Follow the Rainbow to the Pot of Gold: Embedding GE Assessment in Program Review Dr. Norv Wellsfry, Cosumnes River College Dr. Rory O’Brien, Cabrillo College Marcy Alancraig, Cabrillo College Dr. Janet Fulks, Bakersfield College

Breakout Description Embedding GE assessment in Program Review can make it both more rewarding (financially and otherwise) and risky for the departments involved. Yet, assessment’s tie to planning and budgeting is one of the key themes in the new accreditation standards. Three schools share their assessment method, its role in program review and the results of the entire process.

Breakout Flow 15 minutes on process from 3 colleges, discussing linkages of outcomes to planning and budgeting Activity: How does it work on your campus? Activity: What does ACCJC expect?

Beyond Program Review Program Overview and Forecast “PrOF” Cosumnes River College Dr. Norv Wellsfry

Incentives to develop PrOF Perspective on ACCJC/WASC findings Perspective on ACCJC/WASC findings –Program Review (insufficient) Needs to be based on data/evidence Needs to be based on data/evidence Informs decision making process Informs decision making process –SLO’s –Planning –Integration of Program Review & SLO Assessments into Planning

PrOF Program Overview and Forecast Central Questions Central Questions –How to shift perspective from reflection to projection – change the focus to planning –How to link Student Learning Outcomes into Program Review and Planning processes –Clarify Program definitions – roles and functions

PrOF: Program Overview and Forecast Key Issues Key Issues –Utilize assessments to identify planning initiatives –Formalize Program SLO’s Development, assessments, implications Development, assessments, implications –Track Course SLO’s – Assess progress on College-wide SLO’s – Integrate assessments of other planning efforts into planning Strategic Plan, Cultural Competence Strategic Plan, Cultural Competence

Program Overview and Forecast Key Elements I. Program Identification II. Strategic and Cultural Competence Plan III. College-wide SLO’s IV. Program SLO’s V. Data Review and Analysis VI. Curriculum Review Report

Program Overview and Forecast Key Elements VII. Program Delivery & Support Services Review VIII. Program Strengths & Challenges IX. Planning Agenda & Action Plan a.Near Term Forecast & Planning b.Long Term Resource Planning

Implementing PrOF Reporting and Using PrOF Reporting and Using PrOF –PrOF includes a Planning Process that informs both Unit Plans and the College’s broader Resource Allocation Processes –PrOF conclusions are integrated into college-wide planning processes (Through Strategic Planning) Identification of universal or broad based strategies and needs Identification of universal or broad based strategies and needs Revision of College-wide Plans, College Strategic Plan Revision of College-wide Plans, College Strategic Plan Institutional planning evolves as a result to PrOF to enable response plans through expanded resources or re-allocations Institutional planning evolves as a result to PrOF to enable response plans through expanded resources or re-allocations

PrOF Form: Program SLO’s Program SLO’sAssessment ProcessAssessment StatusResponse Plan P-SLO 1: P-SLO 2: P-SLO 3: P-SLO 4: P-SLO 5: P-SLO 6: P-SLO 7: These areas were not required for 2005/06 Reports – will be part of next cycle

Program SLO Matrix: Health Program SLO’sAssessment ProcessAssessment StatusResponse Plan P-SLO 1: Demonstrate an understanding of the process of determining the validity of health and wellness information using the scientific method and the relationship between scientific research and established knowledge. Assessment methods are being reviewed at this time. A response plan will be put in place after assessment methods are defined and implemented. P-SLO 2: Utilize knowledge to become a self-directed learner who has a foundational knowledge of health promotion and disease prevention and can grow in this knowledge by gathering, analyzing, and applying accurate health information as their needs change through life. Assessment methods are being reviewed at this time. A response plan will be put in place after assessment methods are defined and implemented.

