Institutional Learning Outcomes: Assessing Community and Global Responsibility Convocation – Fall 2015 College of the Redwoods Angelina Hill & Dave Bazard

ILO 1: Academic & Career Technical Objectives Students will successfully acquire program outcomes and complete degrees and/or certificates. This institutional outcome indicates if the objectives stated for degrees and/or certificates are being met. Students earning degrees will acquire the College’s general education outcomes: Effective Communication, Critical Thinking, and Global/Cultural Context. Possible assessment tools: ▫Program assessment data ▫General Education Outcomes assessment data ▫Degree/Certificate completion rates ▫Transfers & transfer eligibility ▫External accreditation of programs

ILO 2:Personal and Professional Development Students will reach their career, transfer, or personal goals. This outcome indicates if a student's individual goals are being met. This includes the goals of students earning degrees, or of students taking only a few courses for training and/or personal enrichment. Possible assessment tools: ▫Graduating exit survey ▫CTE employment survey ▫External licensure and certifications ▫Students with comprehensive SEPs ▫Student Satisfaction Inventory ▫Students declaring a CTE- or transfer-related degree or certificate (vs. enrichment) ▫Meeting/Exceeding SLO expectations – use of existing course assessment reports.

ILO 3: Community and Global Responsibility Students will develop the awareness and skills needed to contribute to local and global communities. This outcome indicates if students recognize ways to contribute to their community and the value of effectively engaging in cross- cultural environments. Possible assessment tools: ▫Student awareness and appreciation of diverse perspectives (exit survey) ▫Service learning and internship work ▫Student club service work; community outreach performed by student athletes ▫Student awareness of, and attitudes toward campus activities and services related to diverse student populations (survey) ▫Class and club community activities (survey of faculty and clubs)

Noel Levitz Student Satisfaction Inventory ▫I have participated in CR activities outside the classroom (e.g., sporting events, campus clubs/events) Importance Satisfaction/SD GAP ▫2013 administration: / ▫2010 administration: / The gap widened in 2013 because students found participation in activities outside the classroom more important than they had in the past. scale of 1 = no importance/lowest satisfaction, 7 = very important/very satisfied

GE Outcome Global/Cultural Context Students should be able to: ▫Analyze issues from multiple perspectives ▫Express an awareness of cultures in a diverse global community ▫Explain the relationship between humanity and the natural environment; and ▫Analyze issues within their historical context

Assessment of Global/Cultural Context Spring 2014Spring 2012 GE AreaExceedsMeets Does not meet ExceedsMeets Does not meet Overall 35.2%54.9%9.9% 47.9%36.2%16.0% A: Nat Sci 11.0%78.0%11.0% 57.7%30.8%11.5% B: Soc Sci 29.6%52.0%18.4% 38.1%34.4%27.5% C: Human 48.9%49.6%1.4% 55.6%25.0%19.4% D: Lang & Rat 57.3%32.9%9.8% 51.5%46.3%2.2% Spring 2014 # Participants Spring 2012 # Participants Assessment results varied greatly by GE Area and from year to year.

Updated General Education Outcomes & Assessment At least one course outcome for each GE course will be mapped to each of the GE area-specific outcomes (or sub-area in Area D). Course outcomes mapped to GE Area E (Multicultural Understanding) will be used to evaluate ILO 3.

New Questions on the Graduating Exit Survey ▫To what extent do you agree CR prepared you in the following skill areas?  Awareness of a diverse global community  Ethical decision making ▫To what extend do you agree with the following statements about CR?  Being a student at CR increased my awareness of diverse student groups.  Campus activities and services made me more aware of diverse perspectives.

Potential Survey Evidence Personal and Social Responsibility Inventory ▫ ▫Measures several dimensions, including:  Contributing to a Larger Community  Taking seriously the perspectives of others  Developing competence in ethical and moral reasoning

Possible assessment tools: ▫Student awareness and appreciation of diverse perspectives (exit survey) ▫Service learning and internship work ▫Student club service work; community outreach performed by student athletes ▫Student awareness of, and attitudes toward campus activities and services related to diverse student populations (survey) ▫Class and club community activities (survey of faculty and clubs)

Additional Evidence? Cooperative Work Experience (CE) ▫CE-41: General ▫CE-42: Occupational Club activities Class activities