Changing the Organizational Structure of Nonacademic Departments for Institutional Effectiveness [electronic resource] / David Richardson.
At Virginia Highlands Community College (VHCC), institutional assessment activities were used to evaluate the effectiveness of the Academic and Instructional Support Services (AISS) division, a non-academic unit which includes the Library for archival/retrieval purposes, the Learning Lab for the tes...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1993.
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MARC
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| 245 | 1 | 0 | |a Changing the Organizational Structure of Nonacademic Departments for Institutional Effectiveness |h [electronic resource] / |c David Richardson. |
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| 520 | |a At Virginia Highlands Community College (VHCC), institutional assessment activities were used to evaluate the effectiveness of the Academic and Instructional Support Services (AISS) division, a non-academic unit which includes the Library for archival/retrieval purposes, the Learning Lab for the testing and learning center, and Instructional Support Services which provides resources related to information technology. Sources of information for the assessment included the AISS advisory committee, surveys of student use and opinions, the academic computing committee, and an external evaluation. In institutional effectiveness efforts at VHCC, non-academic departments are not held accountable for student "failure" or "success," but only for having a process in place for stating objectives, measuring accomplishments, and using results to improve programming. To maintain quality services, the AISS division adheres to the following objectives: (1) establish a clearly defined purpose; (2) formulate educational goals consistent with the institution's purpose; (3) develop qualitative and quantitative procedures for evaluating the extent to which these goals are being achieved; and (4) use the results of these evaluations to improve services and operations. The assessment identified several problem areas, including a lack of central planning for academic computing; too many workers reporting directly to one supervisor; an overlap of similar tasks; and instructors uncertain of the services available at different areas of the AISS. A description of the stages in the development of AISS's new academic computing policy, a flexible design methodology called Educational Information Architecture, is provided. (PAA) | ||
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