foothill learning outcomes project
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Foothill CollegeFoothill College
21st Century Learning Outcomes Project21st Century Learning Outcomes Project
www.foothill.edu
Copyright 9/02
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Foothill CollegeFoothill College
21st Century Learning Outcomes Project:21st Century Learning Outcomes Project:
Ensures currency of our curriculum and servicesPulls together all of the L activities
Responds to the new accreditation standards
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Foothill CollegeFoothill College
Making Learning VisibleMaking Learning Visible
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In a traditional approach to teaching and learning...
...Faculty:
Write course outlines with expected outcomes, content, and method of evaluation Write greensheets related to course outlines
Teach courses in accordance with traditional standards and methods
Evaluate student achievement
Aggregate record of student achievement and issue a course grade
Students:
Develop an Individual Education Plan (IEP)
Enroll in courses required in the IEP
Attend classes and demonstrate achievement of course objectives
Receive a grade for the course
Participate in extra-curricular student development activities
Institution:
Prints catalog and schedules of courses based on course outlines
Records the accumulation of course grades and credits Issues degree to students who receive passing grades in 90 quarter units
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Where is the concrete evidence of what was learned and to what depth?
...Faculty:
Write course outlines with expected outcomes, content, and method ofevaluation Write greensheets related to course outlines
Teach courses in accordance with traditional standards and methods
Evaluate student achievement Aggregate record of student achievement and issue a course grade
Students:
Develop an Individual Education Plan (IEP) Enroll in courses required in the IEP
Attend classes and demonstrate achievement of course objectives
Receive a grade for the course
Participate in extra-curricular student development activities
Institution:
Prints catalog and schedules of courses based on course outlines
Records the accumulation of course grades and credits Issues degree to students who receive passing grades in 90 quarter units
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B. Program-Specific Outcome
Course/Program/Institutional PortfolioCourse/Program/Institutional PortfolioDefine: What are the desired attributes (knowledge, skills, andabilities) of someone completing this course or program? Apply the
Backward Design of concept mapping.Document: Where in the curriculum do students acquire theseexperiences? Write course outlines using deep learning strategies,concept mapping, On-Course methods, or other appropriate
approaches.
Validate:
Evaluate learning using multiple methods documented
over time Aggregate record of student achievement and issue acourse grade
Certify evidence and artifacts of student learning
defined for a program graduate
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21st Century Learning Outcomes21st Century Learning Outcomes
DEFINE DOCUMENT VALIDATE
Student
Electronic
Portfolio
Validation
Program
Review
Portfolio
Validation
Course Content
ValidationInstitutional
Portfolio
Validation
Curriculum
Database
GE - Total
Program TotalGraduation
Review
Student
Portfolio
Courses
Activities
Work Samples
Profile Matrix
Survey DataSelf
Other
Other
Student
Services
Course
Portfolio
Core
Courses
Direct &
Indirect
Measures
Program
Review &
Institutional
Portfolio
GE
Courses
Student
Development
Portfolio
Student
Development
Field
ActivitiesAccreditation
Standards
WebInter-
face
Responsibility:
Faculty and StaffDevelopmentPersonnel
Responsibility:Instruction andResearch
Responsibility:Instruction andResearch
Responsibility: Student
Development viaautomated studentrecord system (CATS)
Responsibility:Institution-wide
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Core CompetenciesCore Competencies
Knowledge, Skills and Abilities
Judgment anddecision-making
including curiosity,analysis, synthesis,evaluation,creativity, research,learning strategies,
problem solving,aestheticawareness
Reading, writing,speaking,
listening,presentation (selfand information)
Complex problem-solving skills, techno-
logy skills, computerproficiency, math pro-ficiency, decisionanalysis (synthesis andevaluation), under-
standing of and abilityto apply mathematicalconcepts andreasoning, analyzingand using numericaldata
Socialperceptiveness
including respect,citizenship, culturalawareness,interpersonal skills,ethics, lifelong
learning,community service,self-esteem,integrity, empathy
Proficiencies
II. Computation III. Creative, Critical& Analytical
Thinking
IV. Community/GlobalConsciousness &
Responsibility
I. Communication
Examples of Behaviors
(Plus other program-specific behaviors)
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INTENDED OUTCOME
Communication Competency All Foothill College graduates will:
Demonstrate analytical reading and writing
skills including evaluation, synthesis, and
research; deliver focused and coherent
presentations; demonstrate active,discerning listening and speaking skills in
lectures and discussions.
