Program Student Learning Outcomes Advanced Institute October 28 th Agenda October 28, 2005 Welcome: 8:00-9:00 Breakfast 9:00 9:15 Welcome 9:15-9:45 Overview of Program s and their place in Program Review at CRC (Buechner, Wellsfry) Developing Program s 9:45 10:30 Introduction of models from Health, PE, Athletics, and Psychology (Edman, Belyea, Glyer-Culver) 10:30-11:30 Writing Session o Program overview and roles o statements for specific CRC programs Assessment and Response Plan Development 11:30-12:00 Overview of assessment methodologies and response plans (Buechner) 12:00 1:00 Lunch - working lunch with group discussion 1:00 1:20 Overview of research office data capabilities (Edman/Brazil) 1:20-3:15 Writing Session - Assessments and Response Plans Discussion and Wrap up 3:15-3:45 Discussion 3:45-4:00 Wrap-up Attendees should bring any of the following resources that they have available: Course outlines for all or most courses in the program Work from the May Program workshop (if available) Info from the Research Office website statistics for program, info on service area, etc.
Program Student Learning Outcomes at CRC: Worksheets Program Roles and Functions Common Program Elements Listing Program s Alignment of Program Courses/Activities Assessment Measures Response Plan
Program Student Learning Outcomes: Program Roles and Functions Program: What roles does the program fill in a student s pathway to a college education? What functions define the learning experiences provided by the program? How does the program assist the student in gaining the outcomes developed for your college as a whole? What are the expectations of the places they will go from here? Think about the following, but don t limit yourself to these areas if others are more applicable to your program. General education Career preparation Transfer preparation College competencies Lifelong self-reliant learning Community service
Program Student Learning Outcomes: Common Program Elements Program: What courses and/or other activities are part of your program? What elements, themes, or processes are common to these activities? Consider the following (and other areas if appropriate): o Common content themes or ideas that reoccur in many parts of the program o Skills or abilities that are developed across the program as a student moves through it o Common evaluative processes that are used to assess student learning throughout the program o Overall expectations of student learning that run throughout the program
Program Student Learning Outcomes: Listing Program s Program: Writing the Student Learning Outcomes: What abilities are we helping the students learn in here that they will need to take with them when they go out there? What are the most important broadly-based goals that you have for your students? Consider: o The roles and functions of your program o The common program elements that you defined earlier o The expectations of the programs or jobs that your students will move into when they leave your college o The overall outcomes developed by your college
Program Student Learning Outcomes: Alignment of Program Courses/Activities Program: Alignment Grids: How do your courses or activities support your Program s? Are some skills developed as a student moves through the program? Can you indicate this by showing the outcome development as I (introductory) or A (advanced)? Are some abilities stressed more in certain activities than in others? Can you indicate this by showing the outcome as a M (major) or L (lesser) part of the activity? Course/activity: Narrative: You may wish to expand on the information in the grid with a narrative description of how the courses, especially methods of instruction and methods of evaluation, support Program s
Program Student Learning Outcomes: Assessment Measures Program: How will you know that your students have achieved the outcomes and objectives you have developed for your program? How do you measure their learning? What data will you collect that you don t now? What records will you keep? o Course success rates and grades within courses in the program o Products produced within courses (e.g. creative projects, papers, performances, etc.) o Persistence rates of students within the program (e.g. retention Fall to Spring) o Progress through course sequences o Transfer rates o Evaluation of capstone project or portfolios o Specific assessments built into end-of-program courses o Reports from employers o Pass rates on licensing or certification exams. o Follow up studies of students after transfer o Exit surveys or interviews of student near or at completion of the program o Analyses of student success based on direct observations of students by the faculty who teach those courses that occur near the end of a program. o Evaluations of students in internships or work experience courses related to the program. o Interviews or surveys of instructors, program coordinators, tutors, and others that work with students completing the program.
