1. Presenters: Kevin Bontenbal, Cuesta College Roberta Eisel, Citrus College Tracy Schneider, Solano College Facilitator: Glenn Yoshida, Los Angeles Southwest College Accreditation Institute 2012 Academic Senate for California Community Colleges February 11, 2012

2. ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes PROFICIENCY LEVEL: Student learning outcomes and authentic assessment are in place for courses, programs, support services, certificates and degrees. ACCJC Standard II.A.2.e. The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

3. ACCJC Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes PROFICIENCY LEVEL: Course student learning outcomes are aligned with degree student learning outcomes ACCJC Standard II.A.2.e. The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

4. Roberta Eisel, Citrus College Accreditation Institute 2012 Academic Senate for California Community Colleges February 11, 2012

5. Institutional outcomes demonstrate commitment to the college mission … Citrus College delivers high quality instruction that empowers students to compete globally and to contribute to the economic growth of today's society. We are dedicated to fostering a diverse educational community and cultural learning environment that supports student success in pursuit of *academic excellence, economic opportunity, and personal achievement.

6. *Academic Excellence (General Education): Students transferring or completing degrees or certificates from Citrus College must demonstrate effectively assessed learning in the six areas of general education competency. · Instructional programs and services · Student support services · Institutional support

7. General Education Assessment Assumptions If c ourse outcomes are the foundation, and courses are assigned to a GE area, then GE assessment can be concluded from course assessment.

8. C...appreciate, & express artistic, philosophical, & cultural sensibilities … General Education Categories A. Natural sciences B. Social and behavioral sciences C. Arts and humanities D. Language and rationality Core Competencies CM - Communication CP - Computation CR - Creative, critical, analytical thinking CG - Community/global consciousness TE - Technology DS - Discipline, subject area

10. CC1 Use correct terminolog y CC2 Demonstrat e accurate calculation s CC 3 Develop Skills… CC4 (A) Demonstrate abilities … CC4 (B) Provide culturally appropriate advice CC5 Use current technology CC6 Provide appropriat e care SUBJ 000–Title of Class (4 Units), Course Applicability Key: T=Transfer, D= Degree, C= Certificate, S= Skill Award Applicability-D Last Offered-8/11, Last Curriculum Date: S08, Curriculum Revision Date: 7/13 Date of Assessment : Term/YR or CA (continuing assessment) SLO 1DDDD,M MFA12 SLO 2DDDD,M M CA SLO 3DDDD,M M SP 12 SLO 4DDDD,M M CA SLO 5DDIID,M M SP 12 SLO Key: I= Introduced, D=Developed, M=Mastered Program Level Outcomes by Core Competency ^ Communication ^ Computation ^ Creative, Critical, Analytical Thinking, Information Competency ^ Community / Global Consciousness and Responsibility ^ Technology ^ Creative, Critical, Analytical Thinking, Information Competency ^ Discipline/Subject Area Specific Content Mapping to Degrees, Certificates, Skill Awards in Comprehensive Program Review

11. Where, when, and how do we do this? CurricUnet Annual Program Review Comprehensive Assessment Report Finding ways for more than mere ‘trickle up’

12. Kevin Bontenbal, Cuesta College Accreditation Institute 2012 Academic Senate for California Community Colleges February 11, 2012

13. Institutional Assessment Plan

16. GE SLOs Upon completion of the general education course pattern, in addition to the area-specific outcomes, students should be able to: identify, explain, and analyze the core concepts and methods of the major discipline in which the course is included; identify, explain, and analyze the influences and contributions of the specific discipline to other disciplines, cultures, human history, and our quest to understand the universe; organize, integrate, and critically analyze information within the course, using these skills to generate and evaluate alternative perspectives; and prepare students to live enriched lives in our multicultural society.

17. GE Area SLOs Area B: Social and Behavioral Studies After successfully completing courses in this category, students will: understand the theories and be able to employ and evaluate the methods of social science inquiry; be able to analyze and critically assess ideas about the individual, social groups, institutions and society, as well as their interrelationships, structure and function; be able to use this knowledge to develop a capacity for self- understanding and to understand contemporary issues, conflicts, problems and their origins. Curriculum Focused Only relate to those students earning a degree

18. ILOs – Next Steps – Best Practices  Broader – Institutional Focused Technology Competency Global Awareness/Citizenship Personal and Professional Responsibility/Awareness/Engagement  Good PR/Communication Involve as many folks as possible (including ACCJC)  Look for existing assessments/projects Work with college researcher  Dialog – talk beyond the assessment What do you plan to change?

19. Tracy Schneider, Solano College Accreditation Institute 2012 Academic Senate for California Community Colleges February 11, 2012

20. Core Competencies are GE and Institutional Outcomes: Communication, Critical Thinking, Global Awareness, Personal Responsibility and Professional Development Sub-categories are connected to all courses, services, and when appropriate non-academic areas

21. Institutional Support Core Faculty, staff, students and the public will...  Receive the resources they need;  Receive resources in a timely fashion;  Be able to utilize the resources they receive;  Feel valued. These are connected to all services, academic and non-academic (or are supposed to be).

22. Mapping Outcomes  All courses are coded to the Core Competencies and to Program Outcomes (which may or may not be degree/ certificate outcomes)  All services are coded to the Institutional Support Core and, where appropriate, Core Competencies

23. Mapping Planning  Course- and service-level assessment is discussed and used to develop plans for improvement at any and all levels: Classroom Service Department/Division/Area Institution  Plan Implement Re-assess

24. ACCJC Visiting Team said... Yay! Processes and forms in place to tie student learning to institutional effectiveness Outcomes mapped at all levels Instruction and student services programs demonstrate dialogue, assessment, and results

25. ACCJC Visiting Team said... Boo! Process not in place for institutional support area assessment Limited documented evidence of dialogue, meaningful assessment, and impact, particularly at the Program and Core levels. “No process to address GE in a systematic way”

26. Questions and Answers  Thank you for attending