Planned project kickoff date: 01-01-2006
Target completion date: 09-01-2007
Actual completion date: --

Learning Outcomes Assessment Project

-Define course learning outcomes, competencies and skills, and assess whether or not students can demonstrate learning outcomes. Measurable course outcomes will be established for top 60 FTE generating courses by June, 2007. -Evaluate Assessment Data -Develop Learning Strategies Based on Data and alter curriculum and instruction as necessary based on assessment data -Reassess Outcomes, Competencies and Skills

Primary Category: Helping Students Learn

As a learning centered college, CMC is focused on how we know that student learning has occurred, and how the college can support students becoming more responsible for their own learning; in addition, the focus on student learning and measurable course outcomes helps ensure consistency across the curriculum and instruction regarding what students know and are able to do. Finally, a central college focus on student learning helps ensure the eventual alignment and clarity of the college vision, mission and goals.

Instruction (faculty and staff) Institutional Research Students Discipline Coordinators

Instructional Processes Course Preparation Curriculum Design Instructional Supervision Processes Involving Assessment Plan and Practices Budget and Planning Processes Related to Faculty and Staff Allocation Budget Processes Related to Time and Materials that Will Support the Implementation of the Action Project

As the faculty and staff examine the college’s internal processes related to the success of the Action Project, the following is noted:  Faculty have planned and facilitated workshops regarding writing measurable course outcomes.  Faculty attended assessment trainings and conferences.  The spring 2005 and fall 2005 faculty in-services had classroom assessment as a central theme.  During the summer of 2006 assessment trainings were conducted to “train the trainer”. Ten CMC faculty became Assessment leaders. Their mission is to work with, train and assist other assessment writers to continue the completion of the goal to assess all courses in the college.  The Senior Faculty met in December of 2006 to revisit the General Education Goals. These goals were amended and re-titled as the “Faculty Declaration of Educational Intent”. A process for assessing these goals is currently being discussed and planned.  During the summer of 2006 faculty evaluated 44 courses to determine their learning outcomes, competencies, skills and assessment tool. Another thirty courses are being reviewed during the Spring 2007 semester. Plans are underway to complete the assessment process for all courses.  Program mapping is complete for three of the college’s Career and Technical Education programs. Plans are underway to complete this process with other Career and Technical Education programs.  Fall and spring deadlines have been met regarding measurable outcomes development, assessing students based on the outcomes, gathering student assessment data, providing faculty with data regarding student success, and supporting and assisting faculty in revising and implementing learning strategies that will improve student learning.  The faculty Discipline Coordinator position continues to be re-evaluated and refocused to provide full-time and adjunct faculty with more support and peer assistance regarding assessment; the number of Discipline Coordinators will increase as needed.  Both full-time and adjunct faculty will receive additional professional development through recently purchased web-based resources (assessment and measurement materials, LENS), and through attendance at selected conferences, including Indiana University-Purdue University, Indianapolis 2005 Assessment Institute, HLC’s fall workshop on assessment, and various state workshops focused on assessment.  A three year course review cycle has been developed.

Faculty will define course outcomes. Students will be assessed regarding their achievement of course outcomes. Based on the assessment data, faculty will revise curriculum and instruction as necessary and implement new learning strategies. Student learning will be assessed again to determine “what is working.”

Phase One: August-December 2005---Establish measurable course outcomes in selected courses. --Measurable outcomes were established in the selected courses. Phase Two: January-May 2006---Assess student learning using instruments designed to measure the redefined outcomes; also, select additional courses where measurable course outcomes will be established and begin establishing those outcomes. --Measurement instruments were developed/selected for all courses in Phase One. Additional courses in selected and new prefixes (e.g., HUM, LIT, PSY, AST, BIO, SPA, etc.) were identified for outcomes/measurement instrument development from June to August. Phase Three: May-June 2007---Gather data and have faculty analyze regarding possible changes in curriculum and classroom learning strategies. --Data in selected courses is currently being gathered and analyzed by faculty. Phase Four: May-July 2007---Faculty will analyze data to determine student achievement of selected general education outcomes and plan strategies for expanding and continuing the assessment of general education learning goals. --Faculty will determine student success based upon the analysis of the outcomes data; if necessary, changes in curriculum and classroom learning strategies will follow, as well. Next Steps: During fall 2007 and spring/summer 2008, faculty will train other faculty to develop measurable student outcomes in an every growing number of courses. By summer 2007, the sixty courses that reflect the highest student enrollments should have outcomes completed, measurements selected, and timelines for student measurement/data analysis/curriculum changes established. An implementation plan has been developed to evaluate the remaining courses. Completion of the Assessment for all courses is slated for the summer of 2010.

Because student learning is a central focus at Colorado Mountain College, it will be referred to and emphasized college wide through our strategic planning, goals and processes. In addition, both fiscal and human resources will be dedicated to ensuring continuous assessment of student learning. To further reinforce the importance of student learning at CMC, emphasis on the learning college philosophy, college wide, will continue. The focus of this emphasis will place primary importance on faculty and staff understanding their role in the measurement of student learning and success.