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Student Learning Outcomes
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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A. |
Student learning outcome statements (institutional and within academic and cocurricular programs) clearly articulate what students should be able to do, achieve, demonstrate, or know upon graduation. |
4 |
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B. |
Student learning outcome statements are easily understood by internal and external stakeholders. |
3 |
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C. |
Student learning outcome statements are accessible to internal and external stakeholders. |
4 |
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D. |
Appropriate stakeholders were fully involved in establishing student learning outcomes. |
4 |
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E. |
Student learning outcomes are externally informed or benchmarked, reflect generally accepted higher education goals, are of appropriate college-level rigor, and are appropriate given the mission of the institution. |
4 |
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Evidence Gathering
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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F. |
There is a written assessment plan in place which describes when, how, and how frequently each student learning outcome is assessed. |
3 |
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G. |
The assessment plan embodies principles of good assessment practice. |
4 |
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H. |
The assessment plan is supported by adequate and appropriate infrastructure and resources to ensure its sustainability. |
4 |
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I. |
The assessment plan is regularly reexamined. |
4 |
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J. |
A chart, diagram, map, narrative or other document identifies the places in the curriculum and cocurriculum where students encounter and/or achieve each student learning outcome. |
4 |
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Accomplishment
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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K. |
Evidence of the levels at which your students achieve student learning outcomes exists. |
5 |
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Evidence Reporting
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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L. |
Reporting on student learning outcomes is directed at the appropriate audiences and designed to meet their needs. |
4 |
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M. |
Reporting on student learning outcomes is accessible to internal and external stakeholders. |
4 |
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N. |
Reporting on student learning outcomes is easily understood by internal and external stakeholders. |
4 |
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Evidence Use
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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O. |
Collaborative discussions across programs, departments, and the entire campus take place about evidence and its use to improve student learning. |
4 |
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P. |
A plan exists for using evidence to improve student learning that includes a clear decision making process for approving and implementing recommendations. |
4 |
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Q. |
Evidence is used to drive planning, budgeting, decision making, and for making recommendations for improvement of student learning. |
4 |
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R. |
Recommendations for improvement of student learning are implemented, including making changes in priorities, program offerings, and the allocation or reallocation of resources. |
4 |
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S. |
The impact of evidence-based changes is continuously reviewed and evaluated to determine how effectively student learning has improved. |
4 |
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Commitment
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EXTENT TO WHICH CRITERIA IS MET
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ACTION ITEM
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T. |
An ongoing and integrated commitment to achieving student learning outcomes is visible in the actions of the campus community. |
4 |
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U. |
Faculty and administrators serve as a resource for others (e.g., at their own institution, at other institutions, with professional associations) working to initiate or improve their assessment practices. |
4 |
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V. |
The President joins with other presidents to advocate for this agenda. |
5 |
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Action Plan
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Download the institution's Action Plan which lists their goals for improvement and the steps that will be taken in order to accomplish the goals.
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