APPLYING ACCJC GUIDELINES TO SLO/ASSESSMENT: 2012 PROFICIENCY INTO PRACTICE

1. APPLYING ACCJC GUIDELINES TO SLO/ASSESSMENT: 2012 PROFICIENCY INTO PRACTICE Marcy Alancraig, Cabrillo College Joseph Bielanski, Berkeley City College Susan Clifford, ACCJC Roberta Eisel, Citrus College Glenn Yoshida, Los Angeles Southwest College Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges Academic Senate for California Community Colleges Accreditation Institute Anaheim, February 10, 2012

2. Welcoming Comments What to expect from this Briefing Session

3. Rubric for Evaluating Institutional Effectiveness – Part iii: Student Learning Outcomes Levels of Implementation • Awareness • Development • Proficiency • Sustainable Continuous Quality Improvement

4. PROFICIENCY • Student learning outcomes and authentic assessment are in place for courses, programs, support services, certificates and degrees. • The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements. ACCJC Standard II.A.1.c.

5. Examples • Courses: Glendale College • Programs: What’s a Program? • Speech and Culinary Arts at Contra Costa College • Biology at Bakersfield College • GE at Solano College

6. More Examples • Degrees: College of Marin • GE: El Camino and Skyline Colleges (From Canoeing to Dragon‐boating: Moving from Course Level to GE Assessment Methods) • Final Key Question: Can you use data from one level of assessment to measure another level?

7. Course student learning outcomes are aligned with degree student learning outcomes • 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 Standard II.A.2.e.

8. Alignment Method Examples • Skyline College mapping process • El Camino mapping process – on SLO report form • Cabrillo College – in COR in CurricUNet

9. Comprehensive assessment reports exist and are completed and updated on a regular basis • The institution establishes student learning programs and services aligned with its purposes, its character, and its student population. ACCJC Standard I.A.1. • The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, certificates, programs including general and vocational education and degrees. The institution regularly assesses student progress towards achieving those goals. ACCJC Standard II.A.2.b.

10. Examples • Santa Monica College (using home-grown electronic reporting system) • Sierra College (using TracDat) • Solano College (homegrown forms) • Comprehensive Assessment Reports from Around the Country – Bob Pacheco and Fred Trapp RP Conference April 2011

11. Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled • The institution assures that students and prospective students receive clear and accurate information about educational courses and programs and transfer policies. The institution describes its degrees and certificates in terms of their purpose, content, course requirements, and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning outcomes consistent with those in the institution’s officially approved course outline. • ACCJC Standard II.A.6.

12. Examples • Citrus College • Course syllabi • Catalogs • Other: Where else may students learn about course, program and degree SLOs?

13. There is a widespread institutional dialogue about assessment results and identification of gaps • The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes. ACCJC Standard I. B. 1. • The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies. ACCJC Standard I. B. 5.

14. Examples • Cabrillo College: SLO Assessment Review Committee annual report • Chaffey College: SLO Down newsletter • Other?

15. Decision making includes dialogue on the results of assessment and is purposefully directed toward aligning institution-wide practices to support and improve student learning • The institution relies on faculty, its academic senate or other appropriate faculty structures, the curriculum committee, and academic administrators for recommendations about student learning and programs and services. • ACCJC Standard IV.A.2.b.

16. Examples • Consumnes River College – Program Overview and Forecast Format (PROF) • Fullerton College – SLO assessment feeds Program Review which links to college planning and budgeting

17. Appropriate resources continue to be allocated and fine-tuned • The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning… • ACCJC Standard I.B. • The institution provides evidence that the planning process is broad-based, offers opportunities for input by appropriate constituencies, allocates necessary resources, and leads to improvement of institutional effectiveness. • ACCJC Standard I.B.4. • The institution systematically assesses the effective use of financial resources and uses the results of the evaluation as the basis for improvement. • ACCJC Standard III.D.3.

18. Examples • What are you doing at your college to ensure that proper resources are directed toward SLO assessment in these budgetary times? • Embedding SLO assessment into the program review process • ???

19. ACCJC 10 Commercial Blvd., Suite 204 Novato, CA 94949 415-506-0234 (FAX) 415-506-0238 Website: www.accjc.org Email: accjc@accjc.org