Institutional Effectiveness

Institutional effectiveness at Central Piedmont consists of a set of ongoing and systematic institutional processes and practices that include:

  • planning
  • the evaluation of educational programs, administrative services, and educational support services
  • the identification and measurement of outcomes across all institutional units
  • the use of data and assessment results to inform decision-making

All of these activities are accomplished with the purpose of continuous improvement in programs and services in order to improve student success and institutional quality.

Institutional Effectiveness Process

The Institutional Effectiveness process is designed to permeate every facet of the college. The college has distinct modes of planning and assessment to address the following areas.

  • Academic Program Outcomes Assessment (Healthy Programs Reporting)

    Healthy Program Reporting (HPR) provides the college an opportunity to review, analyze, and assess the quality of a program with respect to student learning outcomes (SLOs), Critical Core Key Indicators, Distance Education Assessment, and Quality Metrics that evaluate the student experience, and community and college impact. The process fosters academic excellence, helps programs determine how to improve the quality of their offerings, and provides guidance to faculty and administration in decisions for continuous improvements.

    Healthy Program Reporting Cycle and Evaluation

    Healthy Program Reporting is a formal, systematic two-year cycle review process conducted in collaboration with Academic Affairs administration and Planning and Research staff, and led by faculty members in each educational program.

    All programs are reviewed every two years. In Year 1 (i.e., years ending in odd numbers such as 2017), programs report results of assessing direct evidence of student learning and on plans they have made to increase student success. During Year 2 (years ending in even numbers such as 2018), programs report on progress they have made in implementing the plans for improvements stated the year before.

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  • General Education Foundation Outcomes Assessment (Critical Core)

    Central Piedmont is committed to providing quality education that meets high standards, both for our students and stakeholders. We recognize that higher education must provide students with the critical core skills and knowledge required for academic, professional and personal success. In addition to the competencies acquired within and reflective of specific degree programs, a global economy and a richly diverse community requires that individuals achieve proficiency in:

    • critical thinking
    • written/oral communication
    • personal growth and cultural literacy
    • information technology and quantitative literacy

    The Critical Core refers to an articulated pathway between general education requirements and program-specific courses that ensures exposure to and opportunity to attain proficiency in the Critical Core competency areas of Critical Thinking, Communication, Personal Growth and Cultural Literacy, and Information Technology and Quantitative Literacy.

    In order to better realize this commitment, the college initiated a review of the General Education program. The purpose of this initiative is to better articulate, define, map, and assess the connection of general education courses through the Critical Core competencies.

    Vision and goals:

    • To provide students, faculty, and other stakeholders a clear understanding of how the General Education curriculum and the Core Competencies create an integrated and complimentary system that helps students achieve the overarching academic goals of Central Piedmont, regardless of the student's program of study.
    • To document student achievement through collaboratively designed outcomes, assessments, and content that address the goals of both the general education Critical Core curriculum.

    More information:

    For more information contact: 

  • Administrative and Educational Support Units Outcomes Assessment (Evidence to Action)

    As of spring 2019, all administrative and educational support units complete Evidence to Action (formerly referred to as Administrative Unit Review). Evidence to Action is aligned to broader functional areas of the college:

    • Academic Affairs
    • Administration
    • Finance and Administrative Services
    • Communications, Marketing, and Public Relations
    • Information Technology and Research Services
    • Enrollment and Student Services
    • Foundation/Institutional Advancement
    • Strategy and Organizational Excellence

    This allows for a “bigger picture” view of unit assessment to help align unit priorities to the college’s strategic plan. The strategic plan guides all aspects of the Evidence to Action continuous improvement process:

    • Unit priorities:

      • How do your services relate to Central Piedmont's overall strategic plan?
      • What are your strengths and areas for improvement?
      • How have you used data and other evidence to guide your priorities?
    • Outcomes assessment:
      • What are you hoping to accomplish?
      • How do you plan to measure your accomplishments?
      • How will you know if you were successful?
    • Results:
      • What does the evidence show?
      • Were you successful?
      • How will you use the results?
    • Closing the loop:
      • What should be the next steps?
      • What changes or adjustments need to be made?
      • What additional resources/support are needed?

    Evidence to Action is completed on a continuous, two-year cycle. During year one, each unit determines areas of focus, identifies outcomes to be assessed, collects evidence of assessment results, and uses those results to develop an action plan for next steps. During year two, each unit implements their action plan, measures the impact of the changes, and closes the loop on the cycle by sharing the findings.

    For more information contact: