Committee Assignments 2013-2014 [PDF]
Quality Checkup Visit 2007:
Crowder Quality Checkup Visit Report [PDF]
Feedback Report 2013 [PDF]
System Portfolio 2012 [PDF]
For more information pertaining to Gainful Employment of Certificate programs.
Please visit the Certificate section of the degrees page.
Nine committees make up the Crowder College Continuous Improvement Committee. Each committee representing each AQIP Category and is made up of representation from all areas of the campus. The committees meet, as a group or sub-group, at least twice a semester. The focus of each committee is to continuously improve the College in the designated area and to be continuously assessing the strengths, weaknesses, and needs of the College in relationship to the AQIP Standards.
The Crowder College Board of Trustees, faculty and staff have developed nine Student Abilities that are promoted across the curriculum. We believe the nine student abilities are needed for an individual to become a civil, serving, literate, responsible citizen. Each course at Crowder College, as per the Institutional Syllabi, supports one or more of these lifelong student success skills. Assessment instruments were developed to measure the understanding and mastery levels of the student abilities of the Crowder College students. In addition to the responsibility of improvement of the AQIP Standard, each individual committee is responsible for monitoring assessment data of one of the nine “Student Abilities.”
From time to time, a Committee may have projects to work on from “Continuous Tactical Planning” or an AQIP Action Projects related to their focus, as determined by the AQIP Steering Committee.
Committee Assignments 2013-2014 [PDF]
We have all been aware of the problems associated with “strategic planning” and the creation of a “five-year plan” that becomes stale before the ink dries. At Crowder College, we feel we have created a model that meets the goal of planning and our need to put specific, targeted, and timely plans in place. The basic concepts of the “Continuous Tactical Planning Process” are simple and straightforward. Rather than surrendering the guidance of the institution to a “long term strategic plan,” a structure for continuous tactical planning was developed, with “tactical” being interpreted as immediate smaller scale actions carried out to support the larger purpose. Important elements of longer term visioning are incorporated into the plan in that that the tactical model addresses a series of twelve Mission Goals that have been developed by the Board of Trustees and are reviewed and updated annually.
The process centers around a chart where participants are asked five questions associated with Crowder College. All five questions begin with the phrase, “Without lowering standards, eliminate obstacles and enhance opportunities to increase…” The five areas, which are all aligned to the Board of Trustees twelve Mission Goals, are 1) Connections to College, 2) Access to College, 3) Persistence to Graduation, 4) Transition Options after Graduation, and 5) Institutional Effectiveness and Quality Improvement. The working grid of the chart may be found below:
The faculty, staff, students, and other stakeholders at Crowder College provide input regarding improvement ideas in the five areas. Once the top areas are identified by the college, the campus begins work on improving the five areas of the college program. Monthly, during College Council, the progress update is shared with the Council. At the end of the year, the progress is reviewed again in a report to the Board of Trustees. This same report is shared with all the faculty and staff at the back-to-school activities in the Fall and the process begins again. A flow chart of the “Continuous Tactical Planning Process” may be found below:
Beginning with the Fall 2012 Semester, Crowder College created and implemented the “Continuous Tactical Planning” model. At the Back to School Professional Development Session, the model was presented to all staff. During the fall semester, all faculty and staff participated in the input activities for the first time. In the Fall 2013, the sessions were held again for the second time. We feel we have created a model that meets the goal of planning and our need to put specific, targeted, and timely plans in place.