00 in 2005-2006 versus $148.00 per credit in 2004-2005).
The Division of Continuing Education, unlike the Day Division, is allocated funds with the expectation that sufficient income will be generated through enrollment to replace funds expended. While the Division of Community Education commits to matriculated students to offer all courses in a degree program, the Division of Continuing Education must plan course offerings to cover all expenses.
The college takes full responsibility for the development, administration, and evaluation of its credit and non-credit course and program offerings.
Projection
To maintain the quality, integrity, and consistency of instruction, the Institute will continue effective academic planning and evaluation through the work of the Office of Academic Affairs. Program design, academic offerings, outcomes, and assessment strategies will continue to be evaluated against the Mission/Values/Vision Statement and the Educated Person Statement of Philosophy on a regular basis by each department and revised to meet the changing requirements of student transferability and/or employability.
The Office of Academic Affairs will continue to encourage faculty to integrate information technology into their program requirements, and departments will increasingly require students to utilize some computer-based programs to complete curriculum requirements in addition to successfully completing PC Applications (IT 102), or its equivalent.
Through the work of the CAMELs and Curriculum Committee, the Office of Academic Affairs will continue to ensure that all non-traditional course and program offerings meet the standards and quality of the institution and the Commission on Institutions of Higher Education standards and policies.
Department Heads will continue to schedule annual review meetings with the Vice President of Academic Affairs and to submit annual Departmental Reports, which will include a formal program evaluation. The value and effectiveness of these reports to the educational operation of the Institute will be evaluated by Department Heads and the Vice President on an ongoing basis. The Vice President of Academic Affairs will resume preparing an annual Academic Affairs report outlining the planning of the academic area using the departmental reports as a source. This report will then be submitted to the President of the Institute on an annual basis.
Department Heads will also continue to ensure that both full- and part-time faculty distribute student evaluations each semester for each course and that these evaluations are reviewed with the faculty member in a timely fashion.
The Vice President of Continuing and Corporate Education will ensure that all Department Heads (including General Education Department Heads) have the opportunity to review proposed course offerings and proposed instructors prior to publication of brochures. In addition, upon the request of the academic department heads, DCE will plan its course offerings a semester in advance in order to facilitate meeting student needs. Such planning will require better communication between DCE and academic department heads.
In order to strengthen their relationship with their advisory boards, academic departments will continue to meet on an ongoing basis with the boards to discuss employment trends and educational requirements for their programs. Based on this continued relationship, NHTI will continue to assess and revise program and degree offerings to meet the changing needs of the economic community. Departments that do not have advisory committees will be encouraged by the Academic Affairs Office to establish them. Those departments with specialized accreditations will continue their efforts to maintain them to further assure that curriculum offerings meet state and national standards.
To maintain adequate funding to sustain and improve programs and instruction, the President, using input from departments and the Vice Presidents, will continue to work with the NHCTC System Commissioner to ensure that the New Hampshire State Legislature appropriates sufficient financial, human, and physical resources to sustain and improve programs and instruction.
To ensure that students are provided with current, accurate information regarding degree objectives and program requirements, publications will continue to undergo review in accordance with policies and procedures determined by the Director of Enrollment Management and the Director of Communications (see Standard Ten). In addition, program outcomes and learning goals (including knowledge, intellectual and academic skills, and methods of inquiry to be acquired) will be published both in the catalog and on the website.
NHTI will continue to accept full responsibility for the development, administration, and evaluation of its course and program offerings.
Part II - Undergraduate Degree Programs (Addressing Standards 4.13-4.19)
Description
New Hampshire Technical Institute's undergraduate programs are designed to give students a substantial and coherent introduction to the broad areas of human knowledge and their theories and methods of inquiry in a general education core. Every program includes in-depth study in at least one disciplinary or interdisciplinary area. Required courses for all programs (including the disciplinary or interdisciplinary areas) are selected based on standard higher educational requirements and/or program accreditation criteria. Program requirements reflect those typical of the Associate degree level and are clearly delineated in the Institute catalog (printed and CD versions), the NHTI website (www.nhti.edu), department brochures, and Division of Continuing Education [DCE] brochures of semester program offerings. Student progress is clearly documented in student records, in both electronic databases and hard copy; one recent addition is the Curriculum Advising and Program Planning [CAPPs] degree audit screen in BANNER™, available to students and faculty advisors through the Student Information System.
