1. Program Level Assessment for Continuing Studies Programs

2. Why do assessment anyway?

3.  For Program Accreditation  For Regional Accreditation, Middle States Region  Compliance

4. We want to know that students are learning!

7. Surgical Technology

8. Kimberly Awuku Director, Surgical Technology School of Continuing Studies Data Assessment

9.  Analyze the Data to uncover student learning needs  Where does that learning occur?  Make changes in pedagogy and instruction in course(s)  Assess the changes

10. Surg 155: Anatomy and Physiology Surg 184: Surgical Technology I Surg 210:Microbiology Surg 155: Anatomy and Physiology Surg 184: Surgical Technology I Surg 210:Microbiology

12. Parts of an Outcomes Assessment Plan Mission Program Goals Objectives Measures Data Analysis Proposed Changes

13. Paralegal Studies Mission Statement It is the mission of the Paralegal Studies Program at Atlantic Cape Community College to prepare students for entry-level positions in both the public and private sectors of the legal community. Students are taught both legal theory and practical legal skills in a supportive and challenging environment. The program is committed to enhance and encourage the critical thinking skills. Courses in our program also develop critical thinking, communication, computer and organization skills. Students are encouraged to pursue academic excellence, professional growth and high ethical standards. A mission statement is a brief description of a the school/ program’s fundamental purpose. It answers the question, "Why do we exist?"

14. 1.What are the opportunities or needs that we exist to address? (What is the purpose of the program/college) 2.What are we doing to address those needs? 3.What principles or beliefs guide the work? (Institutional Values)

15. Program Goals 1: Students will be able to employ legal terminology competently and generally define the major legal systems and the functions of the law in American society. 2. Students will be able to understand the ethical rules and concerns in the legal profession. Goals focus on the general aims of the program and curriculum

16. Objectives focus on what you expect students to do/know at the end of instruction Goal 1: Students will be able to employ legal terminology competently and generally define the major legal systems and the functions of the law in American society. Objectives 1.1 Students will be able to utilize legal terminology competently; 1.2 Students will be able to describe the American legal system including sources of American law, the judicial system, civil and criminal procedure, and substantive areas of law such as contracts, torts, constitutional law, employment, and other areas; and 1.3 Students will be able to identify the functions of law in American society, how they relate to corresponding legal research material, and the legislative process, judicial structure and system.

17. Goal 2: Students will be able to understand the ethical rules and concerns in the legal profession. Objectives 2.1 Students will be able to interpret the attorneys' Code of Ethics, adopted by the State of New York

18. To determine how well students in your program have accomplished the program’s learning outcomes you will need to measure their learning. There are a variety of techniques that can be used to capture student learning that occurs as a result of your program curriculum. To assist you in selecting a measure this brief overview includes a description of the major categories of measures, a few things to keep in mind when you are selecting an assessment measure and the properties of good measurement techniques.

19. Direct vs Indirect Measures Direct measures include student products or performances that demonstrate that specific learning has taken place. Indirect measures, on the other hand, may imply that learning has taken place (e.g., student perceptions of learning) but do not specifically demonstrate that learning or skill. Surveys are frequently used as indirect measures of student learning or student understanding of career options or student perceptions of preparation for the workplace, etc. Middle States recommends using both types of measures. Direct measures are preferred but can be combined with indirect measures.

20. Direct Measures include (but are not limited to) a.comprehensive exams -- even MC exams can be useful here when individual items are written to measure multiple outcomes (e.g., knowledge, application, analysis, synthesis, etc.) b. research papers, projects, presentations, performances -- use of rubrics/rating scales across multiple raters is important here; overall assignment/paper/project/presentation grades are not specific enough c. portfolios d. field experience supervisor evaluations e.e. standardized tests (such as licensure exams)