Accreditation - Hartnell College!!

Institutional Self Evaluation – 12-05-12
current knowledge in their field of expertise, which can correlate with the SLO requirements
of the course. Additionally, every instructor evaluation, including pre-tenure evaluations,
rates the instructor on their ability to relate content to learning objectives. Thus, although
SLO success is not an overt component of assessing instruction and instructors, our
evaluation process clearly applies direct responsibility of the instructor to meet the SLOs of
each course.
The primary assessment tool for SLOs is embedded assessment for measurement of student
mastery. The assessment model uses collection of student artifacts, which are collected by
the SLO Committee for the purposes of establishing a particular competency. The artifacts
are reviewed by a team that consists of two content experts and three interdisciplinary
members. The results of artifact examination are forwarded for program review. There is a
sustainable cycle of six core competency reviews every two years. This systematic process is
ongoing and integrated into program level improvement.
Hartnell College has fully integrated the faculty in refinement of the rubric for assessing the
competencies and the guidance provided to faculty participating in the process. Instructors
develop their student learning outcomes for each course in their appropriate disciplines.
These are linked with the Institutional SLOs of Hartnell College.
The SLO Committee has raised an awareness of the mapping from course and SLOs to
program SLOs. The committee worked with the curriculum committee to ensure the
recognition and integration of SLOs with the Course Outline of Record. They also led the
effort to ensure the alignment of course SLOs to program SLOs and Core Competencies
within the curriculum process. During this process, they reevaluated the language of Core
Competencies.
The SLO Committee met regularly with the Program Planning and Assessment Committee
with the intent of integrating SLOs into the Program Planning and Assessment process. The
SLO Committee has developed and distributed templates for mapping course SLOs to
program SLOs.
The SLO Committee sponsored a retreat that combined the assets of the Academic Senate
with the SLO committee. This consisted of a presentation on how programs are defined,
assessed and integrated. This committee developed a philosophy statement and a blueprint
for campus-wide assessment at all levels, approved by the Academic Senate.
Existing faculty evaluation procedures require work site evaluations by peers and supervisors
who assess, among other things, whether the instructor clearly presented the class learning
objectives, whether the instructor gave evidence of planning class activities that relate
appropriately to the presented learning objectives, whether the instructor‘s questions and
responses to students related to the learning objectives, and whether the student‘s reactions
indicated an understanding of the learning objectives.
The evaluation processes also require that faculty complete a professional growth report,
where they report contributions they have made to advancing curriculum and instruction,
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