Helping Students Learn
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Contents |
Category 1
AQIP Category One, HELPING STUDENTS LEARN, focuses on the design, deployment, and effectiveness of teaching-learning processes that underlie your institution’s credit and non-credit programs and courses, and on the processes required to support them.
OVERVIEW QUESTION. O1 What are your goals for student learning and shaping an academic climate? What are your key credit and non-credit instructional programs, and educational systems, services, and technologies that directly support them? (1000 words)
Category 1 Meeting Information
Processes (P)
1P1. How do you determine which common or shared objectives for learning and development you should hold for all students pursuing degrees at a particular level? Whom do you involve in setting these objectives? [1P1] OAC: We believe these were the gen. ed. outcomes that were voted on by the faculty at the 2008 all faculty meeting. We could answer this as a subcommittee but we feel like this is LICCs.
1P2. How do you determine your specific program learning objectives? Whom do you involve in setting these objectives? [1P1] OAC: Gen Education side: LICC Program Level side: Elaine?
1P3. How do you design new programs and courses that facilitate student learning and are competitive with those offered by other organizations? [1P2] OAC: Gen Education side: LICC Program Level side: Elaine?
1P4. How do you design responsive academic programming that balances and integrates learning goals, students’ career needs, and the realities of the mployment market? OAC: Gen Education side: LICC Program Level side: Elaine? [1P2]
1P5. How do you determine the preparation required of students for the specific curricula, programs, courses, and learning they will pursue? [1P3] OAC: testing center?
1P6. How do you communicate to current and prospective students the required preparation and learning and development objectives for specific programs, courses, and degrees or credentials? How do admissions, student support, and registration services aid in this process? [1P4] OAC: Student support services
1P7. How do you help students select programs of study that match their needs, interests, and abilities? [1P5] OAC: Student support services
1P8. How do you deal with students who are underprepared for the academic programs and courses you offer? [1P5] OAC: Student support services
1P9. How do you detect and address differences in students’ learning styles? [1P5] OAC: Student support services
1P10. How do you address the special needs of student subgroups (e.g., handicapped students, seniors, commuters)? [1P5] OAC: Student support services
1P11. How do you define, document, and communicate across your institution your expectations for effective teaching and learning? [1P6] OAC: Dean's responsibility and OAC. Can answer a part of it as we document and help facilitate communication throughout the college.
1P12. How do you build an effective and efficient course delivery system that addresses both students’ needs and your institution’s requirements? [1P7] OAC: Definitely not us but perhaps Deans.
1P13. How do you ensure that your programs and courses are up-to-date and effective? [1P8] OAC: Not OAC - VP?
1P14. How do you change or discontinue programs and courses? [1P8] OAC: Not OAC - VP?
1P15. How do you determine and address the learning support needs (tutoring, advising, placement, library, laboratories, etc.) of your students and faculty in your student learning, development, and assessment processes? [1P9] OAC: Library Support Services
1P16. How do you align your co-curricular development goals with your curricular learning objectives? [1P10] OAC: Contribution along with LICC
1P17. How do you determine that students to whom you award degrees and certificates have met your learning and development expectations? [1P12] OAC - Degree Level Assessment. We will definitely answer this question.
1P18. How do you design your processes for assessing student learning? [1P11] OAC: Barton designed its assessment process with the "ends" in mind. We set a goal to create a system that would gauge students’ learning and facilitate curricular improvements. In developing this system, we have created a natural feedback loop driven by assessment data. The process was driven by faculty, was endorsed by OAC, and then was approved by LICC.
Results (R)
1R1. What measures of your students’ learning and development do you collect and analyze regularly? [1P13] * completion rates (annually)
- retention rates (annually)
- Classroom Assessment Techniques (individual instructors multiple times throughout the semester collected once per semester/cycle by OAC)
- Individual faculty assessment of quizzes and exams, assignments, projects (varies)
- Program Level Follow-up Survey (annually)
- Graduation Survey (annually)
- Alumni Survey (--needs to be clarified--)(annually but 5 years after graduation date)
- Student Course Evaluations (end of semester/cycle)
- Course Level Assessment (by Semester)
- Degree Level Assessment (by Semester)
1R2. What are your performance results for your common student learning and development objectives? [1R1] Noel-Loevitz Survey CCCSE
1R3. What are your performance results for specific program learning objectives? [1R1] See Elaine
1R4. What is your evidence that the students completing your programs, degrees, and certificates have acquired the knowledge and skills required by your stakeholders (i.e., other educational institutions and employers)? [1P12, 1R2]
Ends Statements (Lavonne)
1R5. What are your performance results for learning support processes (advising, library and laboratory use, etc.)? [1R3] Noel-Loevitz CCCS Student Satisfaction Survey
1R6. How do your results for the performance of your processes in Helping Students Learn compare with the results of other higher education institutions and, where appropriate, with results of organizations outside of higher education? [1R4] Noel-Loevitz CCCSE Ask Charles about HLC data pool
Improvement (I)
1I1. What recent improvements have you made in this category? How systematic and comprehensive are your processes and performance results for Helping Students Learn?
- Connectivity between Degree, Course, and Classroom assessment
- Noel-Loevitz - see Cowley County
- Student Satisfaction survey
1I2. How do your culture and infrastructure help you to select specific processes to improve and to set targets for improved performance results in Helping Students Learn?
- Ends Statements
