AQIP 2007 Systems Portfolio - San Juan College

More documents

Recommendations

Info

$Math 185 Sample Test 6 Verify that the values of ... - San Juan College$

$Math 115 Sample Test Chapter 11 Spring 2005 ... - San Juan College$

San Juan College – AQIP Systems Portfolio – November 2007methods: (1) top down identification of needs from thestrategic planning process and (2) from surveys andother faculty and student feedback. Recent results ofstudent surveys have resulted in providing additionalKey Delivery IndicatorsProgram enrollmentIn-programCourse evaluationIn-programStudent satisfaction/feedback In-programStudent learning (tests, portfolios) In-programRetention ratesIn-programGraduation ratesOutcomePlacement ratesOutcomeEmployer satisfactionOutcomeTable 1.9 Key Delivery Indicatorsresources in the areas of laboratory assistants andacademic advisement. Key learning support servicesare presented in Table 6.1.Instructional design and a number of services toassist in technology integration for instruction are alsoprovided for faculty (see Table 1.6).Considering the College’s reliance on part-time facultyto deliver instructional services to students, theQuality Student Learning Council (QSLC) wasassigned the responsibility of benchmarking andresearching adjunct faculty development programs tocreate effective and efficient recruiting processes,develop appropriate training and professionaldevelopment, and improve systems for evaluation andfeedback. The Research and Report Best Practicesin Adjunct Faculty Development Programs ActionProject was initiated April 2006. The overall goal is toimprove student course completion, student retentionand retention of adjunct faculty. First year results arepresented in 1R3.1P10 San Juan College has had a long history ofexperiential learning or more broadly referred to aslearning outside of the classroom. Evidence of thiscan be seen in numerous areas including thedevelopment of a student activities office and studentgovernment almost since the inception of the college.• Further examples of the college’s commitment toco-curricular and curricular goal alignment can beseen through the Volunteer Center, the outdoorleadership program, peer advisement and peertutoring, a myriad of clubs focused on academicand social interests.• “Co-Curricular Transcripts” - students canofficially document outside class work, studentgovernment and volunteer experience for futureemployers, university admissions, andscholarship applications.• “Service Learning” is a program of the VolunteerCenter designed to connect college curriculumwith the community through community service tofoster civic engagement and responsible.• To further SJC’s student development initiatives,the MUSCL (Members United to StrengthenComprehensive Learning) Student DevelopmentTeam was created in July of 2006 to focus on:• Service Learning• Peer Mentorship• Student Leadership Team• Extended Orientation• “Get Involved” (a clearing house ofopportunities to become involved withcampus life).1P11 The Assessment Committee is charged withmeasuring student learning across disciplines andprograms to determine the extent to which studentlearning demonstrates competency in the CSLOs.Through workshops, in-service activities, and monthlymeetings, the committee encourages faculty toengage in all levels of assessment—classroom,course, and program—using processes appropriatefor each discipline. For some areas, such as nursing,national standardized tests measure students’competency, whereas in areas such as the generaleducation core curriculum, portfolios or capstoneprojects are utilized.For overall institutional assessment of the fiveCSLOs, the committee has chosen to encourage a“culture of evidence” through the use of artifacts. Anartifact is any assignment-driven, student-producedwork such as a project, demonstration, speech,performance, examination, or portfolio, that can beassessed to determine student achievement of one(or more) of the CSLOs. Using artifacts for CSLOassessment preserves our commitment to studentlearning by recognizing and valuing our institution’sspecific needs and circumstances.Proposed Artifact Assessment Process:• Identify a limited number of courses per year on arotating basis from which to select perhaps100 artifacts, total. In three pilot readings, todate, we have collected approximately 50artifacts.o For the May 2007 artifact assessment,the committee contacted 12 instructorsfrom the following disciplines:Automotive, Computer Science, DentalHygiene, Early Childhood Education,English, History, Human Services,Math, Nursing, and Physical Therapy.o 134 students in those classes hadcompleted 50+ credit hours.AQIP Category One: Helping Students Learn 8
