WNCC 2010 Self-Study Report - Western Nebraska Community ...

Faculty members are working on plans to cluster courses by type or discipline area in order to
gauge a net effect on student learning for instances when things like capstone projects or courses,
external certification, or other summative measures are not in place. For instance, the English
Composition 1 course is ubiquitous, as are many of the social science courses like Introduction to
Psychology. They appear in the suggested curriculum for nearly every emphasis area option. If
these courses can be bundled into logical units, another form of measurement becomes available.
However, with the adoption of eLumen, that may prove less important because the information
from individual courses and general education learning results can be streamed together, and even
specifically selected elements from a designated rubric can be used.
Course-Level Assessment
Course-level assessment happens by using activities selected by faculty members to determine
whether or not students are learning intended outcomes across the various sections of the same
course. The faculty members review data to determine any need for change in the course
curriculum or instructional delivery.
Starting in the fall of 2006, WNCC faculty members began a process of creating or updating course
competencies, which were written to illustrate what students should know or be able to do when
they completed the course. This process is still ongoing; however, the majority (85%) of classes
have competencies in place. Competencies for all courses currently in the rotation for offering are
slated to be finished by the end of the fall term of 2009. The next step is to tie those competencies
to assessment activities in every course in order to verify students’ mastery of the concepts.
Instructors have been educated on the purpose of course competencies to serve as guides for
students and instructors alike by detailing the key knowledge, skill, or behavioral learning goals and
competency standards for the course. The competencies for each course are being put into the
master syllabi as those documents are reviewed, and instructors are listing them on their individual
course syllabus or course outline as well. The competencies for multiple-sections courses are
determined by the group of instructors who teach the course. A single set of them is denoted by
the Division Chair as the “master” competencies so that they are the same for each individual
section taught at any location or by any instructor. The course competencies are dynamic in that
they are changed or refined from time to time.
Institutional-Level Assessment
When WNCC began its assessment work in the mid-1980s, it began with institutional assessment.
This was prior to the HLC initiative; therefore, the other levels of assessment did not come until
later. Since 1986, WNCC has used ASSET and more recently eCompass tests for mandatory
placement in English, reading, and mathematics courses. A parameter sheet outlining the cutscore
for course placement is used for advising the appropriate course.
CAAP Tests
WNCC utilizes the Collegiate Assessment of Academic Proficiency (CAAP) test for all degree
seeking students. The College reviews the results to confirm program strengths and to identify
areas that need strengthened. The results across the last five years were presented in Criterion 2,
under Core Component 2C.
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Western Nebraska Community College