ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES

Transcription

1 ACCREDITING COMMISSION FOR COMMUNITY AND JUNIOR COLLEGES COLLEGE STATUS REPORT ON STUDENT LEARNING OUTCOMES IMPLEMENTATION INSTRUCTIONS Colleges are asked to use this report form in completing their College Status Report on Student Learning Outcomes Implementation. Colleges should submit a brief narrative analysis and quantitative and qualitative evidence demonstrating status of Student Learning Outcome (SLO) implementation. The report is divided into sections representing the bulleted characteristics of the Proficiency implementation level on the Rubric for Evaluating Institutional Effectiveness, Part III (Rubric). Colleges are asked to interpret their implementation level through the lens of the Accreditation Standards cited for each characteristic. The final report section before the evidence list requests a brief narrative self-assessment of overall status in relationship to the proficiency level, indicating what plans are in place to mitigate any noted deficiencies or areas for improvement. Narrative responses for each section of the template should not exceed 250 words. This report form offers examples of quantitative and qualitative evidence which might be included for each of the characteristics. The examples are illustrative in nature and are not intended to provide a complete listing of the kinds of evidence colleges may use to document SLO status. College evidence used for one Proficiency level characteristic may also serve as evidence for another characteristic. This report is provided to colleges in hard copy and also electronically, by , as a fill-in Word document. The reports must be submitted to the Commission by either the October 15, 2012 date or the March 15, 2013 date, as defined on the enclosed list of colleges by assigned reporting date. When the report is completed, colleges should: a. Submit the report form by to the ACCJC (accjc@accjc.org); and b. Submit the full report with attached evidence on CD/DVD to the ACCJC (ACCJC, 10 Commercial Blvd., Suite 204, Novato, CA 94949). Although evidence cited in the text of the report may include links to college web resources, the Commission requires actual copies (electronic files) of the evidence for its records. COLLEGE INFORMATION: DATE OF REPORT; COLLEGE; SUBMITTED BY; CERTIFICATION BY CEO Date of Report: February 18, 2013 Institution s Name: Los Angeles Mission College Name and Title of Individual Completing Report: Patricia T. Flood, SLO Coordinator Telephone Number and Address: ; floodpt@lamission.edu Certification by Chief Executive Officer: The information included in this report is certified as a complete and accurate representation of the reporting institution. Name of CEO: Monte E. Perez, PhD, President Signature: (e-signature permitted) 1

2 PROFICIENCY RUBRIC STATEMENT 1: STUDENT LEARNING OUTCOMES AND AUTHENTIC ASSESSMENTS ARE IN PLACE FOR COURSES, PROGRAMS, SUPPORT SERVICES, CERTIFICATES AND DEGREES. Eligibility Requirement 10: Student Learning and Achievement Standards: I.A.1; II.A.1.a; II.A.1.c; II.A.2.a,b,e,f,g,h,i; II.A.3 [See II.A.3.a,b,c.]; II.A.6; II.B.4; II.C.2]. EXAMPLES OF EVIDENCE: Evidence demonstrating numbers/percentages of course, program (academic and student services), and institutional level outcomes are in place and assessed. Documentation on institutional planning processes demonstrating integrated planning and the way SLO assessment results impact Program Review. Descriptions could include discussions of high-impact courses, gateway courses, college frameworks, and so forth. PROFICIENCY RUBRIC STATEMENT 1: NUMERICAL RESPONSE QUANTITATIVE EVIDENCE/DATA ON THE RATE/PERCENTAGE OF SLOS DEFINED AND ASSESSED 1. Courses a. Total number of college courses (active courses in the college catalog, offered on the schedule in some rotation): 437 b. Number of college courses with defined Student Learning Outcomes: 437 Percentage of total: 100% c. Number of college courses with ongoing assessment of learning outcomes: 428 Percentage of total: 98% 2. Programs a. Total number of college programs (all certificates and degrees, and other programs defined by college): 54 associate degrees, 19 certificates, 21 skill certificates = 94 b. Number of college programs with defined Student Learning Outcomes: 94; Percentage of total: 100% c. Number of college programs with ongoing assessment of learning outcomes: 94; Percentage of total: 100% 3. Student Learning and Support Activities a. Total number of student learning and support activities (as college has identified or grouped them for SLO implementation): 17 b. Number of student learning and support activities with defined Student Learning Outcomes:17; Percentage of total: 100% c. Number of student learning and support activities with ongoing assessment of learning outcomes: 17; Percentage of total: 100% 4. Institutional Learning Outcomes a. Total number of institutional Student Learning Outcomes defined: 7 b. Number of institutional learning outcomes with ongoing assessment: 7; 100% 2