Program Student Learning Outcomes: Response Plan Program: What will you do with the information that you gather concerning student learning? How will you make meaningful changes if you find that students are not achieving a desired outcome? Intra-departmental changes o Recognizing effective methods of encouraging student achievement and the disseminating these methods to departmental staff. o Changing how budget is allocated within the department o Modifying mentoring of new staff and adjunct faculty o Implement new teaching strategies o Improving departmental rubrics, exams, etc. o Changing advice given to students with respect to study tips, transfer plans, career plans, etc. o Expanding/decreasing offerings in some parts of the program Curriculum actions: o Developing new programs or new program options o Developing new courses o Changing the requisites for courses o Modifying program descriptions o Developing suggested sequences of courses within programs o Moving courses to new formats such as changing lecture/lab units, moving a course to a distance education format, etc. o Revising course outlines (and syllabi) with respect to course content, topics, methods of instruction, or methods of evaluation. Requests for resources o Purchasing new equipment or technology o Adding faculty or classified staff o Increasing tutoring opportunities within the program o Updating of facilities or develop new facilities o Increasing outreach both externally and within CRC o Increasing staff development activities o Developing more effective links to services to students, library activities, matriculation activities, etc. You may wish to develop this into a narrative giving a holistic response plan or you may wish to develop a table linking each to appropriate responses.
College-wide Student Learning Expectations and Outcomes Academic Senate Draft April 29, 2004 Outcomes Response Plan Assessment
Overarching goal: Students will experience a rich and inclusive learning environment that assists them in developing habits of intellectual inquiry, a significant base of knowledge and skills, and a broad pluralistic perspective of the world. Expectations of the College We expect the college to provide the following experiences for students in order to assist them in achieving the college-wide student learning outcomes. The College will 1. Provide rigorous academic instruction, conducted by knowledgeable and highly competent staff, in a student-centered environment. 2. Provide a safe, caring, and respectful environment where the student may feel safe including a sense of feeling welcome on campus and in classes and an absence of perceived prejudice. 3. Provide clear policies with known consequences concerning student behavior and academic requirements. 4. Foster student motivation and engagement in the college in an atmosphere of high expectations. 5. Encourage students to develop habits of intellectual inquiry (e.g. reading for pleasure, involvement in the arts, etc.) 6. Support faculty in efforts to be role models demonstrating the positive values of cultural competence, integrity, honesty, service to others, and peaceful conflict resolution. We might evaluate our success at this based on: Data indicating student success following completion of their studies at CRC (workplace, transfer, etc.) Data concerning student progress and completion of programs. Data showing trends in the disproportionate success and persistence among different student groups and studies of the factors that increase student success. Rates of utilization of student services and participation in campus activities by different student groups. Results of the campus climate survey of staff and student equity survey. This might be supplemented by a new attitude/affective survey of CRC students (yet to be developed). Data from an updated Noel-Levitz survey Assessment of staff interests and needs with respect to culturally responsive programs and services, conflict resolution training, diversity training, social responsibility activities, etc. Success of faculty at acquiring resources needed for professional development related to college expectations Evaluation of the incentives available for staff to research and implement ways to engage students in dialog about issues important to the larger community beyond campus
Learning Expectation 1. Graduation Competencies Students will experience an academically rigorous learning environment that challenges them to develop the critical verbal, written, and quantitative skills needed to analyze complex issues. Outcomes associated with the learning experience As the result of a variety of learning experiences, students will be able to: 1a. Use quantitative reasoning (e.g. mathematics) to solve problems. 1b. Express ideas and facts clearly and completely in a variety of written formats. 1c. Comprehend and analyze written material and evaluate arguments from reading material. 1d. Speak and listen critically and recognize the value of a wide range of communication styles. 