8.2.c
STUDENT OUTCOMES:
ACADEMIC AND STUDENT SERVICES
The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on analysis of the results related to academic and student services that support student success.
JUDGEMENT
Compliance 
Non-Compliance Partial Compliance
NARRATIVE
Overview
North Carolina Agricultural and Technical State University requires all administrative units that provide academic and student support services, including dual function units, to establish expected outcomes, regularly assess the achievement of the outcomes, and use the results for program improvement. These activities are coordinated and supported by the Institutional Effectiveness Council and the Office of Strategic Planning and Institutional Effectiveness.
Institutional Effectiveness Policy
N.C. A&T State University’s Institutional Effectiveness Policy commits the institution to “continuous improvement in all aspects of institution to reach its mission through a systematic, documented, and explicit process of measuring performance against mission.” This policy requires that all academic and administrative units follow an annual process of planning and evaluation marked by continuous improvement milestones. Overall, the purpose of these activities is to enable the university to meet its mission and to reach the goals, performance indicators, and targets outlined in its strategic plan (Preeminence 2020; now upgraded to Preeminence 2023).
According to the policy, the ultimate oversight of institutional effectiveness lies with the Chancellor, who relies on the Provost, vice chancellors, deans, and associate vice chancellors to administer the policy in their respective units. Within the colleges, deans, associate deans, and department chairs are responsible for timely submission of assessment plans, and assessment reports based on the institutional goals and requirements.
The Institutional Effectiveness Policy is implemented by the Institutional Effectiveness Council (IEC). Administrative support to the IEC is provided by the Office of Strategic Planning and Institutional Effectiveness (OSPIE). OSPIE is also charged with developing the assessment process, supporting units in their assessment efforts, coordinating review of reports and use of results, and maintaining a repository of assessment-related document.
Academic and Student Services that Support Student Success
Key academic and student support services are provided to all students, regardless of academic level or program delivery mode. These services are provided by the Division of Academic Affairs, which includes Student Affairs and Information Technology, and include the following service units:
a. The Office of the Provost (often referred to as Academic Affairs)
b. Division of Student Affairs
c. Division of Information Technology
f. Center for Academic Excellence
g. Accessibility Resources (formerly Disability Services)
n. Multicultural Student Affairs
The Assessment Process
The assessment process for the academic and student support units mirrors the assessment process for academic programs. The basic elements – administrative profile (mission, key functions), assessment plans (including outcomes, measures, procedures, and performance targets) and assessment reports (including results, findings, and improvements)—and the annual schedule are fundamentally the same. As is the case with the assessment of academic programs, Taskstream is used to help manage the assessment system.
Table 8.2.c—i presents two examples of the outcomes that were measured and monitored by academic and student support units. In the list above, links are provided to the assessment report of each unit.
Table 8.2.c—i: Examples of Student Support Outcomes Assessment
|
Unit |
Outcome |
Measures/Data Source |
Performance Target |
Results |
Improvements |
|
Academic Affairs—Office of the Provost |
Maintain all current program/professional accreditations—no probations or loss of accreditation.* |
Accreditation letters following the site visits. |
100% reaffirmations |
Target met |
Maintain the high quality of each program, and update facilities for Landscape Architecture—elevator needed. |
|
Student Affairs |
Undergraduate students who participate in a Residential Learning Community (RLC), TRIO Student Support Services (TRIO SSS), or live on campus will maintain a good academic standing at the concluding of spring semester.
*Living Learning Communities (LLC) are now referred to as Residential Living Communities (RLC) |
An academic report is provided at the conclusion of the spring semester. At least 80% of students who participate in a RLC, TRIO SSS, or live on campus will maintain good academic standing.
|
In spring 2018, 92% of students in RLCs were in Good Academic Standing
In spring 2018, 94.62% of the 186 students in TRIO SSS were in Good Academic Standing. 90.14% (64) were males and 97.39% (112) females. In spring 2017. 96.96% (64) were males and 94.64% (106) females.
In spring 2018, 88.08% of students who lived on campus were in Good Academic Standing |
The goal was met. There were 275 students’ part of a RLC in spring 2018. The RLC data was combined in for the 2017-2018. It will be separated based on RLC starting 2018-2019. The goal was met, however, there is a need to improve the academic success of males, therefore, the MARCH LLC was disbanded and replaced with the Aggie Men RLC.
TRIO SSS reports information that includes GPAs at the end of Summer Session II. |
An Aggie Men Taskforce was created via the Center of Academic Excellence. The Aggie Men RLC was established for both Cooper Hall and Curtis Hall for a total of 500 new undergraduate male students. |
Continuous Improvement
The university committed to the continuing success of its students and seeks to learn from its assessments how best to move forward. The following are examples of changes made to enhance student success, based on continuing assessment of the academic and student support services.
1. Programs have been designed and implemented to support vulnerable male students, for example the Aggie Men Mentoring program, and
2. Learning Community.
Discussion of how assessments address different types of student populations
Multiple measures are used in the assessment of degree programs, General Education, and academic and student support services so that assessment results provide information about the success of different student populations. The review of assessment results provides valuable insights and multiple perspectives on student success and also supports the refinement of the core set of learning goals established during the planning stage. As we continue, more emphasis will be placed external reviews of graduate programs and also of the university’s online degrees.
SUPPORTING DOCUMENTS
1. Institutional Effectiveness Policy
4. Institutional Effectiveness Council
5. Office of Strategic Planning and Institutional Effectiveness Website (pdf)
6. Assessment Reports
a. The Office of the Provost (often referred to as Academic Affairs)
b. Division of Student Affairs
c. Division of Information Technology
f. Center for Academic Excellence
g. Accessibility Resources (formerly Disability Services)
n. Multicultural Student Affairs