Accreditation - Hartnell College!!

Institutional Self Evaluation – 12-05-12
Information Skills: students will define information needs, access information
efficiently and effectively, evaluate information critically, and use information
ethically.
Critical Thinking: students will use quantitative and logical reasoning to analyze
information, evaluate ideas, and solve problems.
Global Awareness: students will demonstrate knowledge of global interdependence;
others‘ values, cultures and beliefs; and the ability to describe one‘s own cultural
heritage.
Aesthetic Appreciation: students will critically reflect upon works of visual and
performing arts in a diverse cultural context.
Personal Growth and Responsibility: students will select lifestyle choices that
promote physical and mental well-being; students will demonstrate the importance of
being an informed, ethical, and active citizen in their community and the world.
Two ILOs (critical thinking and written communication competencies) were assessed first as
a pilot by the SLO Committee in 2008 and then by faculty during Flex Day activities in
January 2009 and January 2010. (IIA.22) The process for this assessment began several
weeks in advance of the Flex Day assessments, as research papers were collected across
disciplines and scoring rubrics were developed by the SLO and PPA Committees with the
consultation of subject matter experts. (IIA.23) During the Flex Day, SLO and PPA
Committee members trained faculty to use the rubrics and then divided faculty members into
scoring groups. Faculty then scored papers using the rubrics. (IIA. 24)
Since the initial pilot effort in spring 2008, more than 225 writing samples of research papers
have been collected and scored. Papers have been segregated into groups reflective of the
total number of units students have completed to test the hypotheses that students should
score higher on the written competency assessment measure after they have completed more
units. Results of these activities have generated further discussion on the need to augment
English/ESL assessment and placement for students early in their academic careers and the
need to encourage ―Writing Across the Curriculum‖ activities. Workshops conducted by
English faculty members provided follow-up activities and further discussion.
With the implementation of assessment measures, there has been an increased recognition of
common threads among disciplines and programs and the common problems that must be
solved at the institutional level. Instructors are embracing the concept that general education
is the responsibility of all faculty members.
Building on the steps that have been taken, the SLO and PPA Committees worked with
faculty during 2011-12 to design two new tools for assessing institutional competencies. One
tool again focuses upon an assessment of research papers and measures outcomes in areas
of communication, information competency, and critical thinking. A subcommittee has
worked to identify general education courses that require research papers and to collect
student papers. The assessment process will use rubrics developed specifically for each core
competency.
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