By action of the NHCTC Board of Trustees in the fall of 2001 (and subsequently upheld in February 2005 in The New Hampshire Community Technical College Board of Trustees Policy Manual, Section L.2 [Rctc 403.01]), NHTI's General Education requirement core for the Associate in Science degree is as follows:
| Required Core Areas | Total Credits |
|---|---|
| English Composition and Communications or Literature | 6 credits |
| Science | 3 credits |
| Mathematics | 3 credits |
| Social Science | 3 credits |
| Humanities/Fine Arts/Foreign Language | 3 credits |
| General Education electives (minimum of two courses from English, Science, Mathematics, Social Science, and/or Humanities) | 6 credits |
| TOTAL | 24 credits |
The Institute's General Education requirement embodies its definition of "an educated person," as published annually in its catalog. While general education offerings have always reflected the elements of the Educated Person statement, general education offerings have expanded to include fine arts (including studio art, photography, and dance courses), languages, and science electives (including meteorology, forensic science, and genetics). Section L.4 [Rctc 403.021] of The New Hampshire Community Technical College Board of Trustees Policy Manual details the distribution requirements for the Associate in Arts degrees. Every program thus requires more than twenty semester hours in general education courses.
In some instances, the Institute must comply with a specialized accrediting agency's demand for a specific general education course. For example, the Commission on Dental Accreditation of the American Dental Association requires that Dental Hygiene students take Communications, not a literature elective, to meet the second English course requirement. In addition, while unrestricted electives are available to students wherever possible, some programs' major field requirements may limit the number of unrestricted electives.
Successfully completing the general education requirements for his/her program provides evidence that the graduate can demonstrate knowledge and understanding of scientific, historical, and social phenomena, and a knowledge and appreciation of the aesthetic and ethical dimensions of humankind.
Currently, competence in written/oral communication and the social sciences is demonstrated course by course with evaluation through written papers, written examinations, oral presentations (including PowerPoint presentations and group projects), and class and course projects. Competence in science and quantitative reasoning, critical analysis, and problem-solving is often demonstrated through laboratory-based experiences, class projects, applied design projects, and PowerPoint® presentations. Assessment of successful completion of coursework as an indication of academic competence is based on departmental agreement with the professional standards within each discipline.
All programs require the acquisition of information literacy and the use of information resources to supplement course texts and formal instruction. To ensure that each student learns the skills of information literacy, each program requires English Composition (EN 101), which includes exposure to research tools available on-line at our website through the library page (for example, access to search engines, Gale.net, and other electronic resources) and a research methods project utilizing current electronic and traditional resources, e. g. Internet and library on-line services such as search engines, periodical databases such as EBSCOhost®, and the library catalog. In addition to the hybrid and on-line courses, 61% of NHTI professors (including adjunct faculty) utilize computer programs such as Blackboard™, a software platform, to display course content and materials, discussion boards, links to other resources, etc. In addition, many programs require comprehensive senior projects and utilization of electronic word-processing, database management programs, PowerPoint, and other information resources.
Each major or area of concentration provides the student the opportunity to develop knowledge and skills in a specific disciplinary or interdisciplinary area above the introductory level, through more complex, sequential coursework, which is clearly outlined in all versions of the Institute catalog. Requirements for the major or area of concentration are assessed on the basis of various program accreditation requirements, business and community needs, professional trends, changes in science and technology, and transferability.
Students develop an "understanding of the complex structure of knowledge germane to an area of inquiry" through classroom presentation of theory and application of theory to practice in the field of specialization via major field courses, practica, internships, field experiences, field sites, clinics, and community service. Graduates demonstrate an in-depth understanding via successful completion of national board exams and registry and/or licensure or certification; senior design projects; or successful transfer to a baccalaureate program. For programs designed to provide professional training, an effective relationship exists between curricular content and current practice in the field of specialization. For example, the Information Technology and Computer Engineering Technology programs constantly revise curricula to keep current with industry expectations. For programs designed to provide professional instruction, the relationship between curricular content and current practice may be maintained through faculty licensure, practice within their fields, and/or continued professional development. Program advisory boards continually offer input as to changing community and technologic needs.
