presenters: kevin bontenbal, cuesta college roberta eisel, citrus college tracy schneider, solano...

DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE

COMMON GOOD

Presenters:

Kevin Bontenbal, Cuesta College

Roberta Eisel, Citrus College

Tracy Schneider, Solano CollegeFacilitator: Glenn Yoshida, Los Angeles Southwest College

Accreditation Institute 2012

Academic Senate for California Community Colleges

February 11, 2012

ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes

PROFICIENCY LEVEL:

• Student learning outcomes and authentic assessment are in place for courses, programs, support services, certificates and degrees.

ACCJC Standard II.A.2.e.

The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes

PROFICIENCY LEVEL:

• Course student learning outcomes are aligned with degree student learning outcomes

ACCJC Standard II.A.2.e.

The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE

COMMON GOOD

Roberta Eisel, Citrus College

Accreditation Institute 2012

Academic Senate for California Community Colleges

February 11, 2012

Institutional outcomes demonstrate commitment to the college mission …

Citrus College delivers high quality instruction that empowers students to compete globally and to contribute to the economic growth of today's society.

We are dedicated to fostering a diverse educational community and cultural learning environment that supports student success in pursuit of

*academic excellence, economic opportunity, and

personal achievement.

*Academic Excellence (General Education):

Students transferring or completing degrees or certificates from Citrus College must demonstrate effectively assessed learning in the six areas of general education competency.

       · Instructional programs and services        · Student support services        · Institutional support

General Education Assessment Assumptions

If course outcomes are the foundation, and

courses are assigned to a GE area, then

GE assessment can be concluded from course assessment.

C. ..appreciate, & express artistic, philosophical, & cultural sensibilities …

General Education CategoriesA. Natural sciencesB. Social and behavioral sciences C. Arts and humanitiesD. Language and rationality

Core CompetenciesCM - CommunicationCP - ComputationCR - Creative, critical, analytical thinkingCG - Community/global consciousnessTE - TechnologyDS - Discipline, subject area

GE Category Course Name Course SLO Program SLO

G. E. SLO / Core Competency

Total # of students tested

Average Score

1 D. English 101 CM-b CM2 A. Bio 105 CP-a CP3 B. Philosophy CG-a CG4 B. History 107 CM-b CM5 C. Dance 102 CM-a #2 CM 30 3.510111213141516171819212223242526272829

GE SLO / Core Competency CodingCM = CommunicationCP = ComputationCR = Creative, Critical, and Analytical Thinking, Information CompetencyCG = Community / Global Consciousness and ResponsibilityTE = TechnologyDS = Discipline/Subject Area Specific Content Material

GE category Legend

A. Natural SciencesB. Social and Behavioral SciencesC. Arts and HumanitiesD. Language and Rationality

CC1Use correct terminology

CC2Demonstrate accurate calculations

CC 3Develop Skills…

CC4 (A)Demonstrate abilities …

CC4 (B)Provide culturally appropriate advice

CC5Use current technology

CC6Provide appropriate care

SUBJ 000–Title of Class (4 Units),

Course Applicability Key: T=Transfer, D= Degree, C= Certificate, S= Skill Award

Applicability-D Last Offered-8/11, Last Curriculum Date: S08, Curriculum Revision Date: 7/13

Date of Assessment : Term/YR or CA (continuing assessment)

SLO 1 D D D D,M D,M D,M M FA12SLO 2 D D D D,M D,M D,M M CASLO 3 D D D D,M D,M D,M M SP 12SLO 4 D D D D,M D,M D,M M CASLO 5 D D I I D,M D,M M SP 12

SLO Key: I= Introduced, D=Developed, M=Mastered

Program Level Outcomes by Core Competency^ Communication^ Computation^ Creative, Critical, Analytical Thinking, Information Competency^ Community / Global Consciousness and Responsibility

^ Technology^ Creative, Critical, Analytical Thinking, Information Competency^ Discipline/Subject Area Specific Content

Mapping to Degrees, Certificates, Skill Awardsin Comprehensive Program Review

Where, when, and how do we do this?

•CurricUnet

•Annual Program Review

•Comprehensive Assessment Report

• Finding ways for more than mere ‘trickle up’

DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE

COMMON GOOD

Kevin Bontenbal, Cuesta College

Accreditation Institute 2012

Academic Senate for California Community Colleges

February 11, 2012

Institutional Assessment Plan

Institutional Assessment Plan

Institutional Assessment Plan

GE SLOs

Upon completion of the general education course pattern, in addition to the area-specific outcomes, students should be able to:

identify, explain, and analyze the core concepts and methods of the major discipline in which the course is included;

identify, explain, and analyze the influences and contributions of the specific discipline to other disciplines, cultures, human history, and our quest to understand the universe;

organize, integrate, and critically analyze information within the course, using these skills to generate and evaluate alternative perspectives; and

prepare students to live enriched lives in our multicultural society.

GE Area SLOs

Area B: Social and Behavioral Studies

After successfully completing courses in this category, students will: understand the theories and be able to employ and evaluate the

methods of social science inquiry; be able to analyze and critically assess ideas about the individual,

social groups, institutions and society, as well as their interrelationships, structure and function;

be able to use this knowledge to develop a capacity for self-understanding and to understand contemporary issues, conflicts, problems and their origins.

Curriculum Focused

Only relate to those students earning a degree

ILOs – Next Steps – Best Practices Broader – Institutional Focused

Technology CompetencyGlobal Awareness/CitizenshipPersonal and Professional

Responsibility/Awareness/Engagement Good PR/Communication

Involve as many folks as possible (including ACCJC) Look for existing assessments/projects

Work with college researcher Dialog – talk beyond the assessment

What do you plan to change?

DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE

COMMON GOOD

Tracy Schneider, Solano College

Accreditation Institute 2012

Academic Senate for California Community Colleges

February 11, 2012

SOLANO COMMUNITY COLLEGE

Core Competencies are GE and Institutional Outcomes:

• Communication, Critical Thinking, Global Awareness, Personal Responsibility and Professional Development

• Sub-categories are connected to all courses, services, and when appropriate non-academic areas

Institutional Support CoreFaculty, staff, students and the public will . . .

Receive the resources they need;Receive resources in a timely fashion; Be able to utilize the resources they

receive;Feel valued.

These are connected to all services, academic and non-academic (or are supposed to be).

Mapping

Outcomes All courses are coded to the Core

Competencies and to Program Outcomes (which may or may not be degree/

certificate outcomes) All services are coded to the Institutional

Support Core and, where appropriate, Core Competencies

Mapping

Planning Course- and service-level assessment is

discussed and used to develop plans for improvement at any and all levels:ClassroomServiceDepartment/Division/AreaInstitution

Plan Implement Re-assess

ACCJC Visiting Team said . . .

Yay!Processes and forms in place to

tie student learning to institutional effectiveness

Outcomes mapped at all levelsInstruction and student services

programs demonstrate dialogue, assessment, and results

ACCJC Visiting Team said . . .Boo!

Process not in place for institutional support area assessment

Limited documented evidence of dialogue, meaningful assessment, and impact, particularly at the Program and Core levels.

“No process to address GE in a systematic way”

Questions and Answers

Thank you for attending