Full-Time Faculty In-Service: Program and Student Learning Outcomes Fall 2005.

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Full-Time Faculty In-Service: Program and Student Learning Outcomes Fall 2005

Program and Student Learning Outcomes  SACS Comprehensive Standard 3.4.1: The institution demonstrates that each educational program for which academic credit is awarded –(a) is approved by the faculty and the administration, and –(b) establishes and evaluates program and learning outcomes.

Program and Student Learning Outcomes  Outcomes – –Intended Outcomes vs Actual Outcomes – –All HCC programs have intended outcomes; not all have methods to determine actual outcomes and what is done with the results.

Outcomes Cycle 2. What happens (actual outcomes) 3. How we assess what happens 4. What we do with the results 1.What we expect (objectives – a.k.a. intended outcomes)

Program and Student Learning Outcomes   Associate in Arts: identify evidence (quantitative and/or qualitative) that graduates have attained the established college-level learning outcomes in the general education curriculum   General Education and Cluster Outcome Statements set the framework for assessment.

Program and Student Learning Outcomes   Associate in Science/Associate in Applied Science – –Each program is associated with curriculum frameworks that provide expected student learning outcomes – –Methods must be developed to assess the outcomes and use the results for program improvement.

Program and Student Learning Outcomes   Statements of outcomes* – –should reflect what groups of students can do upon completion of the curriculum – –should not describe the activities of faculty or academic departments taking part in the process *From Nichols & Nichols General Education Assessment for Improvement of Student Academic Achievement

Program and Student Learning Outcomes   Direct Examples of Student Learning* – –Scores/pass rates on licensure or certification exams or other tests that assess key learning outcomes – –“Capstone” experiences that are scored using a rubric  From L. Suskie Assessing Student Learning: A Common Sense Guide (Anker 2004)

Program and Student Learning Outcomes   Direct Examples of Student Learning (continued)* – –Scores on locally-designed multiple choice and/or essay tests, accompanied by test “blueprints” describing what the tests assess – –Score gains between entry and exit on published or local tests or writing samples – –Employer ratings of employee skills – –Ratings of student skills by field experience supervisors  From L. Suskie Assessing Student Learning: A Common Sense Guide (Anker 2004)

Program and Student Learning Outcomes   Indirect Examples of Student Learning* – –Course grades – –Retention/graduation rates – –Assignment grades that are not accompanied by a rubric or scoring guide   From L. Suskie Assessing Student Learning: A Common Sense Guide (Anker 2004)

Program and Student Learning Outcomes   Indirect Examples of Student Learning (continued)* – –Admission rates into four-year institutions – –Placement rates into appropriate career positions – –Alumni perceptions/satisfaction – –Student ratings of their knowledge/skills   From L. Suskie Assessing Student Learning: A Common Sense Guide (Anker 2004)

Program and Student Learning Outcomes – Glossary

College Goals (BOT/College Community identifies) General Educa- tion Outcomes (General Educa- tion Committee identifies) Course Outcomes (Individual instructor identifies) Course Objectives (Cluster identifies) Cluster Outcomes (Cluster identifies) Course Assessment (Individual instruc-tor identifies) Implementation of Methods to Improve Learning Outcomes Cluster Assessment of Outcomes Implementation of Methods to Improve Outcomes (Cluster identifies)