Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #1: Articulated expectations of student learning at various levels (institution, degree/program, course) that are consonant with the institution’s mission and with the standards of higher education and of the relevant disciplines;

1. Does CCAC have measurable student learning objectives for the various programs, degrees or certificates offered? How are these learning objectives determined?
2. How does CCAC assure that degree, program, and course descriptions listed in all types of official college publications present an accurate description of what students will learn?  Who is in charge of this procedure? How often does CCAC update these publications?
3. How does CCAC assure that admitted students receive the necessary information, the necessary plans, and the necessary course offerings to achieve their educational goals? 
4. How does CCAC assess whether or not its programs are consistent with its mission and goals?

Program Review

Academic Deans

Public Relations

Advisory boards

Course Master Syllabi, Individual Syllabi

Advisement Sheets by Program/Advisors

College Catalog, Website, Programs Brochures,            

Advertising, etc.

College Plan

Standard 1 information

Lifelong Learning

College Council and Subcommittees

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element # 2: A plan that describes student learning assessment activities being undertaken by the institution, including the specific methods to be used to validate articulated student learning goals/objectives;

1. Does CCAC assess student learning at the degree level, the program level, and the course level? If so, how does this occur and how often does the assessment occur?
2. How are students measured to determine if they have achieved learning outcomes at the degree level, the program level, and the course level?
3. How is this assessment information disseminated to students? What other college constituencies should receive this information

College Plan

Program Review

Licensing Exams/Standardized test results

Graduation Rates/Award Degree

Final Grades

Bottom Lines

College Council and Subcommittees

Measurements of Academic Progress

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element #3: Evidence that student learning assessment information is used to improve teaching and learning;

1. How is information on student learning assessment shared with appropriate college constituencies, especially faculty? How often is this done? 
2. What measures are in place to insure that information on student learning assessment is being considered, evaluated and, if appropriate, implemented by faculty to revise teaching and learning in the classroom?

Master Syllabi/Individual Syllabi

Teaching Portfolios

Program Review

CCAC Professional Development Activities

Student Satisfaction Surveys

Bottom Lines

College Council and Subcommittees

Survey faculty about student assessment results

Nursing Assessment Tool

College Plan

Fundamental Elements and Related Questions

Evidence/Methodology

Fundamental Element # 4: Documented use of use of student learning assessment information as part of institutional assessment;

1. How does the information on student learning assessment become a part of the entire institutional assessment process?
2. Who is responsible for this?
3. How is the information used in the assessment of the institution?

College Plan

Standard 7

Academic Vice President

Institutional Research

Compass study 

College Council and Subcommittees 

Bottom Lines