Background ~ Deadlines ~ Programs & Deans ~ Completed Reports: 2005-2013 (InsideTCC) ~ Archived Reports: 1987-2007
TCC utilizes a faculty-driven, academic review process, initially implemented in the 1980s and revised in 2004, to assess the effectiveness of student learning. TCC faculty, with assistance from the Office of Institutional Effectiveness staff, identify expected student learning outcomes at both the program and course levels, conduct comprehensive assessmentsw of student achievement of these outcomes, and use the results of these assessments to improve TCC courses and educational programs.
According to the 2012 Edition of the Principles of Accreditation: Foundation for Quality Enhancement, Comprehensive Standard 3.3.1 states, "The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: educational programs, to include student learning outcomes (3.3.1.1); administrative support services (3.3.1.2); educational support services (3.3.1.3); research within its educational mission, if appropriate (3.3.1.4); and community/public service within its educational mission, if appropriate (3.3.1.5). Click here for additional information on SACS accrediting standards.
Essentially, TCC follows commonly accepted practices of institutional effectiveness. The process should be thought of in circular terms to effectively “close the loop.” The process is one described by Ronald Head as the institutional effectiveness cycle.
From the purpose, the college formulates goals or objectives, which are similar to directions on a map, used to determine whether the purpose is achieved. Evaluation, which in this case is synonymous with assessment, is the process of measuring the goals and objectives to determine whether they were accomplished and whether they met certain expectations, or standards. Using these evaluation results, community colleges can determine whether the purpose is appropriate, refine it as necessary, and in the process improve their programs and services (Head, 2011, p. 9).
This process has been constantly refined as faculty members have become more sophisticated in terms of evidence-based assessment. For instance, in 2012 the college adopted standardized course outlines for all courses that provide faculty with measurable program and general education learning outcomes. Analysis of data collected from each outcome enable faculty not only to accurately assess student learning but to improve course content and delivery as well.
In an effort to help understand this process, which effectively evaluates outcomes and uses the results for program improvement, a table of transfer and career and technical degree programs' annual reports is posted below. This process includes not only programs from both transfer and career/technical programs, but from the natural sciences, arts, health professions, engineering, and other technical programs, as well as programs offered at different campuses and through different delivery methods (traditional face-to-face, online, hybrid).
Deadlines |
Required Sections of the Program Assessment Report |
Deadline |
Purpose Statement Describe the program's purpose (e.g., career and transfer options? skill sets acquired? licensure exams?). |
Second Friday in March
(11-12: March 9, 2012)
(12-13: March 8, 2013)
(13-14: March 14, 2014)
(14-15: March 13, 2015) |
Student Learning Outcomes List all learning outcomes students are expected to demonstrate upon graduation (e.g., program-specific?..."Name the five causes of dizziness?" behaviorable objectives/measureable verbs?..."evaluate, judge, revise, score, select, estimate, choose, measure, design, compose, plan, propose, organize, manage, construct, create, distinguish, compare, test, calculate, relate, apply, operate, use, translate, interpret, sketch, explain, report, recognize, discuss, identify, define, list, name, etc.). |
Assessment Measures Describe with specificity all assessment measures used to determine student proficiency for EACH student learning outcome (e.g., course? graded learning activity?..."Pass rate on Final Exam administered in all sections of course ABC 123."). |
Assessment Results State the findings based on faculty analysis of collected data; note trends by comparing data with previous years; identify the concept(s) which the data suggests students experienced the greatest difficulty in understanding (e.g., "The combined pass rate on the Final Exam administered in all sections of ABC 123 during Fall 2012 and Spring 2013 was 95%, which represented a slight increase from the 91% rate in 2011-12. Data suggests that the concept XYZ continued to present the most difficulty for students to grasp."). |
Last Friday in May
(11-12: May 25, 2012)
(12-13: May 31, 2013)
(13-14: May 30, 2014)
(14-15: May 29, 2015) |
| Use of Assessment Results Explain and draw conclusions on why students succeeded and why some struggled with the concepts indentified in the Assessment Results section, and state specific actions taken (and to be implemented) to improve student learning (e.g., "To improve student understanding of concept XYZ, faculty began increasing the number and quality of homework assignments specifically targeting XYZ. Initial efforts seems to be effective indicated by the 4% increase in the Final Exam pass rate. Faculty will continue to monitor and refine homework assignments on XYZ."). |
Last Friday in June
(11-12: June 29, 2012)
(12-13: June 28, 2013)
(13-14: June 27, 2014)
(14-15: June 26, 2015) |
Career/Technical Programs |
Lead Dean |
Provost |
|
|
1 |
AAS Administrative Support Technology |
Ambrose |
Woodhouse |
2 |
AAS Graphic Design |
Rupsch |
Woodhouse |
3 |
AAA Studio Arts |
Rupsch |
Woodhouse |
4 |
AAS ASL-English Interpretation |
Perkinson |
Frank |
5 |
AAS Electromechanical Controls Technology |
Perkinson |
Frank |
6 |
AAS Horticulture |
Perkinson |
Frank |
7 |
AAS Interior Design |
Perkinson |
Frank |
8 |
AAS Human Services |
Rivera |
Bright |
9 |
AAS Management |
Rivera |
Bright |
10 |
AAS Early Childhood Development |
Fairchild |
Summers |
11 |
AAS Administration of Justice |
Fairchild |
Summers |
12 |
AAS Fire Science |
Fairchild |
Summers |
13 |
AAS Civil Engineering Technology |
Ekker |
Summers |
14 |
AAS Computer Aided Drafting & Design |
Ekker |
Summers |
15 |
AAS Electronics |
Ekker |
Summers |
16 |
AAS Industrial |
Ekker |
Summers |
17 |
AAS Accounting |
McLellan |
Summers |
18 |
AAS Information Systems Technology |
McLellan |
Summers |
19 |
AAS Paralegal Studies |
McLellan |
Summers |
20 |
AAS Hospitality Management |
McLellan |
Summers |
21 |
AAS Technical Studies (Construction/HVAC & Homeland Security) |
Ambrose & Vacant |
Woodhouse |
Transfer Programs |
Lead Dean |
Provost |
22 |
AA Liberal Arts |
Andersen |
Summers |
23 |
AS Business Administration |
Rivera |
Bright |
24 |
AS Engineering |
Ekker |
Summers |
25 |
AS General Studies |
|
DeMarte |
26 |
AS Science |
Frank |
Summers |
27 |
AS Social Sciences |
|
DeMarte |
Professional Accredited Programs |
Lead Dean |
Provost |
28 |
AAS Automotive Technology |
Rubin |
Frank |
29 |
AAS Culinary Arts |
Rivera |
Bright |
30 |
AAS Funeral Services |
Snyder |
Summers |
31 |
AAS Diagnostic Medical Sonography |
Calogrides |
Summers |
32 |
AAS Emergency Medical Services |
Calogrides |
Summers |
33 |
AAS Health Information Management |
Calogrides |
Summers |
34 |
AAS Nursing |
Eaton |
Woodhouse |
35 |
AAS Occupational Therapy Assistant |
Calogrides |
Summers |
36 |
AAS Physical Therapy Assistant |
Calogrides |
Summers |
37 |
AAS Radiography |
Calogrides |
Summers |
38 |
AAS Respiratory Therapy |
Calogrides |
Summers |
|