San Juan College – AQIP Systems Portfolio – November 2007• Artifacts are collected only from those studentswho give written permission and are nearingprogram completion (50+ credits—as identifiedby Institutional Research).• Instructor provides artifacts to AssessmentCommittee (or School/department assessmentteams) for assessment using CLSO rubric(s).• Record results using the 5 CSLO rubrics and asummary sheet• Results will be reported back to all faculty, aswell as to deans and the vice president forlearning, to affirm outcomes and consider how toimprove learning.• Results will not be used to evaluate individualstudents or faculty members, only to informdecisions regarding curriculum improvement andprogram design.Committed to refining and perfecting our assessmentprocesses, SJC is participating for the next four years,beginning in June 2007, in the Higher LearningCommission’s Academy for the Assessment ofStudent Learning. The Assessment Committee ischarged with broadening the scope of assessment atSJC and developing meaningful performancemeasures at the school and institutional level (see 1I2for detailed charge).1P12 SJC obtains information on how well preparedgraduates are for employment through the followingfeedback mechanisms: course and instructorevaluations; graduate placement and salary surveys;employer surveys; program advisory committees;licensure and certification exam results and stateperformance indicators (see Category 1 Results).The results of these surveys are analyzed and sharedwith program directors to use in planning programmodifications.1P13 The direct measures of student performanceand achievement that SJC collects and analyzesregularly include pass rates in individual courses,retention and graduation rates in each academicprogram, percent of New Mexico graduatesemployed in New Mexico, student persistence fromfall to spring and student persistence from fall to fall.Results serve as indicators at the program level todetermine if modifications are needed in programs toenhance student learning. See Category 7 foradditional evaluation measures.Results (R)1R1 In March 2007, the Assessment Committeeconducted a Baseline Assessment Inventory ofprograms/departments to determine how much andwhat type of assessment, documentation, andreporting is currently being done in our Schools. Thesurvey was sent to 35 program directors ordepartment chairs, with 100% participation. Data issummarized below:Programs Conducting Reporting Reporting UsingReported Assessment Internally Externally ResultsYes 16 8 9 17Somewhat 14 8 6 11Not Yet 5 19 7 7Not0 0 13 0ApplicableTable 1.10 Baseline Assessment InventoryWorking closely with faculty from across disciplines,the Assessment Committee has developed fiverubrics, one for each of the CSLOs, to use for artifactassessment. Artifacts have been collected from adozen disciplines. To date, the process has onlybeen piloted (three readings have been conducted).The artifacts have revealed more about the process ofcollecting the necessary data than about studentlearning. Comparable data has yet to be collected onstudent learning from this model.1R2 Many of SJC students transfer prior tocompleting their associate’s of arts or associate’s ofscience degree. Students complete most of thegeneral education curriculum prior to transfer. Thecollege has the following transfer compacts:• Business articulation – students completing theAssociate’s of Arts in Business Administrationcan transfer to any public four-year institution inNew Mexico and those business credits areaccepted.• Common Course Numbering – all highereducation institutions in New Mexico are requiredto map to a statewide common course system toensure consistency between institutions. Thisensures smooth transfer from one institution toanother.• Statewide Competencies – as part of theCommon Course Numbering System, eachGeneral Education course has a set of minimumcompetencies defined; students completing thecourses are verified as meeting the requiredcompetencies.• Scholarships to Honors graduates – studentswho graduate from San Juan College withHonors designation and transfer to Fort LewisCollege, in Durango, Colorado receive a $1,000scholarship for two years, to complete thebachelor’s degree.• SJC students with a AA or AS degree receive thefull two years credit when transferring to FortLewis College• Industry Certification Exams in InformationTechnology – to show mastery of competenciesin Information Technology programs, studentsAQIP Category One: Helping Students Learn 9
Page 4 and 5: San Juan College - AQIP Systems Por
Page 12: San Juan College - AQIP Systems Por
Page 21: San Juan College - AQIP Systems Por
Page 72 and 73:
San Juan College - AQIP Systems Por
Page 74 and 75:
Page 76 and 77:
Context for Analysis (C)San Juan Co
Page 78 and 79:
odies. State performance reports an
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
Page 102 and 103:
Page 104 and 105:
show all

AQIP 2007 Systems Portfolio - San Juan College

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?