3 PROFICIENCY RUBRIC STATEMENT 1: NARRATIVE RESPONSE FOR ALL NARRATIVE RESPONSES, SEE ATTACHED PROFICIENCY RUBRIC, CRITERIA, AND EVIDENCE TABLE WITH REFERENCES NUMERICALLY CORRELATED TO THE MASTER LIST OF EVIDENCE WITH LINKS, AND PDFS ON A SEPARATE FLASH DRIVE, ALONG WITH A GRAPHIC OF THE LAMC SLO TREE ILLUSTRATING THE RELATIONSHIPS OF THE MASTER PLANNING DOCUMENTS, ILOS, PLOS, SLOS, AND ASSESSMENTS. Assessment of learning outcomes on the course (SLOs), program (PLOs) and institutional levels (ILOs) is well established at Los Angeles Mission College (LAMC) and integrated with all college planning processes. At least one outcome for each active (offered within the last two years) course, certificate, and program has been assessed and results are posted on LAMC s online SLO management system and the SLO website. Assessment reports include the course, SLO(s), year and semester it was assessed, the assessment method, the sample size (a randomizer selects a minimum of 35% of the students in the class), analysis of the results, modifications recommended, and resource requests. Reports of assessments are summarized on the SLO website and detailed reports can be easily accessed and printed. SLOs, their method of assessment, and criteria for evaluation are part of all curriculum updates. Furthermore, SLOs, assessments, and resource requests are automatically integrated into the online Program Review system, and the results are reviewed in each department s annual and threeyear comprehensive reviews. Comprehensive Program Reviews are presented in written and oral format to the Educational Planning Committee. As a result of these assessments, many instructional improvements have been implemented, along with requests for resources which are automatically integrated into the online Program Review system. Achievement of SLOs at all levels is one of the goals of both the Strategic Master Plan and the Educational Master Plan and is part of the College s Annual Institutional Effectiveness report to the Board of Trustees. The relationships of the college planning documents to SLOs, PLOs, and ILOs are graphically illustrated in the attached diagram (SLO Tree). All Student Services and Administrative divisions have identified Service Area Outcome performance indicators and assessment timelines. Service Area Outcomes (SAOs) and Administrative Unit Outcomes (AUOs) results are reported through the online Program Review system. Assessment reports and Program Reviews for Service Areas are also posted on the Student Support Services Committee Web page. PROFICIENCY RUBRIC STATEMENT 2: THERE IS A WIDESPREAD INSTITUTIONAL DIALOGUE ABOUT ASSESSMENT RESULTS AND IDENTIFICATION OF GAPS. Standards: I.B.1; I.B.2; I.B.3; I.B.5. EXAMPLES OF EVIDENCE: Documentation on processes and outcomes of SLO assessment. Specific examples with the outcome data analysis and description of how the results were used. Descriptions could include examples of institutional changes made to respond to outcomes assessment results. PROFICIENCY RUBRIC STATEMENT 2: NARRATIVE RESPONSE 3