Health-related programs not only assess theoretical classroom knowledge but also demand an applied competence in clinical and practicum settings. Other programs use portfolios, senior project presentations, and/or capstone courses as measurements of competence. Health and engineering technology programs include a significant number of mathematics and science courses as mandated by their specialized accrediting agencies. Programs that are not principally math/science-based include fewer mathematics and/or science courses.
Through these demonstrations of competence, students must communicate both orally and in writing, analyze critically, think logically, and show a capability for continued learning, thereby gaining an in-depth knowledge of their field of study.
Appraisal
New Hampshire Technical Institute's undergraduate degree programs have provided in-depth study of at least one disciplinary or interdisciplinary area since the school's 1965 inception, in compliance with its accrediting boards. The Institute recognizes that in the System's adoption of the community college mission, there are increasing numbers of nontraditional students seeking entrance to its programs and that high school grades often give incomplete measures of achievement. All incoming matriculating students are assessed in the areas of math, reading comprehension, writing skills, and computer literacy and will continue to be assessed (unless waived), and then advised by Department Heads for appropriate course placement.
New Hampshire Technical Institute affirms that each undergraduate program includes a General Education requirement and a major or concentration requirement. Existing prerequisites are appropriate, and wherever possible, unrestricted electives are available to students. All programs require the use of information resources in addition to course texts and formal instruction.
Not all general education departments have determined and published the outcomes for all of their courses. Although most degree-granting programs have published their program objectives in their specialized accreditation reports, program objectives need to be published and available to students and prospective employers. This work is ongoing.
Projection
New Hampshire Technical Institute's departments will continue to consult at least annually with their advisory boards and accrediting agencies to ensure that expectations within each degree program reflect the Associate degree level and appropriate industry and/or professional standards.
As the Associate Vice President of Academic Affairs continues to analyze the ongoing assessment battery and related data, departments will adjust advising practices and curriculum delivery methods as necessary to ensure a match between program criteria and incoming students' abilities and scholastic preparation.
The Vice President of Academic Affairs, the Curriculum Committee, and the Institute Leadership Team will continue to ensure that each existing and newly developed program includes a well-defined sequence of courses with prerequisites as appropriate and unrestricted electives where possible. Access to state-of-the-art information resources, particularly in the library and Learning Center, will continue to be a priority. Standard Seven includes a discussion of recent upgrades to the Institute's informational resources and technologies.
In order for the General Education requirement to "inform the design of all general education courses," the Office of Academic Affairs and the Curriculum Committee will continually evaluate existing courses and proposals for new general education courses against the published definitions of the General Education requirement, the educated person definition, and relevant program outcomes.
The Vice President of Academic Affairs and the Curriculum Committee will continue to ensure that each new program includes at least 24 semester hours in general education. Individual programs will continue to assess curriculum needs and submit anticipated changes to the Curriculum Committee for approval.
Outcomes for all courses in the general education area will continue to be published in course syllabi. In addition, the intent is to publish all degree-granting program objectives on the website in the near future.
Part III - Integrity in the Award of Academic Credit (Addressing Standards 4.29 - 4.43)
Description
New Hampshire Technical Institute maintains integrity in awarding academic credit. In the fall of 1981, the college moved from a three-term (10 weeks per term), quarter-credit structure to a two-semester (15 weeks per semester), semester-credit structure, thus following the practice common to most American institutions of higher education. Degree-granting programs also conform to common practice in terms of both length and content. The approval process requires that any department seeking to establish a new major show evidence that the proposed name, content, and length are consistent with common practice.
NHTI seeks to accommodate all students with sufficient availability of courses and the opportunity to graduate within the published program length. All required courses in the published sequence for each major are offered every year in the day program only. Thus the student who enters as a fully qualified day freshman in the fall and follows the prescribed curriculum sequence as outlined in the catalog in effect at the time of matriculation will graduate in two academic years. Evening students or day students who enter in the spring or summer semester or students who choose to attend part-time are offered the opportunity to complete courses for the degree, but they may require more than two academic years to complete the degree. When enrollments are very low in a particular class (fewer than six students), day and evening classes may be combined; if a student out of program sequence needs a particular course that is not offered that particular semester and can offer a compelling reason to complete the course in that semester, the student may be able to take the course via Directed Study.
