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the profession. To assess meeting of these objectives, faculty have students complete<br />
professional behavior rubrics throughout their programs.<br />
Assessment at the College is an area of continuous improvement. In October of 2018, our<br />
VPAA attended the 2018 Assessment Institute in Indianapolis conference. The Assessment<br />
Institute in Indianapolis is “the nation’s oldest and largest event focused exclusively on<br />
outcomes and assessment in higher education.” (www.assessmentinstitute.iupui.edu) At<br />
this three-day conference, the VPAA was able to attend workshops dedicated to teaching<br />
improved assessment techniques to the College. Since attending this conference, the<br />
VPAA is working systematically to implement a college assessment plan. This begins with<br />
a revisit of the college mission and college outcomes and developing standardized plans for<br />
how each outcome will be measured. From there, the VPAA and Program Directors will<br />
review programmatic outcomes for measurability and assessment techniques; followed by<br />
a review of each course in the program for measurable outcomes and assessment<br />
techniques. The VPAA is aware that some of this work is being done already, as described<br />
previously with regards to the accredited programs, but would like it to be much more<br />
systematic, intentional, and widespread. Specifically, this process will begin with the<br />
Liberal Arts program and will start with the College Composition course. The VPAA and the<br />
new Interim Liberal Arts Program Director are looking at implementation of a uniform<br />
assessment tool across all College Composition courses similar to the standardized<br />
assessments used in Anatomy & Physiology courses. This will require adoption of a<br />
current tool or development of a unique tool, establishing baselines of expectations, and<br />
implementing the tool at the beginning and end of the courses. The VPAA envisions a<br />
standardized grading rubric to compare pre-course and post-course performance and to<br />
measure course outcomes. Once this process is successfully tested and implemented in<br />
College Composition, this process will be duplicated in other Liberal Arts courses.<br />
Co-Curricular Outcomes<br />
A stated goal of the College is that it will “offer students the opportunity to contribute to<br />
the well-being of others through service learning and volunteerism.” Student life<br />
opportunities such as Student Government Association (SGA), Phi Theta Kappa (PTK), and<br />
individual student clubs are described in Standard Five. Examples of service learning and<br />
volunteer activities undertaken by these clubs in recent years include:<br />
<br />
<br />
<br />
<br />
Money raised by the Massage Therapy student club from providing massages<br />
in the student clinic is donated to the Hand to Heart Project<br />
(www.handtoheartproject.org), a group that provides massage to cancer<br />
patients in Vermont and New Hampshire.<br />
Members of PTK volunteered time and materials to build a ramp so that a<br />
classmate could access his home after undergoing a serious medical<br />
procedure.<br />
The SGA and students in the Physical Therapist Assistant program run food<br />
drives to support the Claremont Food Kitchen as well as support the food<br />
pantries located at each of our three locations.<br />
Students and staff fundraise for the Turning Points Network, an organization<br />
dedicated to ending domestic violence<br />
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