APPLYING ACCJC GUIDELINES TO
SLO/ASSESSMENT: 2012
PROFICIENCY INTO PRACTICE
Marcy Alancraig, Cabrillo College
Joseph Bielanski, Berkeley City College
Susan Clifford, ACCJC
Roberta Eisel, Citrus College
Glenn Yoshida, Los Angeles Southwest College
ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES
Western Association of Schools and Colleges
Academic Senate for California Community Colleges Accreditation Institute
Anaheim, February 10, 2012
ASCCC Accreditation Institute
www.accjc.org
1
February 10, 2012
WELCOMING COMMENTS
What to expect from this Briefing Session
ASCCC Accreditation Institute
www.accjc.org
2
February 10, 2012
RUBRIC FOR EVALUATING INSTITUTIONAL
EFFECTIVENESS – PART III:
STUDENT LEARNING OUTCOMES
Levels of Implementation
• Awareness
• Development
 Proficiency
• Sustainable Continuous Quality Improvement
ASCCC Accreditation Institute
www.accjc.org
3
February 10, 2012
PROFICIENCY
•
Student learning outcomes and authentic
assessment are in place for courses, programs,
support services, certificates and degrees.
 The institution identifies student learning outcomes for
courses, programs, certificates, and degrees; assesses student
achievement of those outcomes; and uses assessment results
to make improvements.
ACCJC Standard II.A.1.c.
ASCCC Accreditation Institute
www.accjc.org
4
February 10, 2012
EXAMPLES
•
Courses: Glendale College
•
Programs: What’s a Program?
 Speech and Culinary Arts at Contra Costa College
 Biology at Bakersfield College
 GE at Solano College
ASCCC Accreditation Institute
www.accjc.org
5
February 10, 2012
MORE EXAMPLES
•
Degrees: College of Marin
•
GE: El Camino and Skyline Colleges (From Canoeing
to Dragon‐boating: Moving from Course Level to GE
Assessment Methods)
•
Final Key Question: Can you use data from one
level of assessment to measure another level?
ASCCC Accreditation Institute
www.accjc.org
6
February 10, 2012
COURSE STUDENT LEARNING OUTCOMES
ARE ALIGNED WITH DEGREE STUDENT
LEARNING OUTCOMES
 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.
ACCJC Standard II.A.2.e.
ASCCC Accreditation Institute
www.accjc.org
7
February 10, 2012
ALIGNMENT METHOD EXAMPLES
•
Skyline College mapping process
•
El Camino mapping process – on SLO report
form
•
Cabrillo College – in COR in CurricUNet
ASCCC Accreditation Institute
www.accjc.org
8
February 10, 2012
COMPREHENSIVE ASSESSMENT REPORTS
EXIST AND ARE COMPLETED AND
UPDATED ON A REGULAR BASIS
 The institution establishes student learning programs and services aligned
with its purposes, its character, and its student population.
ACCJC Standard I.A.1.
 The institution relies on faculty expertise and the assistance of advisory
committees when appropriate to identify competency levels and
measurable student learning outcomes for courses, certificates, programs
including general and vocational education and degrees. The institution
regularly assesses student progress towards achieving those goals.
ACCJC Standard II.A.2.b.
ASCCC Accreditation Institute
www.accjc.org
9
February 10, 2012
EXAMPLES
•
Santa Monica College (using home-grown
electronic reporting system)
•
Sierra College (using Trac Dat)
•
Solano College (homegrown forms)
•
Comprehensive Assessment Reports from
Around the Country – Bob Pacheco and Fred
Trapp RP Conference April 2011
ASCCC Accreditation Institute
www.accjc.org
10
February 10, 2012
STUDENTS DEMONSTRATE AWARENESS OF
GOALS AND PURPOSES OF COURSES AND
PROGRAMS IN WHICH THEY ARE ENROLLED
 The institution assures that students and prospective students
receive clear and accurate information about educational courses
and programs and transfer policies. The institution describes its
degrees and certificates in terms of their purpose, content, course
requirements, and expected student learning outcomes. In every
class section students receive a course syllabus that specifies
learning outcomes consistent with those in the institution’s
officially approved course outline.
ACCJC Standard II.A.6.
ASCCC Accreditation Institute
www.accjc.org
11
February 10, 2012
EXAMPLES
•Citrus College
•Course syllabi
•Catalogs
•Other: Where else may students learn
about course, program and degree SLOs?
ASCCC Accreditation Institute
www.accjc.org
12
February 10, 2012
THERE IS A WIDESPREAD INSTITUTIONAL
DIALOGUE ABOUT ASSESSMENT RESULTS
AND IDENTIFICATION OF GAPS
 The institution maintains an ongoing, collegial, selfreflective dialogue about the continuous improvement of
student learning and institutional processes.
ACCJC Standard I. B. 1.
 The institution uses documented assessment results to
communicate matters of quality assurance to
appropriate constituencies.
ACCJC Standard I. B. 5.
ASCCC Accreditation Institute
www.accjc.org
13
February 10, 2012
EXAMPLES
•Cabrillo College:
SLO Assessment Review
Committee annual report
•Chaffey College:
SLO Down newsletter
•Other?
ASCCC Accreditation Institute
www.accjc.org
14
February 10, 2012
DECISION MAKING INCLUDES DIALOGUE ON THE
RESULTS OF ASSESSMENT AND IS PURPOSEFULLY
DIRECTED TOWARD ALIGNING INSTITUTIONWIDE PRACTICES TO SUPPORT AND IMPROVE
STUDENT LEARNING
 The institution relies on faculty, its academic senate or other
appropriate faculty structures, the curriculum committee,
and academic administrators for recommendations about
student learning and programs and services.
ACCJC Standard IV.A.2.b.
ASCCC Accreditation Institute
www.accjc.org
15
February 10, 2012
EXAMPLES
•
Consumnes River College – Program
Overview and Forecast Format (PROF)
•
Fullerton College – SLO assessment feeds
Program Review which links to college
planning and budgeting
ASCCC Accreditation Institute
www.accjc.org
16
February 10, 2012
APPROPRIATE RESOURCES CONTINUE TO
BE ALLOCATED AND FINE-TUNED
 The institution demonstrates a conscious effort to produce and support
student learning, measures that learning, assesses how well learning is
occurring, and makes changes to improve student learning…
ACCJC Standard I.B.
 The institution provides evidence that the planning process is broad-based,
offers opportunities for input by appropriate constituencies, allocates
necessary resources, and leads to improvement of institutional effectiveness.
ACCJC Standard I.B.4.
 The institution systematically assesses the effective use of financial resources
and uses the results of the evaluation as the basis for improvement.
ACCJC Standard III.D.3.
ASCCC Accreditation Institute
www.accjc.org
17
February 10, 2012
EXAMPLES
•What are you doing at your college to ensure that
proper resources are directed toward SLO
assessment in these budgetary times?
 Embedding SLO assessment into the program review process
 ???
ASCCC Accreditation Institute
www.accjc.org
18
February 10, 2012
ACCJC
10 Commercial Blvd., Suite 204
Novato, CA 94949
415-506-0234
(FAX) 415-506-0238
Website: www.accjc.org
Email: accjc@accjc.org
ASCCC Accreditation Institute
www.accjc.org
19
February 10, 2012