1e. Use the English language proficiently. Possible assessment measures Response Plan - Goals Sources We will measure: Success rate in courses filling graduation competencies in writing, reading, and math. (1a, b, c, d, e) Progression through the Reading, English, and Math course sequences. (1a, b, c, e) Success rates on the reading examination and mathematics examination that fulfill graduation competencies (1a, c) s measuring quantitative or written skills in specific courses and programs (eg. Business 310, Psychology 330, etc.) (1a, b, c) Success rates in Communication Studies courses (1 d, e) Rates of student progress through the ESL sequence (1b, c, d, e) Communication-related s in specific programs and courses (e.g. Communications Media program, etc.) (1d, e) The information gathered by the assessments will be used to: Modify services to improve access to facilitated study groups and tutoring services for students enrolled in Basic Skills and ESL classes. Revise matriculation, placement, and orientation processes Improve research capability and develop new assessments of success at a fine-grained scale. Change the delivery of staff development directed to the teaching of quantitative, written, and verbal skills. Modify programs through the program review process Provide resources for faculty to research and implement strategies that increase success in basic skills and ESL courses (e.g. reassigned time, sabbaticals, etc.) Title 5 District regulations CRC GE statements in catalog etc. Graduation competency requirements Accreditation self-study Student Equity Plan
2. General Education Students completing any of the GE patterns will develop an understanding of the basic concepts and major modes of inquiry used in a variety of disciplines. As the result of a variety of learning experiences, students will be able to: 2a. Articulate an awareness of a variety of disciplinary perspectives and the relevance of these perspectives to one s own life. 2b. Correctly utilize the basic vocabulary of several disciplines. 2c. Utilize, at a basic level, the tools of inquiry and information acquisition of several disciplines. 2d. Demonstrate the intellectual skills, creative capabilities, values, and attitudes that will make them effective learners and citizens. We will measure: Number of students with successful completion of CRC, CSU, or IGETC GE requirements (2a, b,c,d,e). Achievement of disciplinary s in introductory and/or survey courses in a variety of disciplines. (2a, b,c,d,e) Achievement of college GE s. (2a, b,c,d,e) (new assessment?) The information gathered by the assessments will be used to: Develop and revise overall GE s via a campus-wide discussion. Modify s and assessments in GE courses. Modify programs through the program review process Change the delivery of staff development directed to the teaching inquiry skills in a disciplinary context. Make modifications within programs through the program review process. Title 5 District regulations CRC GE statements in catalog etc. 2e. Demonstrate an awareness of the connections between disciplines.
3. Program completion Students completing a degree, disciplinary transfer program, or certificate will develop a depth of understanding, including critical cognitive, psychomotor and affective skills, in at least one discipline (transfer or occupational). As the result of a variety of learning experiences, students will be able to: 3a. Use of the modes of analysis and critical thinking in the major discipline of study * as applied to significant problems. 3b. Communicate a complex understanding of content matter of the major discipline of study. 3c. Demonstrate competence in the skills essential to mastery of the major discipline of study. 3d. Use information resources to gather discipline-specific information. 3e. Explain the importance the major discipline of study in the broader picture of society. We will measure: Successful completion of programs of study in the transfer or occupational disciplines (indirectly 3a, b, c, d, e) Assessment of disciplinary s in advanced courses in a discipline. (3a, b, c, d, e) Demonstration of information competency (yet to be defined at CRC, but in progress). (3c, d) Success of students moving through sequences of courses within the disciplines, beyond the gatekeeper courses. (3a, b, c, d, e) Assessments measuring the success of students after leaving CRC follow up studies, current employment data, CalPass, etc.., as available. (3a, b, c, d, e) The information gathered by the assessments will be used to: Revise s and assessments in advanced courses within disciplines. Design staff development opportunities directed to the teaching critical skills in a disciplinary context, including development. Modify programs through the program review process Provide resources for faculty to remain current in the content of their disciplines (e.g. reassigned time, sabbaticals, etc.). Make modifications within programs through the program review process. Revise services-to-students program s directed at student career/goal planning. Title 5 District regulations CRC GE statements in catalog etc. * major discipline of study = the discipline in which the student completes a transfer program or certificate
