LCCC AQIP Action Project No 3 Cycle 1- Fall 2002/2005 Cycle 2- Fall 2005/2008 Presented by Assessment Design Team. education. economy. community. cultural. Lorain County Community College Mission. LCCC’s Four Cornerstones.
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AQIP Action Project No 3
Assessment Design Team
Lorain County Community College Mission
LCCC’s Four Cornerstones
Lorain County Community College, an innovative leader in education, economic, community and cultural development, serves as a regional catalyst for change in a global environment through accessible and affordable academic and career-oriented education, lifelong learning and community partnerships.
ASSESSMENT OF STUDENT LEARNING
Overall, 92% (89/96) of full time faculty, 80% (339/424) of adjunct faculty, 51% (11/21.5) of support staff, and 100% (9/9) of administrators attended one or more assessment-related professional development programs.
By the end of three years, 80.8% (93) FT faculty, 44.6%(220) adjunct and part time faculty completed CAR documentation in 43.8% (283) of courses offered at LCCC.
Institution-wide CARD indicated assessment of 2707 course learning outcomes, reaching 69% of the expected learning benchmarks.
As targeted, 24% of programs, including course clusters, completed program review reports using analysis of learning outcomes achievement through CAR documentation.
In all programs and clusters reviewed, continuous improvement plans were included pending inputs from external stakeholders.
Pilot testing was undertaken for assessment of additional 2 general education outcomes through student perception surveys. However, this method was deemed unsatisfactory, and direct measure of general education achievement was warranted.
Students’ participation and understanding of assessment process were far from satisfactory, and this stretch target was modified as “communication strategies” for the next three-year cycle.
Since no clear understanding of this target existed for two years, Institutional Effectiveness and Planning (IEP) implemented CCSSE and CCFSE and after analysis of the results, this target was revised to “student engagement” in the next three-year cycle.
Two ten-member faculty committees drafted a general education purpose statement and a mixture of five infused general education outcomes and five core course outcomes. These were reviewed and refined by the Design Team, discussed by FSEC and approved by the faculty senate. Transition to new GEO is in progress and anticipate completion in courses by end of April and in programs by end of December.
A new ten-member GEASC was charged to develop assessment plan for the new general education outcomes. Difficulties were experienced in defining infused gen. ed. outcome statements, identifying measurable criteria, and developing a set of assessment tools and methods that could be adapted by teaching faculty.
A subcommittee has worked to plan and implement communication strategies and to disseminate assessment information via newsletter, web portal, student assessment guide, faculty reference guide, assessment documentation forms, a tutorial video, and a Student Success Plan.
Following a survey of comparable institutions, performance indicators were identified. Benchmarks were established and data was collected for the AS degree program. Similar benchmarks were established for the AA degree, and data collection is in progress.
CCSSE and CCFSE survey results were analyzed and shared with faculty. 19 faculty volunteers are pilot-testing their selected student engagement activities to enhance retention and improve learning.
The AQIP Design Team and Curriculum Council have successfully developed and implemented a plan for aligning documentation, guidelines, and procedures. Course Description with Students Outcomes (Curriculum Council document) is now consistent with CAR, PAR and CARD (AQIP documents).