Self-Study Design
| I. INTRODUCTION AND DESCRIPTION OF THE COLLEGE | III. INTENDED OUTCOMES OF THE SELF-STUDY |
II. NATURE AND SCOPE OF THE SELF-STUDY
In November 2005, after consultation with the College Council and the College Personnel and Budget Committee, the Executive Committee was formed, and the Comprehensive Model was selected for the self-study process and report. This process, which will focus on the analysis of strengths and weaknesses in all academic departments, student affairs, and administrative offices, seemed most appropriate for the College at this point of significant change.
The Steering Committee was in place by December 2005, and it includes two co-chairs and six workgroup (subcommittee) chairs representing administration, faculty, and staff. Since January 30, 2006, the Steering Committee has been holding weekly meetings to identify key issues, formulate charge questions, organize available data, and set criteria for the selection of faculty, staff, and student representatives. By March 2006, the co-chairs and individual workgroup chairs completed orientation sessions for the six workgroups. These sessions focused on an overview of the Self-Study process, organizational structure, communication, workgroup responsibilities, and timeline for 2006-2008. By May 2006, the design draft was substantially complete, including key issues that need to be investigated and the relevant charge questions for each standard. Following the visit by Dr. John Erickson in early May, the Committee made additional revisions. In July, Dr. Pauline Luk, resigned as co-chair of the Steering Committee, and Professor Julia Jordan agreed to take her place.
Under the guidance of the Executive and the Steering Committees, workgroups will use this preliminary list of major key issues for each standard as the basis for more detailed discussion and plans during the next year. The focus in 2006-2007 will be on involving the college community in constructive online and in-person dialogue, gathering information, exploring key issues, implementing assessments of critical areas, analyzing data, making recommendations for improvement, and writing the self-study report. During the coming year, the committee and individual workgroups will engage students through surveys, focus groups, and other means.
| I. INTRODUCTION AND DESCRIPTION OF THE COLLEGE | III. INTENDED OUTCOMES OF THE SELF-STUDY |