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Concept Mapping:Backward Design Simplified Illustration
IntermediateLevel of GoalAttainment
BeginningSteps to GoalAttainment
DesiredOutcome
High Level ofGoal Attainment
Ten years from now,what do you want a
student to rememberand be able to do?
Solve math problemsof an advanced nature
Solve appropriatemath equations
Abstract thought
Solve complex wordproblems of an abstractnature using appropriatemath concepts
Resolve math problemsand think analytically ata high level
IndirectOutcomes
Read at a high level
Apply high order criticalthinking by distillingquestions intocomponents
Use the words of math,read and build simple
math sentences
Solve complex wordproblems taken fromconcrete life examples
Solve simple wordproblems
Develop anunderstanding of
the vocabulary ofmathematics
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Concept Mapping:Backward Design Simplified Illustration
IntermediateLevel of GoalAttainment
BeginningSteps to GoalAttainment
DesiredOutcome
High Level ofGoal Attainment
Ten years from now,what do you want a
student to rememberand be able to do?
Abstract thought
Solve complex wordproblems of an abstractnature using appropriatemath concepts
IndirectOutcomes
Read at a high level
Abstract
thought
Solve math problemsof an advanced nature
Solve appropriatemath equations
Resolve math problemsand think analytically ata high level
Apply high ordercritical thinking bydistilling questions intocomponents
Use the words of math,read and build simple
math sentences
Solve complex wordproblems taken fromconcrete life examples
Solve simple wordproblems
Develop anunderstanding of the
vocabulary ofmathematics
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Concept Mapping:Backward Design Simplified Illustration
IntermediateLevel of GoalAttainment
BeginningSteps to GoalAttainment
DesiredOutcome
High Level ofGoal Attainment
Ten years from now,what do you want astudent to remember
and be able to do?Solve complex wordproblems of an abstractnature using appropriatemath concepts
Ability to solve mathproblems of anadvanced nature
Ability to solvecomplex wordproblems taken
from concrete lifeexamples
Solve simple wordproblems
Solve appropriatemath equationsSolve complex word
problems of an
abstract nature
using appropriate
math concepts
Abstract thought
Resolve math problemsand think analytically ata high level
IndirectOutcomes
Read at a high level
Apply high ordercritical thinking bydistilling questions intocomponents
Use the words of math,read and build simple
math sentences
Develop anunderstanding of thevocabulary ofmathematics
Read at a high
level
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Concept Mapping:Backward Design Simplified Illustration
Ten years from now,what do you want astudent to remember
and be able to do?
DesiredOutcome
High Level ofGoal Attainment
Solve math
problems of
an advanced
nature
IntermediateLevel of GoalAttainment
BeginningSteps to GoalAttainment
Solve math problemsof an advancednature
Solve appropriatemath equations
Abstract thought
Solve complex wordproblems of an abstractnature using appropriatemath concepts
Resolve math problemsand think analytically ata high level
IndirectOutcomes
Read at a high level
Apply high ordercritical thinking bydistilling questions intocomponents
Use the words ofmath, read and build
simple math sentences
Develop anunderstanding of thevocabulary ofmathematics
Use the words
of math, read
and build
simple mathsentences
Solve complex wordproblems taken fromconcrete life examples
Solve simple wordproblems
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In a learning college, portfolios capture both
text and numerical data.
Student Portfolio
1. All-Inclusive or Process (student-directed)2. Selection or Product (program-directed)
Course/Program Portfolio
Institutional Portfolio
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Conceptual Frame
for an Institutional Portfolio
AAHE Urban Universities Portfolio Project goalsfor Mission, Measures and Models inundergraduate education:
Define goals for internal and externalcommunication and decisions making
Apply direct and indirect measures of learning
and develop a set of best practices Improve communication to multiple publics Provide evidence required by accrediting
agencies
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Typical Portfolio Attributes
Documents progress and achievements over time Can be a valuable tool for examining progress towards desired
outcomes and higher order goals Contents can include a variety of examples such as artifacts orevidence of quality of work, writings, drawings, photos, andtapes deemed of value by faculty
Can have multipurpose assessments of both qualitative andquantitative measures Should be designated for a selected audience and purpose -
internal community, external community, transfer universities,and employers
Contains two parts: College profile information College evidence of learning
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Institutional Portfolio Model for FoothillA Work In Progress
College Profile - Defining characteristics and
aggregation of evidence and artifacts similar to ourcatalog, marketing brochures, and accreditation self-study statements, including:
College vision and mission statement College history, facts and statistics
Educational Master Plan
Description of programs and services
Learning Outcomes - The Meaning of a Degree FromFoothill.