Implementing PrOF Mapping of the Alignment of Program SLO’s and Course SLO’s Mapping of the Alignment of Program SLO’s and Course SLO’s –Courses will be aligned with the Program SLO’s that are supported by individual courses –Courses will be identified as to the level of intensity that they address/satisfy Program SLO’s Introduction Introduction Practice and reinforcement Practice and reinforcement Mastery Mastery

PrOF Form: Program SLO’s Alignment Program Student Learning Outcomes Courses/ Activities P-SLO 1:P-SLO 2:P-SLO 3:P-SLO 4:P-SLO 5:P-SLO 6:P-SLO 7:

Program SLO Alignment: Biology Program Student Learning Outcomes Courses/ Activities P-SLO 1:P-SLO 2:P-SLO 3:P-SLO 4:P-SLO 5:P-SLO 6: I = Introductory A = Advanced D = Further development Demonstrate understanding of the processes of science Clear writing or speaking about Biology Demonstrate both content knowledge and test skills Use appropriate laboratory techniques proficiently Evaluate biological data and recognize ethical implications Employ informatio n gathering tools Majors courses: 400 AAAAAA 410 DDDDDD 420 DDDDDD GE courses Laboratory: 307 IIIIII 310 IIIIII

Program Overview and Forecast Description of Elements V. Data Review and Analysis –Data Descriptions Program Demographics Program Demographics Program Characteristics Program Characteristics Student Achievement Data Student Achievement Data

PrOF Form: Data Review & Analysis DATA CATEGORY DESCRIPTION/ COMMENT DATA TRENDS/ ANOMOLIES IMPLICATIONS OF TRENDS Program Demographics:  Gender:  Ethnicity:  Language:  Other relevant factors: Program Characteristics/Access :  Enrollment  Productivity  VTEA Core Indicators  Other Data (identify) Student Achievement Data:  Course Completion/Success  Course Progress (sequence persistence)

Data Review & Analysis: Accounting Program Characteristics/Access: DATA CATEGORYDESCRIPTION/ COMMENT DATA TRENDS/ ANOMOLIES IMPLICATIONS OF TRENDS/ ANOMOLIES  Enrollment**  Productivity**  VTEA Core Indicators**  Other Data (identify other data utilized by program) Enrollment – highest in ACCT 301/311; Accounting enrollment is between 4.5% and 4.83% of college unduplicated enrollment. Productivity – Fall 2005 – ; Spring 2006 – VTEA Core Indicators – Skill attainment – Performance is above state performance, at or slightly below performance achieved by other colleges in the Los Rios district, and at or slightly below negotiated federal standard. Enrollment - Enrollment is flat, with Spring 2005 the lowest in six semesters. Productivity - Productivity in Accounting consistently above Business & Family Science division, and other business disciplines. Productivity also exceeds college as a whole. VTEA Core Indicators - Overall, performance in skill attainment is adequate to good. While the college continues to grow, enrollments in accounting tend to be relatively flat. As a result, the percentage of students is declining as a percentage of total students. This is a troubling trend that needs to be addressed. Productivity in business is significantly below that in accounting. Data implies that enrollments in accounting are supporting overall business program productivity.

Program Overview and Forecast Description of Elements VI.Curriculum Review Status Report –Status of Curriculum Review (status Matrix) –Status Report on Course SLO’s (Matrix) Identification of Course SLO’s Identification of Course SLO’s Assessment Process for Course SLO’s Assessment Process for Course SLO’s Analysis of effectiveness of Course SLO’s Analysis of effectiveness of Course SLO’s

PrOF Issues and Challenges Response rate: (all programs done at same time) – some reports still being submitted Response rate: (all programs done at same time) – some reports still being submitted Complexity: Program SLO development was concurrent/integral to first review cycle Complexity: Program SLO development was concurrent/integral to first review cycle Data availability: Initial data was based on TOP codes –programs identified required more discrimination/detail Data availability: Initial data was based on TOP codes –programs identified required more discrimination/detail FORMS: Too many? Redundancy and reiteration FORMS: Too many? Redundancy and reiteration Diversity of required responses: Strategic Plan, Cultural Competence, College-wide SLO’s, and Program specific data Diversity of required responses: Strategic Plan, Cultural Competence, College-wide SLO’s, and Program specific data Communication: More needed about the process and the “Why’s” of the information requested Communication: More needed about the process and the “Why’s” of the information requested

