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Director of Institutional Effectiveness and Research

Virginia Danville Community College

Job Description



Full Job Description


Danville Community College developed from two institutions, Danville Technical Institute and the Danville Division of Virginia Polytechnic Institute opened in 1936 as Danville Textile School, becoming Danville Technical Institute just after World War II. The Danville Division of Virginia Polytechnic Institute first began as an engineering division in 1946 and was later expanded to include the first two years of course work for all engineering, business administration, liberal arts, and science majors. Beginning in the summer of 1966, all programs taught by Danville Technical Institute were brought under the Virginia Department of Community Colleges. Effective July 1, 1968, the Danville Division of Virginia Polytechnic Institute merged with the existing community college providing the comprehensive programs now offered.

This position will coordinate a comprehensive institutional assessment program to support the college’s mission, vision, and strategic initiatives. Provides leadership for and coordinates activities related to planning, evaluation, assessment, and continuous improvement initiatives in academic and administrative units. Responsibilities (may be modified from time to time as needed to support the college, office, and team): Academic Program Assessment:
  • Provide expertise and support for faculty on the design, implementation, and analysis of student learning, including best practices in the assessment of student learning in higher education, reporting practices, and interpreting assessment results to guide improvements.
  • Develop assessment initiatives that align with accreditation requirements and continuous improvement efforts including working with QEP initiatives and other Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) compliance requirements
  • Establish collaborative working relationships with academic programs, assessment committees, assessment fellows, and other units to develop effective strategies for the academic assessment of student learning outcomes at general education and program levels
• Coordinate workshops, seminars, conversations, and other activities for faculty and academic programs in support of furthering a culture of assessment and increasing understanding of how assessment information can inform instruction and guide classroom teaching and student services • Develop and promote strategies to use program assessment results to foster improvement in student learning and success
  • Assess the quality of academic assessment plans and reports to ensure they meet stated requirements and provide frequent reporting of assessment metrics Institutional Effectiveness:
  • Assist administrative units with developing relevant outcomes measures and performance targets and with documenting, tracking, and implementing recommendations for continuous improvement
  • Develop resources for institutional effectiveness activities for staff and administrators (e.g., workshops, trainings, handbooks, procedures, etc)
  • Contribute substantially to self-study efforts and reporting for accreditation
  • Coordinates the compilation, analysis, and dissemination of institutional effectiveness data
  • Communicate effectively to ensure that institutional planning, assessment, accreditation, and compliance operations are understood
  • Support efforts in building an organizational culture of quality assurance activities in planning, evaluation, and continuous improvement Accreditation and Compliance
  • Leading and managing effective processes and services related to accreditation, including adherence to accreditation standards, academic policies, external regulatory agencies, and state and federal higher education regulations
  • Develop and maintain publicly accessible information on student achievement in compliance with accreditation and/or state requirements
  • Prepare results and findings for annual SACSCOC institutional progress reports
  • Draft and/or complete relevant internal and external reports (e.g., SACSCOC annual institutional report, etc.)

Minimum Qualifications
  • Attention to detail
  • Excellent interpersonal communication (written and verbal) skills. Ability to facilitate collaborative interactions, negotiate, seek consensus, and achieve cooperation
  • Strong analytical ability
  • Excellent organizational skills
  • Ability to handle multiple and competing priorities simultaneously, which may require frequent shifting of priorities but nonetheless requires completion of all projects
  • Ability to execute transactions with tact and diplomacy
  • Ability to function effectively as an integral part of a team
  • Ability to understand the organizational and interpersonal impact of individual actions. Successful candidates will be self-aware and self-reflective, able to learn through observation and reflection, without having to rely on direct instruction
  • Cultural competency: ability to work and communicate effectively with diverse community of students, faculty, and colleagues
  • Ability to produce highly accurate reports, sometimes with little advance notice
  • Ability to identify, analyze, and evaluate issues and devise appropriate solutions
  • Ability to adapt to changing departmental or institutional needs
  • Ability to plan and manage complex processes with multiple deadlines, contributors, and stakeholders
  • Ability to coordinate activities that may include survey administration, data analysis, and use of assessment results
  • Ability and willingness to learn new technologies for supporting assessment and institutional effectiveness

Preferred Qualifications
PhD or EdD in education, social sciences, or a related discipline and 5+ years of experience of increasing complexity in higher education assessment, accreditation, or institutional effectiveness.

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