college status report to accjc: student learning outcomes implementation
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College Status Report to ACCJC: Student Learning Outcomes Implementation. Charles Jennings Dean of Student Learning and Assessment. Background. - PowerPoint PPT PresentationTRANSCRIPT
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College Status Report to ACCJC:
Student Learning Outcomes Implementation
Charles Jennings
Dean of Student Learning and Assessment
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Background
Beginning in 2012-13, colleges are asked to submit a report to ACCJC on the status of their work in implementing Student Learning Outcomes and Assessments
ACCJC has implemented procedures to comply with Federal Department of Education Regulations
In order to receive and disburse Federal funds, the regional accrediting agency must verify through accreditation that the College is in compliance with Federal regulations
3STUDENT LEARNING OUTCOMES ARE IN PLACE FOR COURSES, PROGRAMS, SUPPORT SERVICES, CERTIFICATES AND DEGREES.Courses
1266 active courses, 1266 with SLOs = 100% 267 with ongoing assessments = 21%
Programs 172 degree/certificate programs, 172 with SLOs = 100% 102 with ongoing assessments = 59%
Support Service 11 areas, 11 with SLOs = 100% 11 with ongoing assessments = 100%
Institutional 5 institutional outcomes, 5 with ongoing assessments
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Findings
SLOs are defined for all instructional programs
SLOs are defined for 11 student support areas
SLOs are defined at 3 levels; course, program, and institution
Assessment of outcomes is standard practice at the College
20% of courses have ongoing assessments which represents a significant majority of college enrollments
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THERE IS WIDESPREAD INSTITUTIONAL DIALOGUE ABOUT ASSESSMENT RESULTS AND IDENTIFICATION OF GAPSDialogue occurs throughout the College
Discipline Groups Divisions Committees Academic Senate President’s Council President’s Cabinet Board of Trustees Faculty Flex Days
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DECISION MAKING INCLUDES DIALOGUE ON THE RESULTS OF ASSESSMENT AND IS PURPOSEFULLY DIRECTED TOWARD ALIGNING INSTITUTION-WIDE PRACTICES TO SUPPORT AND IMPROVE STUDENT LEARNING.
Assessment of SLOs is routed into Program Review which is the driving force for several key College committees
Program Review CommitteePlanning and Budget CommitteePresident’s Cabinet
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APPROPRIATE RESOURCES CONTINUE TO BE ALLOCATED AND FINE-TUNED.The College Planning Model demonstrates the reliance on SLOs and their assessments to drive planning and resource allocation through:
Course and Program Assessment included in: Program review discussions, included in: Planning and Budget Committee discussions,
included in: President’s Cabinet discussions, to determine: Resource allocation
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COMPREHENSIVE ASSESSMENT REPORTS EXIST AND ARE COMPLETED AND UPDATED ON A REGULAR BASIS.SLOs are defined at 3 levels:
InstitutionProgramCourse
Courses are mapped to Programs that are mapped to Institutional Outcomes
For Instruction, CurricUNET manages the mapping, data collection and reporting
For Support Areas, a FileMaker tool has been developed
All reports are available on the SLO web page
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COURSE STUDENT LEARNING OUTCOMES ARE ALIGNED WITH DEGREE STUDENT LEARNING OUTCOMES.Dynamic mapping in CurrcUNET provides the alignment of Course Learning Outcomes to Program and Institutional Learning Outcomes
Courses within degree and certificate programs align outcomes to confirm all program outcomes are being addressed by the courses
Stand-Alone courses align outcomes with the institutional outcomes
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YOU PLANNED TO ADDRESS NEEDED IMPROVEMENTS? WHAT LEVEL OF SLO IMPLEMENTATION WOULD YOU ASSIGN YOUR COLLEGE? WHY? WHAT EFFORTS HAVE YOU PLANNED TO ADDRESS NEEDED IMPROVEMENTS?SLOs are integral aspect of the College
District Vision Statement Strategic Goals Assessment work spans the institution and is dynamic and
ongoing
Meets required level of ‘Proficient’
SLOs are published on College Web Site and Catalog Program Learning Outcomes will be published in College
Catalog beginning 2013-14 Many faculty publish SLOs in course syllabi and discussions
are underway to include them in syllabi campus-wide
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Special Thank you to:
Irene Cotta, Curriculum Support Specialist
Diane Oren, Academic Senate President
Dr. Ginger Holden, Curriculum Committee Chairperson
Dr. Rachel Standish, Student Learning Outcomes Coordinator
Jack Saunders, Articulation Officer
All the Faculty