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PROGRAM ASSESSMENT

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 between 3 to 5 learning outcomes students are expected to demonstrate upon graduation. Be program-specific: "Graduates can name the five causes of dizziness." Use behaviorable objectives/measureable verbs: "Graduates can...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. List the course number and name with specific graded assignment: "Pass rate on Final Exam administered in all sections of course ABC 123." Course grades are not appropriate. Must be a direct measure (graded learning activity). May include Performance Target: "At least 80% 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. (1) Must note trends by comparing data with previous years; (2) identify the concepts 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."). (3) Include comparison of preformance between students in online vs. traditional sections (if available).

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

Rhine

5

AAS Electromechanical Controls Technology

Perkinson

Rhine

6

AAS Horticulture

Perkinson

Rhine

7

AAS Interior Design

Perkinson

Rhine

8

AAS Management

Rivera

Woodhouse

9

AAS Early Childhood Development

Fairchild

Summers

10

AAS Administration of Justice

Fairchild

Summers

11

AAS Fire Science

Fairchild

Summers

12

AAS Civil Engineering Technology

Ekker

Summers

13

AAS Computer Aided Drafting & Design

Ekker

Summers

14

AAS Electronics

Ekker

Summers

15

AAS Industrial

Ekker

Summers

16

AAS Accounting

McLellan

Summers

17

AAS Information Systems Technology

McLellan

Summers

18

AAS Paralegal Studies

McLellan

Summers

19

AAS Hospitality Management

McLellan

Summers

20

AAS Maritime Technology

Ekker

Summers

Transfer Programs

Lead Dean

Provost

21

AA Liberal Arts

Andersen

Summers

22

AS Business Administration

Ragno

Woodhouse

23

AS Engineering

Ekker

Summers

24

AS General Studies

 

DeMarte

25

AS Science

Frank

Summers

26

AS Social Sciences

 

DeMarte

Professional Accredited Programs

Lead Dean

Provost

27

AAS Automotive Technology

Rubin

Rhine

28

AAS Culinary Arts

Rivera

Woodhouse

29

AAS Funeral Services

Fairchild

Summers

30

AAS Diagnostic Medical Sonography

Calogrides

Summers

31

AAS Emergency Medical Services

Calogrides

Summers

32

AAS Health Information Management

Calogrides

Summers

33

AAS Nursing

Eaton

Woodhouse

34

AAS Occupational Therapy Assistant

Calogrides

Summers

35

AAS Physical Therapy Assistant

Calogrides

Summers

36

AAS Radiography

Calogrides

Summers

37

AAS Respiratory Therapy

Calogrides

Summers

Certificate Programs

Lead Dean

Provost

38 Air Conditioning/Heating and Refrigeration

Ambrose

Woodhouse

39 Welding

Ambrose

Woodhouse

40

Medical Office Administration

Calogrides

Summers