year for their programs. (versus only a data They develop action plans management tool). based on their data annually. (75%) The college tracks mastery of Faculty report course Assessment process changes Adopt a system and process learning outcome to include sampling student where student artifacts can be learning outcomes by individual attainment, but are not artifacts versus collecting collected and evaluated. students and that information is required to submit student student CLO attainment. Assessment taskforce easily accessible to students and artifacts (75%) Timely communication to committee recommendation to faculty. Syllabi outlines program and students regarding mastery of encourage faculty to submit course learning outcomes learning outcomes. learning outcome attainment (80%) before semester ends.- The college assesses The college uses a Encourage more faculty to Identify faculty by department who of internal and take advantage of professional have not attended professional effectiveness of educational external data assessing the development opportunities development sessions and practice (e.g., using CCSSE or implementation of best Identify future needs to encourage greater participation SENSE, etc.) and uses results to practice in student learning expand sessions for faculty Encourage faculty participating in create targeted professional (CCSSE, SENSE, etc.) Results professional development to development and are reviewed by the new ideas and benefits received implementation action plans. Planning and Development with colleagues in departments Council and used to identify faculty professional development needs and develop action plan for professional development offerings (100%)
year for their programs. They develop action plans based on their data annually. (75%) (versus only a data management tool). The college tracks mastery of learning outcomes by individual students and that information is easily accessible to students and faculty. Faculty report course learning outcome attainment, but are not required to submit student artifacts (75%) Syllabi outlines program and course learning outcomes (80%) Assessment process changes to include sampling student artifacts versus collecting student CLO attainment. Timely communication to students regarding mastery of learning outcomes. Adopt a system and process where student artifacts can be collected and evaluated. Assessment taskforce committee recommendation to encourage faculty to submit learning outcome attainment before semester ends.- The college assesses effectiveness of educational practice (e.g., using CCSSE or SENSE, etc.) and uses results to create targeted professional development and implementation action plans. The college uses a of internal and external data assessing the implementation of best practice in student learning (CCSSE, SENSE, etc.) Results are reviewed by the Planning and Development Council and used to identify faculty professional development needs and develop action plan for professional development offerings (100%) Encourage more faculty to take advantage of professional development opportunities Identify future needs to expand sessions for faculty Identify faculty by department who have not attended professional development sessions and encourage greater participation Encourage faculty participating in professional development to new ideas and benefits received with colleagues in departments
Scale%20of%20Adoption%20Assessment.docx