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Example Taken From State of the College Report
Derived From Program Reviews
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Institutional Portfolio Model for Foothill
A Work In ProgressCollege Evidence
A. Existing Institutional Information
Partnership for Excellence Measures: student success,student transfer rate, degrees and certificatesgranted, workforce development, basic skills
Student access and productivity goals
Program performance on VATEA core competencies
Program review data sets and self-studies
B. Program-Specific Outcomes
Course/program portfolios which define, document, and
validate learning outcomes through direct and indirectmeasures
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Program Review
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Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
Outcome 1
Outcome 2
Outcome 3
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/GlobalConsciousness &
Responsibility
Read, write, speak, listen, make
presentations
Demonstrate complex problem-solvingskills, technology skills, computerproficiency, and decision analysis; applymathematical concepts & reasoning;analyze and use numerical data
Demonstrate skills in judgment anddecision-making, curiosity, analysis,synthesis, evaluation, creativity, research,learning strategies, problem-solving, andaesthetic awareness
Demonstrate social perceptiveness throughthe following traits: respect, citizenship,cultural awareness, interpersonal skills,
ethics, lifelong learning, community service,self-esteem, integrity, empathy
Program
Content
Proficiencies Examples of Behaviors
Program Review
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Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
Outcome 1
Outcome 2
Outcome 3
Program
Content
BEHAVIORS:
What should a
student be able
to do upongraduation?
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/Global
Consciousness &Responsibility
Read, write, speak, listen, make
presentations
Demonstrate complex problem-solvingskills, technology skills, computerproficiency, and decision analysis; applymathematical concepts & reasoning;analyze and use numerical data
Demonstrate skills in judgment anddecision-making, curiosity, analysis,synthesis, evaluation, creativity, research,learning strategies, problem-solving, andaesthetic awareness
the following traits: respect, citizenship,cultural awareness, interpersonal skills,
ethics, lifelong learning, community service,self-esteem, integrity, empathy
Proficiencies Examples of Behaviors
Demonstrate social perceptiveness through
Program Review
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Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
REQUIRED
PROGRAM COURSES
Related to This
Outcome: Where dostudents acquire
experience?
Outcome 1
Outcome 2
Outcome 3
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/Global
Consciousness &Responsibility
Read, write, speak, listen, make
presentations
Demonstrate complex problem-solvingskills, technology skills, computerproficiency, and decision analysis; applymathematical concepts & reasoning;analyze and use numerical data
Demonstrate skills in judgment anddecision-making, curiosity, analysis,synthesis, evaluation, creativity, research,learning strategies, problem-solving, andaesthetic awareness
the following traits: respect, citizenship,cultural awareness, interpersonal skills,
ethics, lifelong learning, community service,self-esteem, integrity, empathy
Program
Content
Proficiencies Examples of Behaviors
Demonstrate social perceptiveness through
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Program Review
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Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
Outcome 1
Outcome 2
Outcome 3
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/GlobalConsciousness &Responsibility
Read, write, speak, listen, make
presentations
Demonstrate complex problem-solvingskills, technology skills, computerproficiency, and decision analysis; applymathematical concepts & reasoning;analyze and use numerical data
Demonstrate skills in judgment anddecision-making, curiosity, analysis,synthesis, evaluation, creativity, research,learning strategies, problem-solving, andaesthetic awareness
Demonstrate social perceptiveness throughthe following traits: respect, citizenship,cultural awareness, interpersonal skills,
ethics, lifelong learning, community service,self-esteem, integrity, empathy
Program
Content
Proficiencies Examples ofBehaviors
PROFICIENCIES
Communication
Computation
Creative, Critical
& AnalyticalThinking
Community/
Global
Consciousness &
Responsibility
CORE COMPETENCIES
Read, write, speak, listen, makepresentations
Demonstrate complex problem-solving
skills, technology skills, computer
proficiency, and decision analysis;
apply mathematical concepts &
reasoning; analyze and use numerical
data
Demonstrate skills in judgment and
