Strategy, Planning & Institutional Effectiveness

Institutional Effectiveness Plan (IEP)

The Institutional Effectiveness Plan (IEP) is central to Houston City College’s commitment to continuous improvement. Every division and department develops an annual IEP that serves as a blueprint for strengthening institutional effectiveness. These plans focus on assessing current practices, identifying opportunities for growth and applying strategies that improve outcomes. Through this process, the College fosters a culture of ongoing improvement across all operations.

Each annual Administrative Unit Plan includes:

• Core Functions
• Goals
• Actions
• Assessment Approach
• Findings
• Use of Results for Improvement

Annual Administrative Unit Reports

Annual Administrative Unit reports are peer-reviewed by the Institutional Effectiveness Committee. The committee provides feedback to departments, units and programs. It also compiles assessment data into a summary for the Senior Leadership Team. This summary supports institutional planning and budgeting.

Institutional effectiveness assessment further supports the institution’s accreditation with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC):

SACSCOC Resource Manual for The Principles of Accreditation: Foundations for Quality Enhancement

Excerpted Principles related to making a case for institutional effectiveness:

Section 7. Institutional Planning and Effectiveness (SACSCOC 4th Edition, 2024)

1. The institution engages in ongoing, comprehensive, and integrated research-based planning and evaluation processes that (a) focus on institutional quality and effectiveness and (b) incorporate a systematic review of institutional goals and outcomes consistent with its mission. (Institutional Planning) *Core Requirement*
2. The institution has a Quality Enhancement Plan that (a) has a topic identified through its ongoing, comprehensive planning and evaluation processes; (b) has broad-based support of institutional constituencies; (c) focuses on improving specific student learning outcomes and/or student success, (d) commits resources to initiate, implement and complete the QEP, and (e) includes a plan to assess achievement. (Quality Enhancement Plan)
3. The institution identifies expected outcomes of its administrative support services and demonstrates the extent to which the outcomes are achieved. (Administrative effectiveness)

Section 8. Student Achievement (SACSCOC 4th Edition, 2024)

2. The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of seeking improvement based on the analysis of the results in the areas below:
   1. student learning outcomes for each of its educational programs. (Student outcomes: educational programs)
   2. student learning outcomes for collegiate-level general education competencies of its undergraduate programs. (Student outcomes: general education)
   3. academic and student services that support student success. (Student outcomes: academic and student services)

Houston City College views assessment as an essential tool for growth and improvement. Institutional effectiveness is built on the practice of measuring outcomes, reviewing results and making changes that strengthen both programs and services.

Assessment ensures that every unit, academic or administrative, works in alignment with the College’s mission and strategic priorities. Evidence-based evaluation allows the College to identify strengths, address challenges, and improve the student and community experience.

To support this process, the College offers a range of assessment methods that departments and service units use to gather meaningful evidence. Each method is selected and applied according to the unique goals and needs of the unit.

Internal program review is intended to help the academic programs and services units achieve stated goals, improve performance and plan better for the future. Program reviews are conducted every four years by all academic disciplines, career and technical programs and administrative and educational support services operational units. Between program reviews, all programs and services operational units complete an Annual Progress Report focusing on program improvement recommendations as identified during the program review process.

Academic programs and administrative and educational support services operational units may also have outside agencies or consultants conduct an extensive evaluation of the program or the services unit. For example, the Learning Resources Network (LERN) conducted an evaluation of the restructuring of the Continuing Education programs offered under the Office of Workforce Instruction. Most of the Health Science programs are evaluated periodically by their outside accrediting bodies, such as the Commission on Accreditation of Allied Health Education Programs (CAAHEP). The institution also undergoes review by the Texas Higher Education Coordinating Board (THECB) and the Southern Association of Colleges and Schools (SACS).

The Academic Dashboard is a set of eight key performance indicators used to track the progress of the institution in achieving its mission, vision and strategic goals.

Instructional services units submit annual Student Learning Outcomes assessment reports and use information from assessment activity to improve teaching and learning.

Administrative/support units submit assessment activity information which reflects core function awareness, incorporates elements of the HCC Way and activity related to securing objectives of the strategic plan.

All units submit a "closing the loop" report which contains a brief analysis of the unit's outcomes and achievements during the preceding IE cycle.