Outcomes, Assessment and Improvement

1
Outcomes, Assessment and Improvement

• Student Learning Outcomes Implementation at
  Crafton Hills College

2
Courses

• 100 of CHC courses have SLOs
• Of these, 66 have completed an assessment cycle
  and are engaged in ongoing assessment.

3
Programs

• Instructional programs
• 43 instructional programs have program-level
  outcomes
• Of these, 47 have assessed them and are engaged
  in ongoing assessment
• Service areas
• 100 of service areas have program-level outcomes
  (Service Area Outcomes
• Of these, 81 have completed the assessment cycle
  and are engaged in ongoing assessement

4
Institution

• The college has six ILOs
• Critical Thinking
• Written and Oral Communication
• Interpersonal and Group Skills
• Society and Culture
• Information Literacy
• Ethics and Values
• ILOs 1., 2., and 4. have been assessed
• Course-ILO mapping (ILOs 1. and 2.)
• Community College Survey of Student Engagement
  (ILO 4.)

5
Institutional Dialogue

• Dialogue has been widespread and continuous
• College In-Service Days
• Academic Senate resolution, SLOs approval, IAP
• Student Senate, discussion, student success data
• Classified Senate
• Open Forums, Student Success predictors
• College Hour Workshops
• Planning and Program Review, committee dialogue,
  and participant feedback
• Educational Master Planning Committee
• Accreditation Committee
• Crafton Council
• Professional Development
• Outcomes Committee

6
Assessment and Decision-making

• Educational Master Plan Objectives 3.1.4 and
  3.1.5 make assessment an institutional priority
• Planning and Program Review elicits information
  about course and program-level assessments,
  results, and improvements
• Linkages between course/program assessment and
  resource allocation are made in Planning and
  Program Review
• Unit-level objectives and their accompanying
  resources are linked with the Educational Master
  Plan

7
Resources and Support

• Institutional Effectiveness, Accreditation, and
  Outcomes Committee
• 20 Faculty Assignment, SLO Coordinator. Plans
  to identify additional Coordinators
• Web tools, such as Elumen and the online Outcomes
  Web Tool. The college is currently revising the
  PPR Web Tool to be the process for reporting
  outcomes.
• Institutional Assessment Plan, approved by
  Academic Senate
• Workshops, training, and opportunities for
  dialogue in many arenas

8
Comprehensive Reports

• Several reporting formats exist
• Course-Level
• ORP Website
• Elumen
• Planning and Program Review
• Program-Level
• ORP Website
• Planning and Program Review
• Institution-Level
• ORP Website

9
Course-Program Alignment

• Examples of curricular-revision to meet program
  goals shortening the basic skills sequence in
  Reading/English to improve student success
  (English)
• Examples of course-level revision to improve
  learning use of benchmarking to improve low-end
  performance, and exploration of cross-grading to
  improve instructor objectivity and cohesiveness
  of expectations (Speech)
• Example of course-level intervention to reach a
  program-level goal job and market information,
  resume assistance provided to grads (Respiratory
  Care)

10
Student Awareness

• Most syllabi contain course outcomes
• The online and print versions of the College
  Catalog contain program outcomes for most
  programs
• Course update and modification forms require the
  faculty to list SLOs for each course
• Curricular approval process requires SLOs are
  included in the Course Outline of Record

11
Excellence in Integrated Planning

• The CHC Planning and Program Review process won
  the statewide Research and Planning Groups
  Excellence in Planning Award in 2012
• The PPR cycle begins with a reflective
  self-evaluation of programs by departments
• Using rubrics developed for each item, the
  committee reviews each program, and provides
  feedback
• The cycle also provides the foundation for
  planning. Unit-level objectives are prioritized
  campus-wide by the committee. The cabinet
  receives the list of objectives and the
  associated resources needed to meet them. These
  are used for resource allocation.
• Expenditures are reported to the campus at the
  spring in-service day.

12
Excellence in Program Evaluation

• Student Life Increase student participation in
  shared governance. Benchmark was set (80), and
  planning and programming have been developed to
  meet the goal, e.g. assignment of committee
  mentors, chairs training, monitoring of student
  positions by AS President
• Maintenance and Grounds Planning is directly
  aligned with program objectives. Data supports
  the success of the unit in operations control,
  safety, equipment maintenance, tracking, and
  replacement.
• Chemistry Assessment of lab skills across
  multiple courses. Benchmark set and student
  performance tracked.
• Spanish Use of data to increase vocabulary
  content in Spanish 101 and 102.

13
Excellence in Curricular Re-design

• Finding Research indicated that students who
  place at the lowest levels of reading, English,
  and math are less likely to complete their goals
• Response The English and Reading Departments
  have revised pre-collegiate English to include a
  reading component. Reading and English
  pre-requisites are now co-requisites, taken
  together, shortening the amount of time to
  complete pre-collegiate English from three to two
  semesters.

14
Excellence in Institutional Evaluation and
Response

• CSSEE Results indicated that 41 of students felt
  their experiences at CHC contributed quite a bit
  or very much to their ability to understand
  people of other racial and ethnic backgrounds, an
  how to contribute to the community.
• Institutional Response
• Additional diversity-centered Learning
  Communities
• Professional Development theme, 2012-2013
  Diversity and Multicultural Appreciation
• Workshop and seminar series, Thomas Brown and
  Assoc. (supported by Title V grant funds)

15
How Can We Improve?

• One common reporting mechanism
• PPR, ORP Website, or Elumen? Campus-wide
  discussion during 2012-2013
• Use of existing process to increase
  Course-Program-Institution Level linkages
• Curriculum Committee
• Planning and Program Review
• Foster dialogue concerning the quality of
  assessments, including appropriate benchmarking,
  choice of assessments and phasing, and planning
  to address results of assessment