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Timeline for Development & Implementation of Learning Effectiveness Plan

Eight Ridgewater faculty and administrative members attended the HLC Assessment Academy
Early draft of Learning Effectiveness Plan for Assessment (LEP) introduced
Faculty training activity on student learning outcomes at the course and program level
Further faculty training on assessing student learning of course objectives

AQIP Project(s)

Identify best practices in assessing student learning
Facilitate development of common course outlines and course syllabi within each program or disciple

AQIP Project(s):

Access and success in higher education for underrepresented populations within the region
Establish Program-Level and Institutional-Level Outcomes in Learning Effectiveness Plan
Higher Learning Commission accreditation for on-line courses and degrees
Student orientation and standard course format for online courses

Surveys:

Community College Survey of Student Engagement (CCSSE)
Personal Assessment of the College Environment (PACE)

Technical faculty submit common course outlines containing measurable learning objectives to Academic Affairs and Standards Committee (AASC) and Student Learning Outcome Committee (SLOC).
In-service activity for faculty on establishing student learning outcomes
Step One of the Learning Effectiveness Plan for Assessment (LEP), to establish and review goals and objectives is accomplished: Course-level, program-level, and institutional-level goals have been established
An evaluation of program level student learning outcomes was integrated into the technical program review process
Institution-level student learning outcomes to be reviewed by Learning Effectiveness and Assessment Plan (LEAP) Committee every five years

Learning Effectiveness Plan (LEP) process integrated into program review process:

Annual review form created for faculty to report assessment results and action plan
Learning Effectiveness Plan (LEP) process evaluated and verbiage modified to clarify process

Surveys:

Community College Survey of Student Engagement (CCSSE)
Personal Assessment of the College Environment (PACE)

AQIP Project(s):

Achieving Excellence in online course and services
Communication across the curriculum

Research into the principles of the Lumina Foundation, “Degree Qualifications Profile” led to a refinement of the competencies for each institutional-level student learning outcome.
Two methods of assessing the attainment of institutional-level student learning outcomes were adapted: results for the Community College Survey of Student Engagement (CCSSE) and results from student, alumni, and employer surveys.

AQIP Project(s):

ONCOURSE: Foundation for student success

AQIP Project(s):

Incorporating & Measuring Social Responsibility Across the College

System Portfolio submitted
Review of institutional-level student learning outcomes measurements led to research into finding more direct measurements of student learning

AQIP Project(s):

Incorporating & Measuring Social Responsibility Across the College

In-service day activities:

Evidentiary statements
SMARTer goals
System Portfolio feedback

Curriculum mapping of student exposure to institutional-level student learning outcomes at the course level
Reaccreditation of nursing program by the Accreditation Commission for Education in Nursing, Inc. (ACEN).

AQIP Projects:

Pilot of Northstar Literacy Assessment Tools

Program reviews:

Liberal Arts
Agriculture
Automotive Service Technology
Insurance Claim Representative
Welding
Occupational Skills

Surveys:

Community College Survey of Student Engagement (CCSSE)
Personal Assessment of the College Environment (PACE)
Educause Center for Analysis and Research Survey

In-service day activities:

High performance institutions
Curriculum mapping activity
Assessment checklist introduced