Degree, Certificate & Program Assessment: Mapping for the Common Good
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Transcript of Degree, Certificate & Program Assessment: Mapping for the Common Good
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DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE
COMMON GOOD
Presenters:
Kevin Bontenbal, Cuesta College
Roberta Eisel, Citrus College
Tracy Schneider, Solano CollegeFacilitator: Glenn Yoshida, Los Angeles Southwest College
Accreditation Institute 2012
Academic Senate for California Community Colleges
February 11, 2012
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ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes
PROFICIENCY LEVEL:
• Student learning outcomes and authentic assessment are in place for courses, programs, support services, certificates and degrees.
ACCJC Standard II.A.2.e.
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.
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ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes
PROFICIENCY LEVEL:
• Course student learning outcomes are aligned with degree student learning outcomes
ACCJC Standard II.A.2.e.
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.
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DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE
COMMON GOOD
Roberta Eisel, Citrus College
Accreditation Institute 2012
Academic Senate for California Community Colleges
February 11, 2012
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Institutional outcomes demonstrate commitment to the college mission …
Citrus College delivers high quality instruction that empowers students to compete globally and to contribute to the economic growth of today's society.
We are dedicated to fostering a diverse educational community and cultural learning environment that supports student success in pursuit of
*academic excellence, economic opportunity, and
personal achievement.
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*Academic Excellence (General Education):
Students transferring or completing degrees or certificates from Citrus College must demonstrate effectively assessed learning in the six areas of general education competency.
· Instructional programs and services · Student support services · Institutional support
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General Education Assessment Assumptions
If course outcomes are the foundation, and
courses are assigned to a GE area, then
GE assessment can be concluded from course assessment.
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C. ..appreciate, & express artistic, philosophical, & cultural sensibilities …
General Education CategoriesA. Natural sciencesB. Social and behavioral sciences C. Arts and humanitiesD. Language and rationality
Core CompetenciesCM - CommunicationCP - ComputationCR - Creative, critical, analytical thinkingCG - Community/global consciousnessTE - TechnologyDS - Discipline, subject area
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GE Category Course Name Course SLO Program SLO
G. E. SLO / Core Competency
Total # of students tested
Average Score
1 D. English 101 CM-b CM2 A. Bio 105 CP-a CP3 B. Philosophy CG-a CG4 B. History 107 CM-b CM5 C. Dance 102 CM-a #2 CM 30 3.510111213141516171819212223242526272829
GE SLO / Core Competency CodingCM = CommunicationCP = ComputationCR = Creative, Critical, and Analytical Thinking, Information CompetencyCG = Community / Global Consciousness and ResponsibilityTE = TechnologyDS = Discipline/Subject Area Specific Content Material
GE category Legend
A. Natural SciencesB. Social and Behavioral SciencesC. Arts and HumanitiesD. Language and Rationality
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CC1Use correct terminology
CC2Demonstrate accurate calculations
CC 3Develop Skills…
CC4 (A)Demonstrate abilities …
CC4 (B)Provide culturally appropriate advice
CC5Use current technology
CC6Provide appropriate care
SUBJ 000–Title of Class (4 Units),
Course Applicability Key: T=Transfer, D= Degree, C= Certificate, S= Skill Award
Applicability-D Last Offered-8/11, Last Curriculum Date: S08, Curriculum Revision Date: 7/13
Date of Assessment : Term/YR or CA (continuing assessment)
SLO 1 D D D D,M D,M D,M M FA12SLO 2 D D D D,M D,M D,M M CASLO 3 D D D D,M D,M D,M M SP 12SLO 4 D D D D,M D,M D,M M CASLO 5 D D I I D,M D,M M SP 12
SLO Key: I= Introduced, D=Developed, M=Mastered
Program Level Outcomes by Core Competency^ Communication^ Computation^ Creative, Critical, Analytical Thinking, Information Competency^ Community / Global Consciousness and Responsibility
^ Technology^ Creative, Critical, Analytical Thinking, Information Competency^ Discipline/Subject Area Specific Content
Mapping to Degrees, Certificates, Skill Awardsin Comprehensive Program Review
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Where, when, and how do we do this?
•CurricUnet
•Annual Program Review
•Comprehensive Assessment Report
• Finding ways for more than mere ‘trickle up’
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DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE
COMMON GOOD
Kevin Bontenbal, Cuesta College
Accreditation Institute 2012
Academic Senate for California Community Colleges
February 11, 2012
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Institutional Assessment Plan
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Institutional Assessment Plan
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Institutional Assessment Plan
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GE SLOs
Upon completion of the general education course pattern, in addition to the area-specific outcomes, students should be able to:
identify, explain, and analyze the core concepts and methods of the major discipline in which the course is included;
identify, explain, and analyze the influences and contributions of the specific discipline to other disciplines, cultures, human history, and our quest to understand the universe;
organize, integrate, and critically analyze information within the course, using these skills to generate and evaluate alternative perspectives; and
prepare students to live enriched lives in our multicultural society.
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GE Area SLOs
Area B: Social and Behavioral Studies
After successfully completing courses in this category, students will: understand the theories and be able to employ and evaluate the
methods of social science inquiry; be able to analyze and critically assess ideas about the individual,
social groups, institutions and society, as well as their interrelationships, structure and function;
be able to use this knowledge to develop a capacity for self-understanding and to understand contemporary issues, conflicts, problems and their origins.
Curriculum Focused
Only relate to those students earning a degree
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ILOs – Next Steps – Best Practices Broader – Institutional Focused
Technology CompetencyGlobal Awareness/CitizenshipPersonal and Professional
Responsibility/Awareness/Engagement Good PR/Communication
Involve as many folks as possible (including ACCJC) Look for existing assessments/projects
Work with college researcher Dialog – talk beyond the assessment
What do you plan to change?
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DEGREE, CERTIFICATE & PROGRAM ASSESSMENT: MAPPING FOR THE
COMMON GOOD
Tracy Schneider, Solano College
Accreditation Institute 2012
Academic Senate for California Community Colleges
February 11, 2012
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SOLANO COMMUNITY COLLEGE
Core Competencies are GE and Institutional Outcomes:
• Communication, Critical Thinking, Global Awareness, Personal Responsibility and Professional Development
• Sub-categories are connected to all courses, services, and when appropriate non-academic areas
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Institutional Support CoreFaculty, staff, students and the public will . . .
Receive the resources they need;Receive resources in a timely fashion; Be able to utilize the resources they
receive;Feel valued.
These are connected to all services, academic and non-academic (or are supposed to be).
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Mapping
Outcomes All courses are coded to the Core
Competencies and to Program Outcomes (which may or may not be degree/
certificate outcomes) All services are coded to the Institutional
Support Core and, where appropriate, Core Competencies
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Mapping
Planning Course- and service-level assessment is
discussed and used to develop plans for improvement at any and all levels:ClassroomServiceDepartment/Division/AreaInstitution
Plan Implement Re-assess
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ACCJC Visiting Team said . . .
Yay!Processes and forms in place to
tie student learning to institutional effectiveness
Outcomes mapped at all levelsInstruction and student services
programs demonstrate dialogue, assessment, and results
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ACCJC Visiting Team said . . .Boo!
Process not in place for institutional support area assessment
Limited documented evidence of dialogue, meaningful assessment, and impact, particularly at the Program and Core levels.
“No process to address GE in a systematic way”
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Questions and Answers
Thank you for attending