4. Student development as self-reliant learners Students will make progress toward becoming engaged and self-reliant learners demonstrating habits of intellectual inquiry and striving toward their maximum potential. As the result of a variety of learning experiences, students will be able to: 5a. Actively engage in intellectual inquiry beyond that required in order to pass classes. 5b. Identify personal goals and pursue those goals effectively. 5c. Confidently seek out the information and resources needed to develop academically and personally. 5d. Incorporate what is learned at school into daily life and use this information to make positive personal, educational and career choices 5e. Utilize skills from the academic tool kit including time management, study skills, etc. 5f. Be actively involved in campus life and express a sense of engagement with the campus culture. We will measure: Participation in extra courses and course activities such as honors courses, field courses, tutoring, etc. (5a,c,d, f) Participation in non-required activities that emphasize intellectual discourse such as theater, music and art events,, conferences, debates, book clubs, etc. (5a, b, d, f) Student achievement in the form of scholarships, apprenticeships, awards, external projects, etc. (5a, b, e) Possible affective survey of CRC students (new assessment - yet to be developed) (5b, c, d) Number of students utilizing student services in successful goal development and career assessment. (5b, c, e) Rates of participation in mentor/mentee relationships (5b, c, f) Rates of participation in student government, campus clubs and other student organizations. (5a, c, f) The information gathered by the assessments will be used to: Direct resources toward campus activities emphasizing intellectual discourse Develop mentoring programs and activities Modify programs through the program review process Provide incentives for staff to participate in other studentcentered activities in addition to their primary job assignment. (e.g. student club advising, academic coaching, structured mentoring programs, etc.) Revise services-to-students processes to support comprehensive student development. Take actions that increase connections between students and staff on campus, strengthen campus life programs, and build school spirit. Increase the number of opportunities for students to be employed or hold internships on campus.. Mission and Vision Statement Strategic Plan Education Initiative Discussions by Title III and CASSL task groups Title 5 Cultural Competence Strategic Plan
5. Society, ethics and pluralism Students will become more prepared to contribute to a diverse democratic society with a pluralistic perspective of the world As the result of a variety of learning experiences, students will be able to: 6a. Participate in the larger community beyond campus in a positive manner demonstrating an understanding of personal responsibility in the larger context. 6b. Undertake thoughtful consideration of divergent points of view and utilize multiple perspectives in considering information. 6c. Develop a foundation for cultural pluralism, a rejection of previous personal prejudices, and knowledge of and comfort with others unlike themselves. 6d. Recognize the ethical dimensions of decisions and actions as well as demonstrate the ability to engage in the ethical reasoning necessary to exercise responsibility as an ethical individual, professional, local, and global citizen 6e. Demonstrate civility, empathy, interpersonal competence, social responsibility, and peaceful conflict resolution. We will measure: Participation in campus activities that serve the campus and the larger community, e.g. tutoring children, student government, service learning, Earth Day, volunteer events, etc. (6a, c, d, e) Student perceptions of prejudice on campus and attitudes toward those unlike themselves from the campus climate surveys baseline data available for 2004. (6b, c, e) Completion of college multicultural graduation requirement. (6a, b, c, e) Learning demonstrated by assessment of s in relevant programs and courses such as Ethics, Humanities, History, Sociology, etc. (6b, c, d) Results of Noel Levitz surveys Variables that indicate conflict resolution and personal responsibility e.g. incidents of students fighting, conflict resolution by student government bodies, student judicial processes, reports of cheating, etc. (6a, b, c, d, e) The information gathered by the assessments will be used to: Expand the activities of campus groups promoting a pluralistic perspective (e.g. Social Responsibility Committee, CC&E Committee) Develop mechanisms promote campus events directly related to community (local, regional, state or national) issues. Development of methods to infuse cultural competence and social responsibility across campus. (see CC&E plan for examples). Design staff development opportunities that develop cultural competence and increase faculty use of culturally proficient teaching methodologies. Modify programs through the program review process Provide incentives for staff to develop research and practices that lead to improved student success and decreased achievement gaps across groups Mission and Vision Statement Strategic Plan Catalog statement on GE Title 5 Cultural Competence and Equity Plans. Student Equity Plan