NHTI maintains authority, oversight, and maintenance of the academic elements of all courses. The Office of Academic Affairs oversees many of these elements: it constructs the academic schedule and maintains a file of syllabi for every course; it directs the Curriculum Committee, which considers proposed new courses for approval; it certifies full-time faculty for hire and levels adjunct faculty according to their educational credentials and experience; it is responsible for evaluation of student progress through Academic Standards and for faculty evaluation; and it retains responsibility for courses offered off-campus through contractual or other arrangements (such as fine arts classes offered at Kimball-Jenkins Community Art School, dance classes at Petit Papillon, the Running Start classes offered at area high schools, and the Marine Enlisted Commissioning Education Program [MECEP] offered at the US Naval Base in San Diego). The Office of Admissions grants admission to programs and awards transfer credit, while the Office of the Registrar oversees registration and records credit.
All credit awarded by NHTI is appropriate to the associate degree level. Criteria for student learning and achievement are listed on each course syllabus in a standard template for the syllabus. External evaluators, input from graduates' employers, and articulation agreements with baccalaureate institutions ensure that our courses are consistent with associate degree level achievement. No credit toward graduation is awarded for pre-college-level courses, such as Introduction to Biology (BI 100), or for remedial courses, such the Learning Support classes available only through the Learning Center.
There is demonstrable academic content for all experiences for which credit is awarded. The course Travel/Study Abroad Experience (SO 298), for example, combines the equivalent of three credits of classroom and field experience in a foreign country, including formal lectures, seminars, workshops, and field trips. A final paper or project is required to document the learning experience. Some programs - such as Marketing, Hotel Administration, and Criminal Justice - offer internships in the senior year, overseen by the departments. Credit for Independent Study is awarded exclusively for advanced work in a field over and above what is covered in formal courses; it cannot be taken in lieu of any course existing in any of NHTI's catalogs. Service Learning is incorporated into standard courses as part of the grading criteria for the course, as either a component of the course or as a research project; academic credit is not awarded for the Service Learning itself.
Some programs award credit for previous training and/or professional licensure. For example, paramedics with hospital certificate training and valid paramedic certification can be awarded up to 35 credits toward an Associate in Science with a major in Health Science degree. Criminal Justice students who have graduated from the full-time program at the New Hampshire Police Standards and Training Academy can receive 19 credits toward a degree in Criminal Justice; credit for individual in-service courses may also be awarded (e.g., credit for Juvenile Justice Administration (CJ 210) is awarded to those who have completed Juvenile Officer Institute). In addition, credit for prior experiential or non-collegiate-sponsored learning is awarded through the Associate in Science with a major in General Studies [AGS] program as an option available to those students who may qualify. Qualified students may earn up to 20 experiential credits for inclusion in their AGS program only, for which they pay half the tuition rate per credit. The process covers an academic year. The first step is to take the one-credit course Assessment of Prior Learning (GS 101) in the fall semester, which assists students in preparing their portfolios. The portfolio, submitted at the end of the fall semester, includes the following material: a statement of career objectives, a statistical resume, the experiential credit proposals, and any supporting documents the student wishes to provide (these may include copies of certificates, licenses, confirmation letters from supervisors or employers, examples of work, etc.).
The evaluation of experiential credits begins with the Department Head of the AGS program. Each portfolio is reviewed and experiential credit awarded in areas where the Department Head feels qualified to do so. Proposals in very specific subject areas - engineering/technical, computer programming, health professions, business (accounting, management, etc.), for example - are evaluated for credit by the Department Heads of the subject areas (or their designated faculty), according to the Council for Adult and Experiential Learning [CAEL] standards (1989). The individual who evaluates the proposal signs and dates his/her signature and specifically notes the number of credits awarded.
The key document is the proposal. In the GS 101 course, students learn how to select and evaluate previous experiences and how to locate equivalent college courses. Experiential credit may also be awarded for military courses (based on ACE/Registry Transcript recommendations), non-credit courses, workshops, and seminars. Students who anticipate applying for experiential credit are provided with the CAEL standards prior to submission of their proposals.
