Outcomes  Assessment  Review  Committee       Minutes   October  22,  2013       In   attendance:   In   attendance:   Alicia   Beard,   Justina   Buller,   Carter   Frost,   Jean   Gallagher-­‐Heil,   Paul   Harvel,   Rachel   Mayo,   Isabel   O’Connor,   Georg   Romero,   Kathie   Welch,  Terrence  Willett  and  Marcy  Alancraig,  note  taker  and  chair.         I. Minutes   a. Minutes  approved  with  no  changes.    Marcy  will  post  them  on  the   website.       II. Institutional  Effectiveness:  Accreditation  De-­‐Brief     a. Marcy   thanked   the   committee   for   having   such   a   successful   meeting   with   the   visiting   team.     All   agreed   that   the   exchange   was   productive   and  informative,  plus  gave  a  flavor  of  ARC’s  way  of  doing  business  (i.e.   good  ideas,  jokes  and  food).   b. Kathie,   Terrence   and   Marcy   shared   their   experiences   trying   to   allay   the   accreditation   site   visiting   team’s   concerns   about   how   Cabrillo   defines  a  program  for  SLO  assessment  in  transfer.    The  confusion  the   team  had  seemed  to  arise  from  two  issues:     1) They   were   not   familiar   with   the   approach   of   considering   GE   all   one   program   and   had   some   concerns   that   this   resulted   in   a   lack   of   assessment  of  our  AS  and  AA  degrees  in  transfer.   2)  The   Cabrillo   folks   they   interviewed   gave   differing   answers   about   how   the   college   defines   programs  in  transfer.   c. It  was  concluded  from  the  recommendation  the  college  received  that   the   team   became   convinced,   due   to   the   evidence   presented   by  Kathie,   Laurel,  Terrence  and  Marcy,  that  we  did  indeed  assess  our  AS  and  AT   degrees.   d. The   committee   affirmed   its   commitment   to   Cabrillo’s   approach.   Individual  departments  in  transfer  will  continue  to  assess  the  Core  4   as   a   way   to   measure   the   GE   program,   our   institutional   SLOs   and   departmental  transfer  degrees.       e. The   committee   then   discussed   how   to   clarify   that   all   this   is   being   done,  avoiding  the  confusion  experienced  by  the  visiting  team.         f. Action  item:  Marcy,  with  Terrence’s  help,  will  create  a  chart  that  maps   what  is  assessed  by  transfer  and  CTE  departments  including  courses,   certificates,  the  GE  program,  degrees  and  the  Core  4.    This  chart  will  

be   posted   on   the   SLO   and   accreditation   websites   by   the   end   of   the   semester.       g. Action  item:  Marcy  will  work  with  Dale  to  add  a  question  to  the  Core  4   analysis   form   in   CurricUNET   that   specifically   discusses   what   was   learned  about  each  department’s  degrees  from  the  core  4  assessment   so   that   each   area   of   assessment   analysis   (Institutional   SLOs,   the   GE   program  and  departmental  degrees)  will  become  clearer.     h. Action   Item:   Marcy   will   look   into   how   CurricUNET   can   create   a   report   that   gathers   Core   4   assessment   data   from   only   those   courses   that   compose   a   transfer   department’s   degrees,   therefore   making   it   easier   to  separate  out  the  data  for  the  discussions  listed  above.   i. Action   Item:   Marcy,   Kathie,   Isabel   and   Georg   will   bring   this   to   CIP,   encouraging  that  group  to  add  a  requirement  to  the  SLO  section  of  the   program   plans.     Departments   would   be   asked   to   specifically   discuss   what   was   learned   from   the   degree   assessment   in   addition   to   GE   and   the  institutional  core  competencies.     j. Action   Item:   ARC   will   create   an   information   campaign   to   clarify   how   the  college  defines  a  program.  Ideas  included  adding  a  section  to  the   brochure   that   Rachel   created   before   the   accreditation   site   visit,   clarifying  language  under  each  department  in  the  catalog,  and  printing   up  T-­‐shirts  that  say,  “A  program  is…”  or  “Get  with  the  Program!”      This   campaign  will  be  developed  in  more  detail  at  a  later  date.    

