1. A Student Learning Outcomes-Based Program Review Process Workshop for College of the Redwoods Fred Trapp August 18, 2008

2. Attaching Assessment to Program Review Positives 1. Some impact, depending on stakes 2. Some compliance 3. Some resources available 4. Staff, faculty assigned 5. Cause/effect varies Negatives 1. Impact depends on how well PR is done 2. Can be episodic, not ongoing 3. Inputs and resources focus issue 4. Reporting, not improving 5. Usually low faculty interest 6. Anxiety, risk-aversion 7. Weak connection to classroom & learning

3. Responding to Disadvantages Strong message from administration: PR is serious Provide attentive, supportive oversight Design PR to be continuous Increase weighting of assessment in overall PR process Involve more faculty Focus on outcomes, reflection, USE or focus on making improvements (not just “good news”) & reward that

4. Increasing the Role of Learning Assessment in PR Require it Define it in instructions as the core of the process Define your expectations Encourage broad involvement

5. Criteria for Good Practice Clear understanding of goals & expectations for the program review Collaboration Use of results

6. Criteria for Good Practice Awards and recognition Resources to support the process Coordination of the process Evaluation of the program review process

7. Guiding Questions What do we want our students to learn and be able to do by the time they complete our program? –Intended student learning outcomes

8. Guiding Questions What must they do to persuade us that they are actually learning? –Means of assessment –Evidence of student learning

9. Guiding Questions How well are they learning the intended outcomes? –Levels of achievement or success (based on explicit criteria)

10. Guiding Questions How are we using the evidence to guide decisions for improvement? Do the improvements we make work?

11. The process is not a means unto its own end… It is a way to systematically engage in daily critical inquiry about discovering what works well and what needs to be improved. Peggie Maki, 2004

12. Program Assessment Plan/Report Describe the program mission/role/goals –CoR Inst PR Rev doc, section A; SS/A PR Rev, section I List the required courses –CoR Inst PR Rev doc, section B Map the courses to program learning outcomes –CoR Inst PR Rev doc, section B Build the program assessment plan details –CoR Inst PR Rev doc Appendix A?; SS/A PR Rev, section III Provide a means for simple reporting –CoR Inst PR Rev doc ?; SS/A PR Rev, Appendix A See the handouts