Academic policies for continuation in, termination from, and re-admission to NHTI's academic programs are published in the annual catalog and on the website. Graduation requirements are also published in the Institute catalog. Student progress toward degree completion is tracked in BANNER™'s Curriculum Advising and Program Planning [CAPP] module and available to students through the Student Information System. To ensure that degrees are awarded consistently and that they accurately reflect student attainments, the Department Heads and the Registrar perform degree audits on all students petitioning to graduate.
Faculty, through the awarding of grades for all individual courses, document the academic integrity of the grades by measuring student level of achievement against specific course objectives. Faculty are expected to retain gradebooks for a minimum of five years. Policies regarding application and evaluation of grades - including grade changes and appeals - are published in the NHTI catalog and on the website. NHTI's policy on cheating and plagiarism is clear; it is published both in the NHTI catalog and on the website and in the 2005-2006 Student Handbook (on-line) in Article 3. This policy is firmly enforced by the administration.
On-campus courses are offered through traditional and non-traditional formats, which may include one-week classes, hybrid (distance learning), and 100% on-line classes. Courses and programs offered through the Division of Continuing Education conform to the same academic standards; certificates programs offered exclusively through DCE are established through the same process as day certificate programs. DCE is responsible for all courses offered through non-traditional formats.
All alternative-delivery courses must be approved by the Comparing Alternative Mechanisms for Equivalent Learning team [CAMELs]. The team systematically examines the syllabus, handouts, activities, tests, student assessment and outcomes, and websites for each proposed course. A standard syllabus template has been required for much of the past decade and is available through the Office of Academic Affairs. Only experienced adjuncts and established full-time faculty are approved for teaching alternative-format courses. Courses that are offered in the one-week format require readings and assignments to be completed before the week that the class meets; the instructor may extend the time frame for completing final projects (such as essay exams and research projects) several weeks beyond the one week of in-class time, to allow student reflection of material. NHTI's off-campus offerings include the "Running Start" program, which sponsors courses through area high schools and is administered through the Division of Continuing Education and overseen by the Office of Academic Affairs, and "Project Lead the Way®", an initiative which allows high school students to explore careers in engineering and engineering technology as part of their high school curriculum. On-campus faculty function as "faculty partners" with the NHTI-certified high school teachers who are teaching the "Running Start" courses; their responsibilities include ensuring that content is covered and that assessment is appropriate and consistent. To qualify to teach in the program, the "Project Lead the Way®" faculty must complete specialized training. Some courses are offered off-campus to utilize appropriate and available facilities. For example, the new Associate in Arts in Visual Arts degree, with a art-time department head, and other studio art and dance courses are offered off-campus by NHTI adjunct faculty with oversight by the English, Fine Arts, and Foreign Language Department Head.
NHTI offers two Professional Certificates (Dental Assisting and Diagnostic Medical Sonography) and one Diploma Program (Licensed Practical Nursing). All courses in these programs are offered for credit. These programs were developed and subjected to the same approval process as all other programs.
NHTI offers 29 certificate programs, utilizing the same procedures. With some exceptions, the courses leading to certificates are generally major field courses from the degree programs. For example, the Management certificate includes 19-20 credits of coursework ranging from the introductory level (Introduction to Business BU 101) to upper level (Principles of Management BU 270). The exceptions include programs such as Medical Coding, Landscape Design, and Community Social Service, designed to meet community needs but developed and subjected to the same approval process as all other programs. The Office of Academic Affairs and the Division of Continuing Education oversee these programs.
Clear guidelines for transfer credit and program residency requirements have been established and are in effect; these guidelines are published in the NHTI catalog and on the website. They ensure consistency of transfer credit, appropriate levels of academic quality and integrity, and applicability to a student's program. In order to receive an NHTI degree, a student must satisfactorily complete a minimum of 16 credits of coursework in NHTI-controlled courses, with at least half these credits in last-semester major field courses. Articulation agreements have been established with various colleges and universities primarily within the state of New Hampshire. A list of formal and informal articulation agreements is available to students in the NHTI catalog and online, through "Programs of Study," and through the Department Heads and the Office of Academic Affairs.