4 Dialogue on outcome assessment results and identification of gaps occurs at department meetings Annual College Council Retreat, Council of Instruction meetings, Curriculum Committee meetings, Academic Senate meetings, Student Support Service Committee meetings, the Educational Planning Committee, presentations of comprehensive Program Reviews, Flex Day meetings, the February 2012 Assessment Retreat, and Achieving the Dream (AtD) focus groups and implementation meetings. Based on assessments, examples of changes to curriculum have included better scheduling, updating course outlines, adding advisory or prerequisite courses, implementing online courseware, modifying exams, changing textbooks, adding tutors, increased utilization of existing resources for students, adding more writing assignments, expanding lectures, using Student Response Systems (clickers), using social media such as and Facebook to improve communication with students, and in some cases, modifying the SLO to more accurately reflect the desired outcomes of the course or program. Resource requests have included funding of tutors, new full-time faculty, and adding more classes to help students complete the required courses for their certificate and degree programs. As part of the Program Review system, faculty develop their resource requests based on their SLO and PLO assessments and plans for improvement. Dialogue about SLO and SAO assessment occurs at almost all shared governance committee meetings as well as in meetings with all levels of administration and has become part of the culture of Los Angeles Mission College. PROFICIENCY RUBRIC STATEMENT 3: DECISION MAKING INCLUDES DIALOGUE ON THE RESULTS OF ASSESSMENT AND IS PURPOSEFULLY DIRECTED TOWARD ALIGNING INSTITUTION-WIDE PRACTICES TO SUPPORT AND IMPROVE STUDENT LEARNING. Standards: I.B; I.B.3; II.A.1.c; II.A.2.f; III.A.1.c; IV.A.2.b. EXAMPLES OF EVIDENCE: Documentation of institutional planning processes and the integration of SLO assessment results with Program Review, college-wide planning and resource allocation, including evidence of college-wide dialogue. PROFICIENCY RUBRIC STATEMENT 3: NARRATIVE RESPONSE The annual and comprehensive (every three years) Program Review process includes reports on results of outcomes assessment as well as an evaluation of those results and are discussed with faculty, deans, and vice presidents at Educational Planning Committee meetings and Student Services meetings. Resource allocation requests recorded in the online SLO system are automatically included in annual Program Reviews and once prioritized by area deans and vice presidents are then forwarded to the Budget and Planning Committee which uses a rubric to evaluate them and to assist with funding prioritization before recommendation to the College President. Achievement of Learning Outcomes is part of the Strategic Master Plan, which is revised yearly, and guides all other planning activities within the college. In addition, Student Learning Outcomes, methods of assessment, criteria for assessment, and their alignment with the Institutional Learning Outcomes are part of the approval process for all curriculum and are discussed at each (twice a month) Curriculum Committee meeting. Course Outlines 4

5 of Record are reviewed on a six-year cycle by the Curriculum Committee. In February of 2012 the LAMC held a college wide Assessment Retreat attended by over 100 participants. The Assessment Retreat provided a forum for institutional discussion of the progress LAMC has made in assessing learning outcomes on all levels and it provided an opportunity to discuss the results of the Fall 2011 Student Survey of students perception of how well they had achieved the seven College ILOs. The Assessment Retreat also provided opportunities for all constituents of the College to discuss The results of course assessments How the assessments support the College ILOs What has been learned What changes have been implemented or planned What has been the impact of assessment on planning and budgeting As a result of the retreat, a number of follow-up activities were planned to enable LAMC to meet its fall 2012 SLO Proficiency deadline: (1) A resource request textbox was added to the SLO online system; (2) Program Learning Outcome pages were added for reporting PLO assessments; (3) A commitment was made to include PLOs for all academic programs in the College Catalog; (4) Ideas for additional ILO assessments were discussed. Consequently, in the fall of 2012 seven teams met to design and implement Institutional Outcomes assessments in an attempt to determine LAMC students achievement of its seven stated ILOs. Career Technical Education curriculum must be up to date in order to receive funding through CTE annual Requests for Funding proposals. By using the online SLO system, assessment reports can be accessed easily which facilitates dialogue on results and decision making and enables the college to align its practices to facilitate student learning. PROFICIENCY RUBRIC STATEMENT 4: APPROPRIATE RESOURCES CONTINUE TO BE ALLOCATED AND FINE-TUNED. Standards: I.B; I.B.4; I.B.6; III.C.2; III.D.2.a; III.D.3. EXAMPLES OF EVIDENCE: Documentation on the integration of SLO assessment results with institutional planning and resource allocation. PROFICIENCY RUBRIC STATEMENT 4: NARRATIVE RESPONSE Student achievement is central to the mission of Los Angeles Mission College. Through its online SLO management and Program Review systems, the college has institutionalized a systematic process for integrating assessment results with institutional planning and resource allocation. In 2007 a 60 percent SLO Coordinator was appointed by the college to help guide faculty and Student Services and Administrative Services units in fulfilling their SLO/SAO responsibilities. In 2009 this assignment was divided into two: a 40 percent SLO Coordinator and a 20 percent SLO Coordinator Assistant. 5

