WNCC 2010 Self-Study Report - Western Nebraska Community ...
WNCC 2010 Self-Study Report - Western Nebraska Community ...
WNCC 2010 Self-Study Report - Western Nebraska Community ...
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Appendix B<br />
Table B-76 Assessment Activities Summary: 2003-2009<br />
Year<br />
Activity<br />
2003-04<br />
• A General Education Matrix was developed utilizing faculty input about the extent to<br />
which components of the general education goals are being addressed for each<br />
course taught. The matrix results were used to generate discussion regarding the<br />
general education goals<br />
2005-06<br />
• A Learning Survey is developed to assess student perception of learning related to<br />
the general education objectives. A line graph depicting the results and a findingsanalysis<br />
section report was distributed to faculty members<br />
• A survey instrument to measure student learning in the area of ethics, values and<br />
diversity is developed by the Social Science Division. The survey has been given for<br />
four semesters. The results have been analyzed and shared with the Division and<br />
members of the Student Learning Committee<br />
• Course competencies are developed for math courses. Common math final questions<br />
are matched to key concepts in specific math courses. This task allowed for an item<br />
analysis and pattern discernment of student performance in the completion of the<br />
common math final<br />
• Mathematics instructors begin using an embedded critical thinking question in the<br />
College Algebra classes. A rubric is used to measure the results. Instructors<br />
reviewed the results and implemented changes as well as improved the rubric<br />
• Using a concept map, the math instructors review the common math final item<br />
analysis outcomes<br />
• A class on assessment methods is offered in-house<br />
• English Composition faculty members meet and work on a rubric to assess written<br />
communication<br />
2006-07<br />
• A long-range Master Plan for the assessment of student learning is developed and is<br />
distributed to faculty, administrative staff, and Board members<br />
• A number of assessment training and awareness opportunities are held for faculty<br />
relative to the assessment of student learning to increase institution-wide awareness<br />
of the initiative goals<br />
• Newsletters are written and distributed to faculty and staff.<br />
• 67% of the faculty members have entered course competencies for a minimum of one<br />
course<br />
• An Assessment data entry site is created on the web<br />
• A course is offered on using the WIDS curricular development plan<br />
• WIDS is used by the Powerline and Early Childhood Education programs to integrate<br />
assessment strategies and curricular mapping<br />
Page 192<br />
<strong>Western</strong> <strong>Nebraska</strong> <strong>Community</strong> College