IEMS Definitions and Descriptions .pdf

Harper College Institutional Effectiveness Measures

Student Success Measures
Measure/Indicator

Definition

Measure 1: Developmental Education Success Developmental education success measures the academic

success of students in the developmental education courses: math and English.
Indicator 1:
Percent of students who were enrolled in developmental math in the given fall
Developmental Math
term and earned a grade of C or higher.
Success
Indicator 2:
Percent of students who were enrolled in developmental English (including
Developmental English
ENG100) in the given fall term and earned a grade of C or higher.
Success
Measure 2: Success in Gateway Courses Success in gateway courses measures the academic success of students
in college-level courses.
Indicator 1:
Percent of students who successfully completed developmental math in the given
Success of Developmental
fall semester and subsequently successfully completed college-level math before
Students in Gateway Math
the end of the following fall semester, earning a grade of C or higher.
Indicator 2:
Percent of students who successfully completed developmental English in the
Success of Developmental
given fall semester and subsequently successfully completed college-level English
Students in Gateway English before the end of the following fall semester, earning a grade of C or higher.
Indicator 3:
Success rates (C or higher) for the 0-15 courses in the given fall term. The 0-15
Success in 0 to 15 Courses
courses are typically 100-level high enrollment courses with success rates below
the college-level course average.
Measure 3: Advancement Rate Advancement rate measures the academic achievements of students.
Indicator 1:
Graduation Rate
Indicator 2:
Transfer Rate

Percent of first-time, full-time, degree/certificate-seeking students who completed
a degree or certificate within three years of initial enrollment.
Percent of first-time, full-time, degree/certificate-seeking students who enrolled at
another institution within three years of initial enrollment (does not include
completers who transfer).
Indicator 3:
Percent of first-time, full-time, degree/certificate-seeking students who are still
Still Enrolled
enrolled three years after initial enrollment (does not include completers who
continue at the College).
Indicator 4: Advancement
Percent of first-time, full-time, degree/certificate-seeking students who initially
Rate
enrolled fall semester and who by summer three years later graduated,
transferred or continued to enroll at Harper.
Measure 4: Student Persistence Student persistence measures the percent of students who re-enroll at Harper
College from semester to semester.
Indicator 1:
Percent of all credit students (excluding high school students) who attend Harper
Persistence Rate: Fall to Fall in the fall and re-enroll the following fall.
Indicator 2:
Percent of all credit students (excluding high school students) who attend Harper
Persistence Rate: Fall to
in the fall and re-enroll spring of the same fiscal year.
Spring
Measure 5: Annual Completions Annual completions measures credentials conferred in a given fiscal year as well
as the number of students who earned credentials in a given fiscal year.
Indicator 1:
The number of degrees and certificates conferred during the given fiscal year.
Credentials Conferred
Indicator 2:
Completers

1/31/17

The number of students who earn one or more credentials during the given fiscal
year.

1

Harper College Institutional Effectiveness Measures

Institutional Success Measures
Measure

Definition

Measure 1: Employee Diversity Diversity measures both the hiring and separation rates of diverse employees.
Indicator 1:
The percentage of diverse new hires each year.
Diverse New Hires
Indicator 2:
The percentage of underrepresented employees who voluntarily separate from
Underrepresented
the College.
Employee Separations
Measure 2: High School Market Penetration High school market penetration measures the enrollment of our
district high school students.
Indicator 1:
The percent of total district high school students who enroll at Harper at any time
Dual/Concurrent Credit
prior to high school graduation and do not enroll at Harper within one year of high
Penetration Rate
school graduation.
Indicator 2:
The percent of total district high school graduates who enroll at Harper at any time
Post-High School
within one year post-high school graduation.
Penetration Rate
Indicator 3:
The percent of total district high school graduates (including dual-credit) who
New in College Penetration
enroll at Harper at any time within one year of high school graduation.
Rate
Measure 3: Facilities Facilities contains measures on expended monies for preventative maintenance and energy
consumption.
Indicator 1:
The amount spent for new buildings, renovations and additions.
Major Capital Expenditures
Indicator 2:
The amount of the $40 million allocated for preventative maintenance expended.
Major Preventative
Maintenance Expenditures
Indicator 3:
Energy consumed by fuel per GSF of campus space, measured in British thermal
Energy Consumption
units (BTUs).
Measure 4: Instructional Cost Instructional cost provides measures related to the total direct instructional
expenditures at Harper College.
Indicator 1:
The total direct credit instructional expenditures divided by total number of credit
Cost Per Credit Hour
hours.
Indicator 2:
The total direct credit instructional expenditures divided by student FTE.
Cost Per Full-Time
Equivalent (FTE) Student
Measure 5: Information Technology Information technology measures compare the College to EDUCAUSE
Associate Institutions on the most commonly deployed higher education technologies.
Indicator 1:
Compares the College to EDUCAUSE Associate Institutions on the most commonly
Student Success
deployed student success technologies (e.g. degree audit, academic early alert).
Technologies
Indicator 2:
Compares the College to EDUCAUSE Associate Institutions on the most commonly
E-learning Technologies
deployed E-learning technologies (e.g. online learning delivery system, online
student evaluation of teaching effectiveness).
Indicator 3:
Compares the College to EDUCAUSE Associate Institutions on the most commonly
Classroom Technologies
deployed classroom technologies (e.g. wireless projection, automatic lecture
capture systems).

1/31/17

2