Annual Report 1998-1999

CENTRALIA COLLEGE

ANNUAL INSTITUTIONAL ASSESSMENT REPORT 1998-99

EXECUTIVE SUMMARY

Highlights of Assessment Activities

Reinstated the Assessment "Showcase" - 12 college faculty presented the results of their mini-grant findings. Assessment Showcases have not been offered since 1996. Eighteen people attended the off-campus evening event.

Don Foran (736-9391 Ext. 276, dforan@centralia.ctc.edu)

Bev Gestrine (736-0301 Ext. 351, bgestrine@centralia.ctc.edu)

Sent four Centralia College staff to the May 4-7, conference held in Spokane. One Centralia College staff member conducted a presentation on the ICP (Individualized Certificate Program) entitled "Practical Assessment for Real Life: Competency-Based Learning in an Individualized Certificate Program." Alicia Wicks (736-9391 Ext. 450, awicks@centralia.ctc.edu)

Supported mini-grants in the following topic areas: Centralia College East Cycle of Assessment, On-line Writing Lab, Student and Faculty Survey on Centralia College Assessment, with special attention to the Five Learning Themes and Initiating Adult Basic Education testing and orientation at Centralia College East. (Mini-grant reports attached)

Developed a draft "Student Satisfaction" inventory. Product to be reviewed by Institutional Researcher before use.

Bev Gestrine (736-9391 Ext. 351, bgestrine@centralia.ctc.edu)

Ruby Nagelkerke (736-9391 Ext. 333, rnagelkerke@centralia.ctc.edu)

Victor Villa (736-9391 Ext. 317, vvilla@centralia.ctc.edu)

April Doolittle (736-9391 Ext. 380, adoolittle@centralia.ctc.edu) (copy attached)

Supported the Teaching and Learning Center Newsletter, the recognized place on campus to find the latest information on Assessment. Published an article in each issue.

Bev Gestrine (736-9391 Ext. 351, bgestrine@centralia.ctc.edu)

Began work on a comprehensive Assessment Handbook to be available in the fall for new college faculty and others.

Bev Gestrine (736-9391 Ext. 351, bgestrine@centralia.ctc.edu)

Don Foran (736-9391 Ext. 276, dforan@centralia.ctc.edu)

Purchased copies of handbooks titled Classroom Assessment Techniques, by Patricia Cross and Thomas Angelo, for new faculty members, including selected part-time faculty.

Sponsored a faculty person to attend the AAHE Assessment forum in Denver, Colorado. (June 12-16).

Ruby Nagelkerke (736-9391 Ext. 333, rnagelkerke@centralia.ctc.edu)

Purchased LASSI (Learning and Study Strategies Inventory) for testing in ICP (Individual Certificate Program).

Alicia Wicks (736-9391 Ext. 450, awicks@centralia.ctc.edu)

Liaison attended meetings sponsored by the SBCTC.

Bev Gestrine (736-9391 Ext. 351, bgestrine@centralia.ctc.edu)

Byways, 5th Edition, published with new embossed cover and additional color photographs.

An annual journal of student work from across all units of the college. (Copy attached)

Stephanie Carter (736-9391 Ext. 615, scarter@centralia.ctc.edu)

Margaret Snyder (736-9391 Ext. 241, msnyder@centralia.ctc.edu)

Sponsored an Assessment Grammar Workshop at Centralia College East.

April Doolittle (736-9391 Ext. 380, adoolittle@centralia.ctc.edu)

Developed an Institutional program assessment and review schedule and identified funds to support the project.

Marge Skold (736-9391 Ext. 353, mskold@centralia.ctc.edu)

Reviewed and updated, where needed, governing aspects of the Assessment program including mission/purpose, job duties of committee members, "Guidelines for Institutional Assessment of Student Learning" (SBCTC document), and other Assessment policies.

Educational Improvements Made/Actions Taken

Developed goals and related objectives for Centralia College East in Morton.

Updated course outlines to reflect the Five Learning Themes.

In the survey of students and faculty concerning the Five Learning Themes, Dr. Victor Villa and Dr. Don Foran found that students generally were aware of the Themes and appreciated them. Faculty generally were aware of the Learning Themes but less appreciative. Faculty feel they have always taught to encourage these outcomes, so the surveys seem like an imposition to them. This data has been important because it helps the Assessment Committee see how it must proceed thoughtfully with faculty.

Incorporation of the college's Five Learning Themes into the CCSEQ, which will be administered in the Fall of '99.

Key Strengths of the Assessment Effort

Increases faculty involvement.

Highlights effective Assessment activities/strategies.

Re-energizes committee through role clarification.

Strengthens connection between Assessment, Strategic Planning, and Accreditation.

Accreditation committees, especially Standard 2 groups, have been working hard to assemble the last five years of assessment records at Centralia College.