Appraisal
NHTI will continue to conform to common practice in determining the name, curriculum content, and length of its degree programs. NHTI will continue to give top priority to ensuring course availability to meet degree requirements. There is no pattern of required courses not being offered in sequence. The catalog courses offered infrequently are all electives with low demand. However, students who for whatever reason are out of the normal course sequence for a particular program - either day or evening - sometimes have difficulty scheduling courses to complete the degree. In addition, students are sometimes not well informed of degree requirements and recommended sequence. Many students approach NHTI with little background in planning their own education or working actively in their relationship with the college. Academic advising is robust and comprehensive in most departments and incomplete or neglected in a few others. However, the college expects the newly implemented CAPP program to reduce scheduling errors, for example, a student registering for a Social Science course when the requirement is a Humanities course. In addition, an academic advisor position for non-matriculated students was created and established in the spring of 2005.
Because of occurrences of questioning and challenging of grades by students and their parents, it is increasingly important for faculty to record and preserve a detailed accounting of their grading.
In traditional-format courses, student work can be verified, by and large, through classroom participation, in-class exams, papers, and projects. In non-traditional, alternative formats, at the current time, there is no one method of verifying student authorship. In addition, NHTI must ensure that students in off-campus courses and/or distance learning/on-line courses have sufficient opportunities to interact with faculty regarding course content and related academic matters.
Projection
Since academic advising is more complex than scheduling courses with students, the college will work with department heads and the Division of Continuing Education to ensure consistency in advising students for retention, transfer options, and career opportunities.
The Office of Academic Affairs will continue to require faculty to maintain a detailed accounting of their grading records.
NHTI will examine current trends and literature regarding verification of student work in courses with distance learning formats and determine if a policy is warranted.
NHTI will continue to maintain its current authority, oversight, and maintenance of the academic elements of all courses, ensuring integrity in the application and awarding of credit.
Part IV - Assessment of Student Learning (Addressing Standards 4.44 - 4.50)
Description
The Institute maintains a multi-level quantitative and qualitative approach to the assessment of student learning through ongoing processes of evaluations and reviews which focus on educational improvement at institutional, program, and course levels. Department and program assessments include specialized accreditation, state and national licensure exams, graduate and employer surveys, and feedback from advisory boards, business and industry, and baccalaureate institutions, and an institutional program review process. In addition, clear statements of expectations of student learning and evaluative criteria are included in each course syllabus, which is created from a template approved and required by the Office of Academic Affairs and which details major course objectives, learning outcomes, and methods of student assessments. Classroom assessments of students may include essay or objective exams, quizzes, papers, projects, oral presentations, portfolios, peer evaluations, role-playing, laboratory demonstrations, and instructor and preceptor evaluations of clinical, practicum, and internship performance. Course assessments may include post-class learning questionnaires and student course evaluations. Some departments utilize item analysis to verify that their tests are measuring student learning. Consistent and constructive feedback is provided through these methods.
In its catalog and on its website, the college also provides clear statements of expected academic achievement through the Academic Standards process, where the level of student achievement is measured. For example, throughout the semester, faculty monitor student achievement through the midterm Academic Warning policy, as stated in the 2005-2006 NHTI Catalog. To assist students in meeting their learning objectives, the Institute has implemented several initiatives such as the following provided in the fall of 2005: Blackboard™ workshops for students have been offered on a case-by-case basis through the Learning Center; drop-in advising is available in the new Academic Advising Office for students needing immediate assistance with academic issues; on-going library orientations are offered; a General Studies faculty member has held a five-week "OnCourse" seminar to help students become more successful in their current classes; and the Learning Center is offering a series of "Start Smart" courses for returning and new students to help them prepare for January classes.
