The Office of Institutional Research, Planning and Development, with the Educational Systems Department, performs the following functions:
- Provide the timely, accurate reporting of data and information to all units of the College and to external entities as needed. Its primary purposes are to facilitate the collection, analysis, and interpretation of institutional data and to provide information to support strategic planning, decision making, and the greater mission of Bates Technical College.
- Provide support to the Assessment Committee in its oversight of the College’s instructional and departmental assessment process.
- Provide support to Faculty for the development and enhancement of their curriculum, and advise on SBCTC reporting requirements
- Provide support to Student Services and Instruction for all aspects of CIS Course Management
Institutional Research and Strategic Planning
The primary functions of the Office of Institutional Research are:
- Research/Evaluation Services including systematic program review and feasibility studies; student evaluation of instructors; needs assessment/feasibility studies; other college-wide evaluations; and educational research.
- Planning and Market Assessment Services including support for college planning efforts; periodic surveys of alumni, the community, and employers; and continuous monitoring of county population and other demographic trends.
- Management Information Services including provision of data analysis for various college and committee initiatives; and assessment of institutional and student outcomes.
- Technical Support and Consulting Services including support for faculty research, and research for local community, governmental, and educational entities.
External researchers and offices requesting specific data or information from Bates Technical College not included in the documents below should contact the Dean of Institutional Research, Summer Kenesson, at (253) 680 7204, or skenesson @ bates.ctc.edu.
Assessment
Bates Technical College is in the process of developing a comprehensive institutional assessment model. The model has several components and assesses the effectiveness of all aspects of college programs and services including credit and noncredit instruction, student services, and administrative and support services.
The Bates assessment model was designed to address this diversity. The major components of the model are as follows:
- Research-driven assessments of support services and functions, with a particular focus on student experience and impact on student achievement.
- A three-year cycle of comprehensive program assessment, enabling each program to integrate their instructional and industrial requirements into a single research and assessment process. This will be complemented by a simplified annual update and review process for each program.
- Development of a revised program of staff development and knowledge sharing, building on previous materials and facilitating staff to share positive learning form their assessment practice with others.
Institutional Research and Educational Systems work closely with the Assessment Committee in all aspects of developing the model. This ensures that the model reflects good research and evaluation practice, supports the College’s Accreditation requirements, brings together all the relevant available data and information, but most of all that it continues to reflect the needs and expectations of Bates students.
Documents:
The following reports detail the socioeconomic contribution of Bates and its graduates to the community:
- Executive Summary - A six-page report intended for a wide audience, written in layman's terms.
- Fact Sheet - A one-page "super-executive" summary intended for a wide audience, written in layman's terms.
- Taxpayer Perspectives - A one-page layman's write-up of the differences between the "broad" and "narrow" taxpayer results.
- Main Report Volume 1 and Volume 2 - It is largely intended for a limited audience (economists, institutional researchers, financial officers, etc.) interested in the overall transparency of the study, the assumptions used, the data imbedded in the model that generate the results, and the results themselves.
- Wage analysis for career education students
- 2006 Institutional Report
Survey Reports
Contact:
Summer Kenesson
Dean, Institutional Research, Planning, and Development
253.680.7204 :: skenesson @ bates.ctc.edu
Gloria Garner
Curriculum Development & Assessment
253.680.7203 :: ggarner @ bates.ctc.edu
DeAnna Johnson
Educational Systems Coordinator
253.680.7217 :: djohnson @ bates.ctc.edu |