decision-making, curiosity, analysis,synthesis, evaluation, creativity,
research, learning strategies, problem-
solving, and aesthetic awareness
Demonstrate social perceptivenessthrough the following traits: respect,
citizenship, cultural awareness,
interpersonal skills, ethics, lifelong
learning, community service, self-
esteem, integrity, empathy
Sample Program Review
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Sample Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
Outcome 1
Outcome 2
Outcome 3
Demonstrate an ability for abstract thinking 1. Any college-level math course
2. Any related course where acollege-level math course is aprerequisite
3. Analysis of student portfolios
1. Project samples
2. Performance in subsequentcourses
3. Evaluation of student portfolios
4. Successful completion of allmath courses (grade of C orbetter)
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/
GlobalConsciousness &Responsibility
Read, write, speak, listen, makepresentations
Demonstrate complex problem-solvingskills, computer proficiency, and decision
analysis; apply mathematical concepts &reasoning
Demonstrate skills in judgment, curiosity,analysis, synthesis, evaluation, creativity,research, and aesthetic awareness
Demonstrate social perceptiveness:respect, citizenship, cultural awareness,
interpersonal skills, ethics, self-esteem,integrity, empathy
College-LevelMath Courses
Sample Program Review
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p gDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates
BEHAVIORS: What should astudent be able to do upongraduation?
OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?
REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?
CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates
Read, write, speak, listen, makepresentations
Demonstrate complex problem-solvingskills, computer proficiency, and decision
analysis; apply mathematical concepts &reasoning
Demonstrate skills in judgment, curiosity,analysis, synthesis, evaluation, creativity,research, and aesthetic awareness
Demonstrate social perceptiveness:respect, citizenship, cultural awareness,
interpersonal skills, ethics, self-esteem,integrity, empathy
Demonstrate an ability for abstract thinking 1. Any college-level math course
2. Any related course where acollege-level math course is aprerequisite
3. Analysis of student portfolios
1. Project samples
2. Performance in subsequentcourses
3. Evaluation of student portfolios
4. Successful completion of allmath courses (grade of C orbetter)
:
act
Required Program Courses:
1. Any college-level math
course
2. Any related course where
a college-level math
course is a prerequisite
3. Analysis of student
portfolios
1. Project samples
2. Performance in
subsequent courses
3. Evaluation of student
portfolios
4.Successful completion of
all math courses (grade
of C or better)
Outcome 1
Outcome 2
Outcome 3
College-LevelMath Courses
Desired BehaviorDemonstrate an
ability for abstr
thinking
Outcome Measures:
Communication
Computation
Creative, Critical& AnalyticalThinking
Community/
GlobalConsciousness &Responsibility
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Foothill CollegeFoothill College
Learning AssessmentLearning Assessment
21 t C t L i O t21 t C t L i O t
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21st Century Learning Outcomes21st Century Learning Outcomes
DEFINE DOCUMENT VALIDATE
Student
Electronic
Portfolio
Validation
Program
Review
Portfolio
Validation
Course Content
ValidationInstitutional
Portfolio
Validation
Curriculum
Database
GE - Total
Program TotalGraduation
Review
Student
PortfolioCourses
Activities
Work Samples
Profile Matrix
Survey DataSelf
Other
Other
Student
Services
Course
Portfolio
Core
Courses
Direct &
Indirect
Measures
Program
Review &
Institutional
Portfolio
GE
Courses
Student
DevelopmentPortfolio
Student
Development
FieldActivities
Accreditation
Standards
WebInter-
face
Responsibility:
Faculty and StaffDevelopmentPersonnel
Responsibility:Instruction andResearch
Responsibility:Instruction andResearch
Responsibility: Student
Development viaautomated studentrecord system (CATS)
Responsibility:Institution-wide
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Institutional Portfolio Assessment
AAHE Principles of Good Practices forAssessing Student Learning AppliedInstitutionally:
Begins with educational values Learning as multidimensional, integrated,
and revealed performance over time
Programs have clear, explicitly statedpurposes
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Institutional Portfolio Assessment
Equally measure and document outcomes
and the experiences that lead to thoseoutcomes
Ongoing in nature, not episodic Cross-sectional participation
Student Portfolio
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The Student Portfolio begins when a student first enrolls,
continues at benchmark moments while the student is activelytaking courses, and concludes with a post-graduation/departurefollow-up survey.