6 In 2008 an SLO Web page was developed to provide resources and information for faculty and to support SLO assessment. Also in 2008, an in-house online SLO system for reporting Student Learning Outcomes and assessments began to be designed. The system was implemented in 2010 and has greatly facilitated recording and reporting of SLO and assessment progress. SLOs, methods of assessment, and which ILOs are supported are determined by the department chair in conjunction with the discipline faculty and are posted on the online system. All SLO updates, certificate and degree/program outcomes (PLOs), and assessments for the academic programs are now reported using this online system. LAMC s Institutional Learning Outcomes are posted in all classrooms and in the Learning Resource Center. Students receive bookmarks printed with the ILOs and the College Mission Statement when they purchase their books at the Eagles Landing Bookstore. In addition, the ILOs are listed in the College Catalog and on the SLO Website. A link is provided to these ILOs on several other Web pages, such as the Institutional Effectiveness, Institutional Planning, Curriculum, and Student Support Services Web pages. Many faculty are involved in assessing ILOs and Program Learning Outcomes, and all faculty are involved in assessing course SLOs and implementing recommended improvements, which is supported by the Faculty Contract. Institutional research, both quantitative and qualitative, is provided by the Manager of Information Systems who also served for two years as the dean of Institutional Research. To further support the school s research efforts, a dean of Institutional Effectiveness is in the process of being selected. Campus resources have supported SLO and Student Success conference attendance, SLO and assessment workshops, discussions of learning outcomes at all levels and assessments at the yearly Faculty Academy, Professional and Staff Development meetings, Flex Day, Student Surveys, and the February 2012 Assessment Retreat. In order to further strengthen the linkage between outcome assessment and planning, resource requests made in the SLO assessment system are now automatically incorporated into the Program Review system. PROFICIENCY RUBRIC STATEMENT 5: COMPREHENSIVE ASSESSMENT REPORTS EXIST AND ARE COMPLETED AND UPDATED ON A REGULAR BASIS. Standards: I.A.1; I.B; I.B.3; I.B.5; I.B.6; II.A.2.a; II.B. EXAMPLES OF EVIDENCE: Documentation on the process and cycle of SLO assessment, including results of cycles of assessment. Copies of summative assessment reports, with actual learning outcomes. PROFICIENCY RUBRIC STATEMENT 5: NARRATIVE RESPONSE Assessment of SLOs, PLOs, and ILOs is supported by LAMC s Student Learning Outcome online program, which is an interactive system and can be accessed through the college Faculty Portal. This system has enabled faculty to more easily measure and record achievement of Student Learning Outcomes for courses, certificates, and programs. Summary reports of assessment progress, including 6

