This fall, Brenda Edmonds, associate professor, mathematics, and Dr. Lori Slavin, associate professor, science, became the co-directors of JCCC¹s first-ever Office of Outcomes Assessment, located in room 204A of the Office and Classroom Building.

The major goal of outcomes assessment is to improve student learning outcomes. Eight campus-wide outcomes (see below) are not related to specific class content, but are broad goals related to higher education. To that end, all faculty are being encouraged to identify at least one of the eight student learning outcomes to assess.

“We have to do some kind of evaluation to demonstrate that students are learning the things we are attempting to teach,” Edmonds said. “The main role of this office is to encourage and assist faculty with assessment project initiatives and to form a collection point for data so people can use it.”

“We are looking to improve student success and curriculum. It’s not faculty evaluation,” Slavin said. “The data is collected and analyzed by the faculty. The assessment process allows us to see what is working in the classroom and what is not.”

 The directors say most faculty are already collecting data regarding at least one of the student learning outcomes using assessment embedded in common assignments, portfolios, performances, capstone experiences and commercial tests such as those purchased from the Educational Testing Service or American College Testing. What’s been missing in the student learning outcomes assessment cycle has been collation of the data, faculty discussion of the data and action – the pieces needed to implement improvement strategies.

In 2010-2011, the office will determine the best way to archive data, establish an Office of Outcomes Assessment website and award up to 20 $500 mini-grants to faculty for resources needed toward assessment such as equipment, software or books.

Slavin and Edmonds will serve as co-directors for a year as well as teach half time. They say the grant money and faculty-release time indicate the administration’s support for the faculty-driven assessment.

A large focus of the co-directors’ efforts is outreach to increase awareness and participation. They have scheduled Brown Bag Brownie Breaks with a featured speaker or panel at 2 p.m. the first Thursday of each month providing soda and brownies; informal coffee breaks to facilitate discussion of successful strategies at 2 p.m. the third Wednesday of each month at javajazz providing coffee; and a newsletter eight times a year highlighting faculty who have participated in assessment and how those results have helped them.

Slavin, Edmonds and the eight members of the assessment council are willing to provide information and resources at Professional Development Days or individual class, course or program training sessions. They even have a template to kick-start planning. Collection of data on a population of students and curriculum modifications are left up to the individual departments, divisions or programs.

“We have not encountered anyone who has gone through the assessment process who hasn’t learned something beneficial regarding their students’ learning,” Slavin said.

And that’s why assessment is not a once-and-done process. The directors say it is a continuous cycle of inquiry, assessment and improvement with eight guiding principles. And No. 1 on the list of those principles is “Assessment is a vehicle for improvement of student learning, not an end in itself.”

At the course, program and institutional level, JCCC is committed to cultivate in students the following student learning outcomes:

1. Access and evaluate information from credible sources.

2. Collaborate respectfully with others.

3. Communicate effectively through the clear and accurate use of language.

4. Demonstrate an understanding of the broad diversity of the human experience and individual’s place in society.

5. Process numeric, symbolic and graphic information.

6. Read, analyze and synthesize written and visual material.

7. Select and apply appropriate problem-solving techniques.

8. Use technology efficiently and responsibly.