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College Status Report to ACCJC: Student Learning Outcomes Implementation

College Status Report to ACCJC: Student Learning Outcomes Implementation. Charles Jennings Dean of Student Learning and Assessment. Background.

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College Status Report to ACCJC: Student Learning Outcomes Implementation

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  1. College Status Report to ACCJC:Student Learning Outcomes Implementation Charles Jennings Dean of Student Learning and Assessment

  2. 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

  3. Student 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

  4. 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

  5. There is widespread institutional dialogue about assessment results and identification of gaps Dialogue occurs throughout the College • Discipline Groups • Divisions • Committees • Academic Senate • President’s Council • President’s Cabinet • Board of Trustees • Faculty Flex Days

  6. 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 Committee • Planning and Budget Committee • President’s Cabinet

  7. 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

  8. Comprehensive assessment reports exist and are completed and updated on a regular basis. SLOs are defined at 3 levels: • Institution • Program • Course 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

  9. 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

  10. 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

  11. 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

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