7 the SLO(s), assessment method and analysis, improvements made, and resource allocations requested are generated using this system. Assessment reports can be accessed by discipline, and individual reports can be easily viewed by clicking on the assessments which are linked to the online system. As an example of the reports generated, a 2013 summary of assessments requesting allocation of resources is posted on the SLO website under Assessments and Reports. In addition, monthly SLO assessment reports and annual updates are provided to the Academic Senate, Educational Planning Committee, and Council of Instruction. Examples of specific course changes that have resulted from the SLO assessment process include: Adding the prerequisite of English 28 to all Humanities classes to better prepare students for the level of reading and writing required for those classes. Developing a new lab manual for Biology 3 that is more user friendly and focuses more on the scientific process. Adding an intense reading component in the form of online homework materials for English 21 and My Writing Lab as a component of English 28. Requiring that students in Health 11 classes attend a specific library workshop designed to help them complete their assignments. Each semester department chairs review the SLO reports submitted online by their faculty members, provide feedback, and facilitate departmental dialogue at faculty meetings. Department chairs also submit a written narrative report to the SLO Coordinator summarizing their progress on SLO/PLO assessment, curriculum modifications, resource requests, program assessment, and implementation of improvements. These reports are shared with the college deans, vice presidents, and president. SLO and Student Service and Administrative Services SAO assessment reports are an important part of annual and comprehensive Program Reviews. Several assessments have been conducted to determine LAMC students achievement of the Institutional Learning Outcomes (ILOs) including surveys and evaluating samples of students work by using rubrics. Student surveys provide valuable data for assessing students achievement of learning outcomes on all levels. The surveys and results are posted on LAMC s Planning Web page. PROFICIENCY RUBRIC STATEMENT 6: COURSE STUDENT LEARNING OUTCOMES ARE ALIGNED WITH DEGREE STUDENT LEARNING OUTCOMES. Standards: II.A.2.e; II.A.2.f; II.A.2.i. EXAMPLES OF EVIDENCE: Documentation on the alignment/integration of course level outcomes with program outcomes. Description could include curriculum mapping or other alignment activities. Samples across the curriculum of institutional outcomes mapped to program outcomes. PROFICIENCY RUBRIC STATEMENT 6: NARRATIVE RESPONSE Los Angeles Mission College awards credit based on student achievement of the Student Learning Outcomes (SLOs) of each course. All academic programs have developed several PLOs which serve to assess whether students have achieved desired competencies in each program. Beginning in fall 2012, 7

8 the College Catalog lists all degree and certificate PLOs, in addition to the seven Institutional Learning Outcomes (ILOs). Through the LAMC SLO online system, all courses are aligned with both Program Learning Outcomes and the Institutional Learning Outcomes. All courses which support Program Learning Outcomes are also listed on the online SLO system under the degree program. In addition, department chairs have prepared PLO Matrices which identify specific courses that support each PLO. Through the SLO online system, course SLOs are mapped to Program and Institutional Learning Outcomes so that once students have completed a set of classes for a degree, faculty, department chairs, and administrators know that they also have met the Program and Institutional Learning Outcomes. Program Learning Outcomes (PLOs) are the basis for awarding degrees and certificates at the College. In addition, course SLOs and PLOs are mapped to LAMC s seven Institutional Learning Outcomes. The wide variety of courses that support each ILOs are listed on the SLO website. The ILOs that each course supports are included in every SLO online report and in all curriculum updates of Course Outlines of Record. Course Outlines of Record (COR) and degree programs are carefully reviewed by the SLO Coordinators and the Curriculum Committee to assess whether the outcomes are aligned with the College ILOs, PLOs, course description and course objectives, and reflect minimum competencies that the students should have as a result of taking the course or pursuing a degree program. PROFICIENCY RUBRIC STATEMENT 7: STUDENTS DEMONSTRATE AWARENESS OF GOALS AND PURPOSES OF COURSES AND PROGRAMS IN WHICH THEY ARE ENROLLED. Standards: I.B.5; II.A.6; II.A.6.a; II.B. EXAMPLES OF EVIDENCE: Documentation on means the college uses to inform students of course and program purposes and outcomes. Samples across the curriculum of: course outlines of record and syllabi with course SLOs; program and institutional SLOs in catalog. PROFICIENCY RUBRIC STATEMENT 7: NARRATIVE RESPONSE LAMC has made a concerted effort to increase student awareness of course SLOs and inform students of course and program purposes and outcomes. LAMC's Institutional Learning Outcomes (ILOs) are listed in the College Catalog along with the Program Learning Outcomes for each type of degree and/or certificate. At the beginning of each academic term, instructors must provide a course syllabus which includes the Student Learning Outcomes. Students and others can easily view class syllabi by visiting the Schedule of Classes Online (SOCO) on the college website and instructor Web pages accessed through the online college directory. ILOs and SLOs are also listed on the SLO Web page. An explanation of what SLOs are and why they are important is included on the Student Web page. SLO updates, methods and criteria for assessment, and the supported ILOs are part of the Course Outlines of Record (CORs) and are available through the Electronic Curriculum Development (ECD) system. 8