Electronic, student-managed via student success software program at
time of registration T1 Evidence: Transcripts, placement test scores, high school/other
college GPA, pre-test survey, and other records & documents T2 Evidence: Work samples, transcript records GPA, progress toward
IEP, participation level in extracurricular activities, prescribedinterventions, student survey results T3 Evidence: Similar to T2, portfolio evaluation results and post-test
survey results T4 Evidence: Student satisfaction survey results, employer satisfaction
survey, subsequent performance at a transfer university as measuredby National Clearinghouse data
Samples of work as defined by departmental faculty and/or ofimportance to student
Institutional Portfolio
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Institutional Portfolio
21ST
CEN TURY LE AR NING OU TCO MES
Desi redOu tcomes
C om m uni ca ti on C om put ation C rea ti ve , Cr iti ca l &A na ly tical Th in ki ng
Com muni t y / G loba lConsciou snes s &Respo nsibilit y
B eha vi or s R ead i ng , W riti ng ,Spea king , L is ten ing ,Presen tation
Com plex pr ob lem-solv ingskill s, com pu terprof ici en cy, d ecisionan alysis , un der stand ing /ab ilit y to ap plym athe m atica l co nce pts &
reaso ning , analyzing &using nu mer ica l dat a
Judg men t & de cis ion -m aking, curiosity,an alysis, syn the sis ,eva lua tion , creativi ty ,resea rch , l ear ningstrate gies , prob lem
solving , aes the ticaware nes s
Soc ial pe rce pt ivene ssincluding : res pec t,citi zensh ip , cu lturalaware nes s, interp ers ona lskill s, eth ic s, l ife lon glea rning , comm un ity
service, self -esteem ,integr ity , em pa thy
Direc tMea sure sInd ire ctMea sure s
OTH ER D ES IRED O UTCO MES
Desired
Ou tcomes
Ou tcom e 1 Ou tcom e 2 Ou tcom e 3 Ou tcom e 4 Ou tcom e 5 Ou tcom e 6 Ou tcom e 7
Beha viors Tran sferRate :Studen tswi th ade clar edinten t totran sfer w illbe t ran sfer-
ready up oncom plet io nof the irt ran sferprogra mrequ i re me nts
D eg rees &
Certi f icate sA W A RD E DStuden tsw ith de claredinten t to ear na deg ree orce rtif icat e will
be el igibleup oncom plet io n of the pro gra mrequ ire ments
Su cces sful
Cou rseComp letion :Foo thill willco ntin ue tomee t or exceed thesystem goa l
in all a rea sfor allstuden ts
B asi c S k ills W ork fo rce IE P
Pers iste nc e
ET C .
Direc tMea sure s
Mee ting EdMaster Plango als; S tate
PfE trans fergo als
Mee ting EdM aste r Pl ango als; S tate
PfE trans fergo als
Mee ting EdMa ste r Pl ango als; S tate
PfE trans fergo als
Mee ting EdM aste r Pl ango als; S tate
PfE trans fergo als
Meet ing EdMaster Plango als; S tate
PfE trans fergo als
Ind ire ctMea sure s
21 t C t L i O t M t i
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21st Century Learning Outcomes Matrix
Institutional Portfolio Assessment System
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Institutional Portfolio Assessment System
T1, T2, T3, T4 Survey Results and Portfolio Evaluation Program Review and Planning Documents
Learning Outcomes Curriculum Gap Analysis Scoring Rubric
Institutional Validation: Institution PortfolioSam le Com osite of All Institution Assessment Surve s
Pro ram: All Colle e Class of 2001 (AA or AS De rees Awarded)Communication
Activity Level Index Range 5K-4K 3.9K-3K 2.9K-2K 1.9K-1K 0.9K-0
(n=628) 153 250 225 0 0
Student Satisfaction Survey 85% 80% 61% 0 0
Employer Satisfaction Survey 75% 72% 68%
Com utationActivity Level Index Range
Student Satisfaction Survey
Employer Satisfaction Survey
Critical Thinking
Activity Level Index Range
Student Satisfaction Survey
Employer Satisfaction Survey
Community Responsibility
Activity Level Index RangeStudent Satisfaction Survey
Employer Satisfaction Survey
21 t C t L i O t
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21st Century Learning Outcomes