Through professional development, purchase of technology, and encouragement of faculty initiatives, the Institute demonstrates its commitment to improving the educational experience for students. Experience and learning outcomes of students are evaluated on the basis of quantitative and qualitative assessment (using data from faculty, students, alumni, employers, advisory boards, other institutions of higher education, external accrediting bodies, business and industry, and comparison to professional standards). This multi-level approach provides useful information to the Institute in its initiatives to improve the educational experience for students. For example, the following initiatives have been undertaken to illustrate this process: on the basis of student evaluations, the Department of Chemistry and Biological Sciences has implemented a recitation hour attached to most day sections of Anatomy and Physiology I (BI 195), in order to provide more directed academic support to students in those classes (this service is provided at no extra cost to students); in the fall of 2005, a peer mentoring program has been instituted for students in the Human Service, Information Technology, Criminal Justice, Early Childhood Education, and Architectural Engineering Technology programs; in addition, through assessment of student learning by the English Department faculty and Learning Center personnel, the software "Inspiration®" is now used in the writing center to assist students who are visual learners; and finally, members of the General Studies Department and other faculty are implementing elements of Skip Dowling's "OnCourse" approach to facilitate learning and self-management techniques in certain courses, as a result of their attendance at professional development activities. Furthermore, in order to address the needs of highly- motivated, academically prepared students, honors sections of some English and Social Science classes have been developed and offered.
Each degree-granting program is structured so that each student has opportunities to experience substantial learning within their disciplines or professions. Major field courses incorporate knowledge from the general education core of courses, as outlined in our Mission/Values/Vision statement, and build in complexity from introductory to upper-level courses which emphasize the skills, understanding, and knowledge of the discipline or profession. For example, last-semester seniors in the Architectural Engineering Technology [AET] program are required to successfully complete Architectural Design Studio III (AR 297), which incorporates a senior design project that requires coordination of design, analysis, construction of the model, and application of current technology, based on knowledge obtained throughout the AET program. In the Allied Health programs, clinical experiences build in levels of responsibility, expectations, and knowledge, from the novice to the beginning practitioner. In addition, several years ago, degree-granting programs completed identification of measurable program outcomes; most of the degree-granting programs are also evaluated by external accrediting bodies and therefore have well-defined normative outcomes; outcomes for some of the general education programs are in varying stages of completion.
The college approaches its understanding of student learning in a multi-level method by focusing on the course (through course objectives), the program (through program evaluation and review), and at the institutional level (through student retention, graduation rates, and job placement statistics). Improvement in learning opportunities and results for students occurs, as discussed above. NHTI relies heavily on assessment data to refine classroom teaching, change program offerings, and define the institution. For example, all faculty now have access through BANNER™ to the assessment testing data of all entering students and can adjust their classroom pedagogy accordingly. Curriculum Committee has approved increasing the basic college-level math requirement to Contemporary College Math (MT 120), and has deleted Fundamental Mathematics with Applications (MT 100), for all those programs which had formerly accepted MT 100 as the basic math requirement in the program, in response to the Math Department's assessment that students were not gaining the math skills necessary for today's work force. In addition, the expansion of the General Studies and Liberal Arts Departments has enhanced the re-defining of the Institute as a community college rather than a technical institute.
The level of degree (associate in science and associate in arts) meets the minimum requirements of both the State of New Hampshire and the NHCTC System Board of Trustees and is consistent with academic preparation at the community college level. Licensing and professional standards, transferability of credit, and employment performance are the measures of the appropriateness of the degrees, which is consistent with the college's mission in preparing students for further study and employment, as appropriate. In addition, the NHTI Mission/Values/Vision statement outlines the commitment to "serving students, business, and the community by providing excellent academic, technical, and professional education." The character of the Institute is further defined in the statement of values including "excellence in teaching," "academic integrity," "lifelong learning," etc. These values are entwined with our program offerings and expectations of student learning.
Students are informed of program outcomes and expectations through course syllabi of major field departments, the NHTI website, the NHTI catalog, and other postings. In addition, health, character, and technical standards for many programs are stated in the NHTI catalog and reflect expectations of student learning. For example, in the Allied Health programs, these standards have been established as a guidance tool for use in realistically informing the student of minimum standards needed to satisfactorily function in the program and ultimately in the profession.
Appraisal
The multi-level approach to assess student learning in the individual programs is used to support or modify program offerings and/or structure. For example, in the past five years, employers of the college's Allied Health programs' graduates have requested that students demonstrate stronger critical thinking skills. In response, the Nursing Department faculty added more case studies to the Nursing core courses, requiring students to problem-solve more effectively.