Program Overview and Forecast PrOF For Additional Information contact: For Additional Information contact: Dr Norv Wellsfry Cosumnes River College 8401 Center Parkway Sacramento, CA PrOF Forms and guidelines are available at the program review link in the College’s research site: PrOF Forms and guidelines are available at the program review link in the College’s research site: – –You will also find SLO information in this area.

Course SLO Assessments Program SLO Assessments PrOF (Program Overview and Forecast PrOF (Program Overview and Forecast UNIT PLAN Departmental Processes

UNIT PLAN BUDGET PROCESS CLASSIFIED STAFFING FACULTY PRIORITIZATION OTHER NEEDS STRATEGIC PLAN Institutional Processes PrOF

Planning Committee Comment on report Identification of College-Wide Implications College Dialog Internal Assessment and Response by Department Inclusion in Unit Planning Processes Budget & Planning Committees Resource Allocation Planning Planning Implications College-Wide Dialogue Implications of Program SLO’s Discussion of College-Wide SLO’s, Strategic Plan, and CC&E PrOF Reports

BAKERSFIELD COLLEGE JANET FULKS

BC Budget Criteria Student Centered Fair Understandable Stable Living Document Production Based Efficient and Effective Priority Driven: The allocation model supports cooperative budget priorities as developed through cooperative strategic planning processes. Because this is priority driven, our planning drives budgeting rather than budgeting driving planning

Attempt to Link Budget subcommittee analyzes data and informs people. The committee drives prioritization which is reviewed by stakeholders Directors and chairs are educated on the use of data – data drives prioritization Directors and Chairs prioritize budget based on a rubric of budgeting priorities

Cabrillo College Dr. Rory O’Brien Marcy Alancraig

Cabrillo Guiding Principle Kiss method Keep It Simple, Sweetheart

Key Decisions Course-embedded method Does not require extra work from students or (mostly) faculty Adjuncts and full-time faculty participate Is part of the Departmental Review process

College Core Competencies Communication Critical Thinking and Information Competency Global Awareness Personal Responsibility and Professional Development

Cabrillo’s Core 4 SLOs for AA and AS degree SLOs for General Education Program SLOs for all campus departments, even those that only indirectly aid instruction

Assessment Method: The Small Picture Faculty choose 1 assignment in 1 class Create rubric to measure it Grade the assignment using rubric Analyze the results:  How well are students achieving this outcome?  What student needs and issues are revealed? Faculty member alters classroom teaching or assignment if necessary

Method: Bigger Picture Assignment, rubric and results shared in a department meeting Department analyzes: what are the student issues occurring across all courses? How can they be addressed? Results of discussion recorded on simple form Analysis used as basis for funding requests in departmental review

Method: Biggest Picture All department results forwarded to SLO Assessment Review Committee Identifies campus trends, overall student issues and needs; writes yearly report If necessary, initiates campus dialogue on a pressing issue or need Archives everything for accreditation

Revolving Wheel of Assessment in Program Planning Year One: Assess course SLOs Year Two: Assess course SLOs Year Three: Assess 2 core competencies Year Four: Assess 2 Core competencies Year Five: Write Program Plan

College Planning Council and other budgetary committees- $ allocation Assess SLOs Write Program Plan Present Plan to CIP – ask for $ Dialogue –Review by ARC Program Planning

Accreditation Self Study College Planning Council Faculty and Staff Hiring Prioritization Process College, Facilities, Technology, Watsonville Master Plans College Mission and Core 4 College Planning Process

Activity Draw a flow chart of the Program Review process on your campus Insert where the SLO assessment might go Insert where the $$ allocation process might link to assessment

Activity Assess your school’s program review process using the new rubric from the ACCJC