Outcomes, Assessment and Improvement Student Learning Outcomes Implementation at Crafton Hills College

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

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

Institution The college has six ILO’s: 1.Critical Thinking 2.Written and Oral Communication 3.Interpersonal and Group Skills 4.Society and Culture 5.Information Literacy 6.Ethics and Values ILO’s 1., 2., and 4. have been assessed: Course-ILO mapping (ILO’s 1. and 2.) Community College Survey of Student Engagement (ILO 4.)

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

Assessment and Decision- making Educational Master Plan: Objectives and 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

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

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

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)

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

Excellence in Integrated Planning The CHC Planning and Program Review process won the statewide Research and Planning Group’s 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.

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.

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.

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, : Diversity and Multicultural Appreciation Workshop and seminar series, Thomas Brown and Assoc. (supported by Title V grant funds)

How Can We Improve? One common reporting mechanism PPR, ORP Website, or Elumen? Campus-wide discussion during 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