III. SLO  Assessment  in  Instruction   a. Updated   Data:   Marcy   passed   out   sheets   with   updated   data   based   on   the   information   gained   at   the   last   ARC   meeting   (appended   to   these   minutes)   b. Student  Learning  Issues  and  Trends   i. Students  were  struggling  with  the  budget  cuts  which  impacted   scheduling  of  classes,  facilities  and  equipment.   ii. A   number   of   departments   mentioned   that   weaknesses   in   reading   and   writing   skills   were   affecting   student   success.     Reading  problems  were  the  ones  most  commonly  mentioned.   iii. Student  success  was  also  affected  by  cut  backs  in  tutorials,  the   Writing  Center  and  other  student  support  services.   c. Commendations   i. ECE   and   Art   Photography   both   did   an   excellent   job   analyzing   their  SLO  assessment  results  in  depth  and  with  specific  detail.   ii.  In   their   program   plan,   AP   divided   the   discussion   about   SLOs   into   three   categories   -­‐-­‐Strengths,   Challenges   and   Strategies.     This   was   very   helpful   and   could   become   a   model   for   other   departments.   iii. ECE’s   discussion   of   where   they   had   come   from   and   where   they   were   going   with   SLO   assessment   and   their   very   specific   interventions  as  a  result  of  their  assessment  analysis  could  also   serve  as  a  model.  

iv. Rad   Tech   made   their   benchmarks   very   clear   along   with   their   use  of  industry  standards.    While  this  is  required,  it  was  noted   that   it   provided   a   nice   structure   and   data   to   use   for   SLO   assessment  analysis.   d. SLO  Process  Issues     i. The   committee   noticed   a   big   increase   in   departments   a)   embracing   the   dialogue   used   as   part   of   the   SLO   assessment   analysis   process,   and   b)   recognizing   how   it   benefits   the   teaching  and  learning  process.   ii. A   lot   more   departments   are   initiating   concrete   actions   to   improve   student   learning   as   a   result   of   their   SLO   assessment   than  in  the  past.   iii. There   seemed   to   be   a   considerable   unevenness   in   both   the   quality   of   the   SLO   assessment   and   the   analysis   of   the   results:   some   departments   have   become   very   sophisticated   in   what   is   measured   and   how   it   is   analyzed   while   others   are   still   struggling   just   to   get   their   members   to   participate   in   the   process  (query  from  Marcy:  do  we  want  numbers  here  for  how   many  departments  we  would  identify  as  sophisticated  and  how   many  struggling?).       iv. This  unevenness  is  reflected  in  the  SLO  sections  of  the  program   plans.   v. Those   departments   who   are   not   as   sophisticated   at   SLO   assessment   analysis   often   used   professional   development   for   their   faculty   as   a   way   to   improve   rather   than   focusing   more   on   students.     vi. Program   Chairs   really   make   a   difference   in   departmental   success  with  SLO  assessment.    Leadership  is  key.     vii. Departments  seem  to  need  more  technical  assistance  from  PRO   for  charts  and,  most  importantly,  understanding  what  the  data   in  the  charts  means.   e. Recommendations   i. Instruction  should  create  a  formal  program  chair  training  that   includes   being   a   leader   for   SLO   assessment.     Additionally,   the   training   could   touch   on   time   management   skills   for   the   job,   what’s   involved   in   writing   a   program   plan   and   knowledge     needed  about  campus  processes,  CurricUNET,  the  budget  etc.   ii. The   SLO   Coordinator   should   hold   a   flex   workshop   for   program   chairs   next   spring   where   they   can   drop   in   to   get   help   on   whatever   they   need   around   SLOs:   “The   Doctor   is   In.”   Paul   suggests  they  each  be  charged  a  nickel.   iii. The   SLO   section   in   the   program   plans   should   include   a   discussion  of  what  students  are  doing  well,  what  they  are  not   doing   so   well   and   what   the   department   is   going   to   do   to   help   the   students   (like   AP’s   “strengths,   challenges   and   improvements”).     It   should   also   be   stressed   that   CIP   (and   ARC)  

is   looking   to   hear   what   very   specific   things   the   department   plans   to   do   to   help   students,   not   just   what   the   department   is   learning   about   itself   or   teaching.       Make   it   more   student-­‐   oriented.        

  IV. Next  Meeting:  November  12,  2013   a. Student  Services  and  Administration  Assessment   b. More  Annual  Report  brainstorm  

Minutes Oct 22, 2013-1.pdf

Page 1 of 4. Outcomes)Assessment)Review)Committee). Minutes. October)22,)2013. In) attendance:) In) attendance:) Alicia) Beard,) Justina) Buller,) Carter) Frost,) Jean). GallagherDHeil,) Paul) Harvel,) Rachel) Mayo,) Isabel) O'Connor,) Georg) Romero,) Kathie). Welch,)Terrence)Willett and)Marcy)Alancraig ...

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