All departments have not completed program outcomes or always reviewed them on an annual basis. Publication of program outcomes in a consistent format and manner does not occur.
Although the college seeks evaluative input from students who successfully complete a course or a program, students who withdraw before completing a course or a program are not given the opportunity to evaluate.
The culture of the Institute is such that initiatives for improvement of student learning most often occur at the faculty level rather than directed from above; the administrative team and the Office of Academic Affairs consistently support these initiatives.
Projection
Recognizing the importance of assessment data in program offerings and development, as well as meeting student academic goals, the Institute will continue to use such measures in improving learning opportunities for students.
The current program review process does not necessarily involve faculty input and shared experience, as the department head is primarily responsible for gathering data, preparing the report, and meeting with the Office of the VPAA. The goal of the Office of Academic Affairs is to meet annually with each department to discuss goals, program offerings, and assessment.
NHTI will continue to use a multi-level approach to assess student learning and modify program structure and/or curriculum when necessary. Institute and individual programs will continue to confer with graduates about overall program strengths and weaknesses. From 1999 through 2003, alumni surveys were distributed, collected, and tallied by the NHCTC System Office. Beginning in 2004, graduates have been surveyed by the NHTI Office of Student Affairs at the time of graduation through exit surveys completed at either Commencement rehearsals or the Commencement ceremony. NHTI will continue to review and centralize its process of surveying graduates and alumni, now that a Director of Institutional and Alumni Development position has been made full-time. Recommendations by specific program accrediting agencies will continue to be shared at all institutional levels. This feedback will also serve as a source for program revision and maintenance.
Each program will determine and complete its outcomes for publication in the NHTI catalog and on the website.
The Institute will develop a protocol for obtaining student evaluations from students who withdraw from a course or program prior to completion.
The Teaching and Learning Team and the Professional Development Team will continue to support faculty as they maintain skills which focus on strategies for regular and practical feedback to students on their learning.
To ensure that our methods of understanding student learning are trustworthy, each department will continue to review its methods of student assessment in relation to program effectiveness.
Part V - Institutional Effectiveness (Addressing Standard 4.51)
Description
The principal focus of NHTI's evaluation procedures is the quality, integrity, and effectiveness of its academic programs.
At the institutional level, the college seeks input and response from the community, specifically through the college's advisory board and program advisory boards, and the NHCTC system administrators and Board of Trustees. For example, the Licensed Practical Nursing program was implemented at the request of local long-term care facility administrators who expressed their needs directly to the Commissioner of the NHCTC system.
At the program level, the program advisory boards, community employers, and graduates and alumni provide input and response. For example, the New Hampshire Dental Society took an active role in expanding the Dental Hygiene department and subsequent expansion of facility to allow for the education of an increased number of dental hygienists in the state. For another example, in response to the needs of the state's K - 12 staff shortage, the Institute's Education Department has received "provisional approval" for an the Teacher Education Conversion Program, which would allow graduates of baccalaureate programs in science and math to obtain teaching certification in those fields.
At the course level, students who complete courses provide input and response, which are utilized by both the departments and faculty members to improve the quality and effectiveness of the courses. For example, in the nursing course Nursing IIA (NU 116), students now complete a portion of the geriatric component in the Acute Care Facility rather than in the Long-Term Care Facility because of student evaluations identifying a need for more exposure to nursing skills. In the General Studies program, the one-credit exploration seminar is continually revised based on exiting student feedback; for example, the assignment based on the online career options program Choices 2006® will be made optional instead of required, since more and more students enter the program having already completed Choices software in high school. Finally, as a result of student feedback, an extended version of the basic computer literacy course PC Applications (IT 102) is being offered to accommodate students who need more individual attention and direction and time to complete lab exercises.
Through review of policies and practices and the feedback from the sources detailed above, the Institute evaluates the integrity of its academic programs.
Appraisal
Evaluation endeavors and regular assessments are utilized to improve academic offerings and student learning and to maintain the quality, integrity, and effectiveness of the academic programs. However, a systematic plan for overall assessment has yet to be developed and implemented.
Projection
Recognizing the need to meet the fluid demands of the student body, the Institute will develop a formal systematic plan for the overall assessment and evaluation of academic programs and the effectiveness of all campus operations on these programs.