9 Several Student Surveys administered over the last several years have increased awareness of SLOs. In the Spring 2012 Student Survey, 93% of LAMC students indicated that SLOs were presented or listed on course syllabi. In addition to being listed in the College Catalog and on the website, ILOs are now posted in all classrooms. Furthermore, the Learning Resource Center has painted in large print the ILOs on one of the LRC walls, and it has an ILO link on its homepage with materials such as videos and workshops that support each ILO. Starting in spring 2013, all students making purchases at the LAMC s student store will receive colorful laminated bookmarks with the College ILOs and the Mission Statement. At Council of Instruction meetings, department chairs have been asked to encourage their faculty to discuss with their students how course SLOs support the College ILOs to further develop the students awareness of and appreciation for the ILOs. Department web pages and brochures and CTE brochures also detail information about goals and purposes of courses and programs. SELF-ASSESSMENT ON LEVEL OF IMPLEMENTATION: YOU PLANNED TO ADDRESS NEEDED IMPROVEMENTS? WHAT LEVEL OF SLO IMPLEMENTATION WOULD YOU ASSIGN YOUR COLLEGE? WHY? WHAT EFFORTS HAVE YOU PLANNED TO ADDRESS NEEDED IMPROVEMENTS? SELF-ASSESSMENT ON LEVEL OF IMPLEMENTATION: NARRATIVE RESPONSE Los Angeles Mission College is at the Proficiency Level of SLO implementation as demonstrated in the attached Evidence of Proficiency Table and has demonstrated many of the required elements of the next level, Sustainable Quality Improvement (see attachment). Student Learning Outcomes (SLOs), Program Learning Outcomes (PLOs), and methods of assessment are established for each course and program, and the ILOs they support are identified. These all are an integral part of curriculum updates in addition to annual and comprehensive Program Reviews. All outcomes are assessed at least every three years, though some areas assess outcomes more frequently. Many improvements have been implemented and documented through the SLO online system, SLO website, comprehensive Program Review reports to the Educational Planning Committee and Student Services Committee, and semester summary SLO and PLO assessment reports. The continuous improvement in quality as a result of SLO and PLO assessments is documented on the online SLO system and through the Program Review process for all academic, student support services, and administrative areas. Strong support by faculty and staff and administration, in addition to increased accountability, dialogue, training, and emphasis on learning outcomes and assessments reflect an institutional commitment to improvement of all instructional programs and student support services. Numerous surveys have been conducted to assess LAMC s Institutional Learning Outcome achievement progress as well as surveys to assess Program Learning Outcomes; for example, the Fall 2011 ILO Student Survey (512 respondents) and the Spring 2012 Student Survey (3,219 respondents). Data from the Fall 2011 Faculty and Staff Survey (158 respondents) assisted the administrative and student service units to assess their Service Area Outcomes. College wide discussion of the assessments occurs at meetings of the College Council, Council of 9

10 Instruction, Academic Senate, the annual Flex Day held in the fall, the February 2012 Assessment Retreat as well as at shared governance committee meetings, notably the Educational Planning Committee and the Student Support Services Committee. To further address needed improvements, the College is in the process of hiring a dean of Institutional Effectiveness and establishing a Program Review Oversight Committee to standardize the validation Program Review process across the academic, student service, and administrative services areas. The assessment process and integration with resource allocation and planning continues to be fine tuned and reports of program assessment will be made public. TABLE OF EVIDENCE: LIST THE EVIDENCE USED TO SUPPORT YOUR NARRATIVE REPORT, SECTION BY SECTION. TABLE OF EVIDENCE (NO WORD COUNT LIMIT) [SEE ATTACHED TABLE] Accrediting Commission for Community and Junior Colleges (ACCJC) 10 Commercial Blvd., Suite 204, Novato, CA Telephone: FAX: accjc@accjc.org 10