We all have a piece of the Student Learning Pie!

1. We all have a piece of theStudent Learning Pie! ARAPAHOE COMMUNITY COLLEGE

2. ACC’s Core Assessment Team • Diane Hegeman, Vice President for Instruction • Rebecca Woulfe, Dean, Arts, Design, Social and Behavioral Sciences • Donna Chrislip, Executive Director, Institutional Effectiveness • Darcy Briggs, Registrar/Director of Enrollment Services • Cheyne Bamford, Psychology Faculty; Chair, Program Assessment Committee • Jennifer Kroetch, Chair, Medical Laboratory Technology • Perri Cunningham, Director, Fitness Center

3. ACC’s Philosophy of Institutional Effectiveness – the pie crust “The evaluation of overall institutional effectiveness entails documentation of how well the instructional side of the house is accomplishing its educational purposes as well as how all other units are accomplishing their objectives toward fulfilling the overall mission of the institution – Student Learning.”

4. Continuous: Benchmarking Curiosity Improvement AffirmDiscover

5. ACC’s Institutional Assessment Model - Instruction Hypothesis: Instruction contributes to Student Learning.

6. ACC’s Institutional Assessment Model – Administrative and Educational Support Units Hypothesis: Process improvement facilitates unit and institutional effectiveness.

7. ACC’s Institutional Assessment Model – how we put the pie together Hypothesis: Quality ingredients will produce a delicious pie.

8. Institutional Effectiveness Guiding Principle – We All Have a Piece of the Pie!

9. Ingredients for theCrust(what shaped our philosophy?) • HLC - assessment of learning outcomes at the institutional effectiveness level • Vital Focus Project • Strategic Planning Process • NASPA and HLC Assessment Workshop • HLC Assessment Academy • HLC – New Criteria – efficiency and effectiveness of component parts ACC’s Program Assessment Committee, Core Assessment Team and Leadership Team combined the ingredients to form the crust (assessment foundation).

10. ACC’s Learning Outcomes—the pie filling • Communication. Construct, deliver, and engage in effective, knowledgeable communication for a variety of audiences and purposes. • Information Management. Identify, retrieve and synthesize information in order to think critically, reason creatively and make informed judgments. • Personal Development: Identify and continually develop one’s aptitudes and abilities in pursuit of goals.

11. Learning Outcomes – more pie filling • Responsibility and Accountability. Employ personal and social accountability, recognize ethical issues, practice ethical behavior, and balance personal freedom with the interest of the community. • Quantitative Reasoning. Retrieve, interpret and evaluate information and numerical concepts to determine trends, make predictions, and develop informed opinions. • Cultural Awareness. Identify, distinguish, or express a diversity of aesthetic, cultural, and historical perspectives.

12. Stirring the Filling and Placing the Crust – putting the philosophy into action • Core Assessment Team assembled fall 2011 • ACC joined HLC Assessment Academy in fall 2011 • Assessment Academy Action Plan designed fall 2011 • Began implementation of Action Plan fall 2011

13. Implementation – the chefs spread the filling (key players) ACC’s Leadership Team Institutional Effectiveness Committee Institutional Effectiveness Model Instructional Assessment AESU Assessment

14. Implementation – the chefs spread the filling

15. Careful Coaching of AESUs – topping off the pie/venting • Assessment Coaches assigned to various AESU Reporting Units • Assessment Process tied to Learning Outcome(s) • Assessment Coaches and AESU Leaders secured Assessment Plan • Core Assessment Team requested feedback

16. Assessment Cycle“Cooking” Time Varies

17. Utensils and the Taste Test • Program Assessment – assess at least 2 measurable program/discipline outcomes and at least 2 Learning Outcomes each year • AESU Process Assessment • Year 1 – assess the effectiveness of 1 process in terms of Information Management against an established benchmark or establish a benchmark • Year 2 – assess 1 process in terms of the Information Management Learning Outcome and 1 process in terms of Communication (against established benchmark or establish a benchmark)

18. Added Benefits - Pie a la Mode • Well-designed, time-tested Program Assessment model proved to be invaluable • AESU initial discussions provided a first-time forum for process review • AESU “report out” informative regarding other College processes plus instilled pride in terms of contribution to student learning • Process improvement – great opportunity to model behavior for students • Empirical documentation of success

19. Insights/Concerns“Burned-On Pie Filling” • AESU Assessment is NOT Assessment of Employee Performance • Impact of processes on Student Learning cannot be directly measured as a result of AESU assessment • Steep learning curve for some AESU supervisors and employees

20. Saving what we’ve created – the refrigerator! Assessment Management System Goal: To electronically produce reports at the institutional effectiveness level toward the improvement of academic achievement and the services that support it.

21. Let’s Eat!!!! • Did the way we combined our ingredients produce the taste we wanted? • Was it filling enough? • Did our “creation” leave our students wanting more? • What do we need to add/take away to make this “pie” continually better?