the quality of its courses and programs? discipline expertise for establishing the quality of its courses and programs? The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable IIA2.b student learning outcomes for coursed, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes. Probing Questions Answer/Discussion Evidence (previous 5 years, Gap (yes/no; if a gap qualitative/quantitative, and reliable) How are competency levels and 1) Course competencies are driven College Catalog measurable student learning outcomes by Program competencies, which are CORS in CurricUNET determined? What is the role of faculty? driven by core competencies, which Program Plan Evaluation What is the role of advisory committees? are ultimately driven by the college Form mission TracDat 2) Course competencies and related student learning outcomes also determined by state wide C-IDs 3) Competency levels for CTE programs such as nursing set by state national board standards 4) Non-CTE programs complete their own environmental scans of marketplace and transfer institution requirements How has the institution structured the Course competencies are driven by College Catalog relationship between student learning Program competencies, which are CORS in CurricUNET outcomes, competency levels for degrees, driven by core competencies, which Program Plan Evaluation certificates, programs, and courses? are ultimately driven by the college Form mission TracDat
discipline expertise for establishing the quality of its courses and programs? the quality of its courses and programs? IIA2.b The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for coursed, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes. Probing Questions Answer/Discussion Evidence (previous 5 years, qualitative/quantitative, and reliable) Gap (yes/no; if a gap How are competency levels and measurable student learning outcomes determined? What is the role of faculty? What is the role of advisory committees? 1) Course competencies are driven by Program competencies, which are driven by core competencies, which are ultimately driven by the college mission 2) Course competencies and related student learning outcomes also determined by state wide C-IDs 3) Competency levels for CTE programs such as nursing set by state national board standards 4) Non-CTE programs complete their own environmental scans of marketplace and transfer institution requirements College Catalog CORS in CurricUNET Program Plan Evaluation Form TracDat How has the institution structured the relationship between student learning outcomes, competency levels for degrees, certificates, programs, and courses? Course competencies are driven by Program competencies, which are driven by core competencies, which are ultimately driven by the college mission College Catalog CORS in CurricUNET Program Plan Evaluation Form TracDat
Gap_Analysis_All_Standards.docx