On August 16, 2021, the annual assessment workshop was held. A discussion of how to shift our focus to the assessment of program-level
outcomes was held.
Departments and programs reviewed draft reports based on AY 2020-2021 faculty reporting and sent their conclusions and responses
to the director of teaching and learning innovation.
During September and October 2021, the director of teaching and learning innovation
met individually with program directors to ensure alignment of the campus assessment process and their programmatic accreditation
requirements and other needs. These conversations resulted in establishing more flexible reporting mechanisms that can be used to drive decision-making at the program and institutional levels.
A modified process for General Education assessment was also developed in response to the unique needs
of Gen Ed departments and faculty. This model should prove more useful in assessing
program-level outcomes, in this case, the Gen Ed Core and AA/AS.
Results of the AY21 assessment report were shared with the campus on January 7, 2022,
as a presentation to CPBAC.
AY 2020-2021 Activities
Due to shifting operational priorities caused by COVID-19, the institution continued
using the same course reflection model that had been introduced in AY 2019-2020. Plans
to move to an assessment model emphasizing program-level outcomes were postponed in
favor of helping faculty develop skills to teach in multiple modalities.
Campus-wide assessment training and workshops could not be held this academic year.
Faculty followed assessment reporting plans developed at the department/program level to report on student achievement in courses,
with the intention of scaling assessment results to the program level. The majority
of departments and programs on campus articulated assessment plans early in the fall
semester. These plans included curriculum maps demonstrating alignment of program-level
learning outcomes to courses, as well as alignment to the College Learning Outcomes.
The Student Learning Assessment Committee drafted and presented policy 216.1 Student Learning Outcomes Assessment and its related procedure to the campus. The policy and procedure became effective on May 27, 2021.
The director of teaching and learning innovation reviewed and aggregated course-level
reflections to draft program/department assessment reports. After faculty review,
these reports were used to develop the institutional report of student learning outcomes assessment.
AY 2019-2020 Activities
On August 19-20, 2019 faculty participated in campus workshops to discuss assessment, offer feedback and ideas regarding institutional learning outcomes, and create a foundation for
a meaningful, faculty-driven programmatic and institutional assessment process.
During the assessment workshops, an ad hoc committee of faculty from General Studies, Health Sciences, and Trades was formed to serve
as an advisory group to the Director of Assessment. The group's charge was to review
and suggest revisions to the College Learning Outcomes, as well as assist the director in creating and implementing an assessment process
focused on program-level assessment. This work began in September 2019.
On October 1, 2019, the ad hoc assessment committee resolved to become a permanent standing committee.
From September 2019-November 2019, the Assessment Committee worked to revise the College
Learning Outcomes, following a collaborative process. In addition to feedback received during the August assessment workshops, faculty
input was solicited via survey, informing further revisions.
In November and December 2019, the Director of Assessment conducted one-on-one interviews with all department chairs and program directors regarding programmatic student learning
assessment. These interviews were used to inform the establishment of a revised assessment
process and support individualized program-level goal setting, supporting continuous
On February 28, 2020, a small focus group comprised of faculty from all academic divisions was conducted to pilot a draft assessment
In early March 2020, a group of five faculty piloted a revised reflection form and offered feedback. This feedback informed the further revision of the reflection
Plans to implement a program-level outcomes assessment process were postponed due
to COVID-19. The campus moved to remote operations in March 2020 and this shift in
operations and priorities prevented the planned implementation of the program-level
The General Studies Division began piloting a new course-level assessment process. Included in this process were departmentally created assessment rotation plans.
The first round of course-level assessment data was submitted at the end of the fall
Faculty in the General Studies Division replaced the LOAF (Phase IV) form with the
faculty reflection and self-evaluation form. Submissions were due at the end of the
fall 2018 semester.
Revised processes and the need for training for all divisions postponed CLO assessment.
In March 2019, Dr. Natasha Jankowski, Director and Research Associate Professor, University
of Illinois Urbana-Champaign, visited the college as a NILOA coach. Dr. Jankowski spent the day offering guidance and feedback on institutional
improvement and the revised assessment process.
CLO assessment was piloted in spring 2019. A small group of volunteer faculty from across campus tested VALUE
rubrics to assess signature assignments in their courses. This pilot offered helpful
findings regarding the assessment process and the need to review and possibly revise
the College Learning Outcomes.
Faculty listening sessions were conducted in February 2017 to learn more about faculty perceptions and needs
regarding assessment. Recommendations were presented to executive leadership and the
ALO in May 2017.