Several faculty (D. Foran, V. Villa, and P. Tiller) have been compiling student responses on the Five Learning Themes from the end of quarter student self study evaluation.

Areas of Assessment Effort Needing Improvement

More faculty should be continually brought into activities.

Institutional Effectiveness/Strategic Planning efforts should be extended.

Major Projects/Priorities for 1999-2000

Administer CCSEQ (Community College Student Experiences Questionnaire) to students, analyze data.

Analyze SBCTC and other reports to measure program completion/student satisfaction.

Review Five Learning Themes and make revisions, if needed.

Provide all faculty with a copy of Classroom Assessment Techniques by Patricia Cross and Thomas Angelo.

Distribute copies of the college's new Assessment handbook to all faculty and selected staff within the system.

Update Assessment web page.

Continue funding student anthology, Byways, particularly refining its usefulness (i.e. Five Learning Themes).

Encourage faculty participation in writing articles for WAGS, making presentations at the annual conference, and campus projects.

Develop strategies to further extend Assessment into Institutional Effectiveness/Strategic Planning efforts.

Examine Asset cut off scores and course placement/sequencing, especially in Math.

Hold summer Assessment Committee planning session.

Examine whether DACUM can be effectively adapted for use in the academic program.

B. NARRATIVE REPORT

1. DESCRIPTION: This has been an extremely busy year for Assessment at our college. Major assessment related activities we continued or initiated included: the publication of student anthology Byways; investigation of various methodologies for assessing Student Satisfaction including developing a local inventory; providing input into various aspects of accreditation and strategic planning; reinstating the annual "Mini Grant Showcase"; encouraging faculty participation in campus and state-wide Assessment efforts and initiating a comprehensive Assessment handbook.

2. ANALYSIS/JUDGMENT: The overall influence of the assessment initiative appears to be growing on our campus. Some of the growth in influence is related to strategic planning, accreditation, and accountability issues related to accreditation. Faculty and staff are actively engaged in these processes, and topics related to these issues are often included on the Assessment Committee agenda. These activities have generated continuing discussion of the Five Learning Themes. The college has hired an Institutional Researcher to assist with the data collection/analysis now required to make timely decisions, support grant efforts, and complete various reports. The Institutional Researcher has attended a number of committee meetings and made a brief presentation at the spring "Mini Grant Show Case." Interest in data analysis is growing and the high interest in classroom research continues.

3. EXAMPLES OF IMPACT: Assessment seems to have gotten its "second wind" at Centralia College with renewed interest in a number of areas: a) Classroom Research - Faculty interest in classroom research has been energized with the "Mini Grant Showcase" held in Spring of 1999. It had not been scheduled since 1996. Eighteen faculty presented project findings at this evening event. A number of internal marketing strategies were used to inform the faculty of events including flyers, e-mail, announcements at department meetings, and personal phone calls to new faculty. Commitments were made to purchase a copy of Classroom Assessment Techniques by Patricia Cross and Thomas Angelo to be given to faculty in next fall. b) Program/Department Improvements - Several assessment projects were conducted to improve on-line instruction. We began to address issues in ASSET testing/placement to measure students' understanding of the Five Learning Themes and to encourage other innovations. A plan for program review was developed and endorsed by the Instructional Council and the Assessment Committee. c) Institution-wide Improvement - This was also a planning year where we stepped back, discussed what we would like to know about our students, and developed strategies to gather data. For example, we examined several "Student Satisfaction" surveys, developed a short "home grown" one, and put plans in place for program review for next year. We also set plans for using the CCSEQ to learn more about our students. During Spring quarter we began work on the handbook which will include Assessment practices and procedures. This handbook will be made available to all faculty and other interested staff in the Fall of 1999. It is hoped that it will help bring even more faculty into Assessment at Centralia College.

4. LINKAGES: The "Student Satisfaction" survey data will be linked with data collected from the faculty/staff survey which will be administered at the annual "All-Staff" meeting in October 1999. This information will be used by Assessment and Strategic Planning to help with institutional long-range planning. The process of program review has been established and supported by Assessment to assess how well each course contributes to the overall quality of each discipline, the goals of each department, and the needs of the students. Program review is not only necessary for accreditation purposes, but it helps with the assessment of programs, ensuring student success. Everyone who serves on the Assessment Committee is also involved in the current self-study process for accreditation. Because of efforts by those involved, the Five Learning Themes have been posted in all classrooms and offices and are included on all course outlines. Having Assessment Committee members involved in this 2-year self-evaluation process ensures that assessment outcomes/reports, such as the mini-grant findings on the Five Learning Themes, are accurately documented.

5. PRIORITIES: Major priorities for our campus includes:

Addressing issues of assessing Student Satisfaction especially as it relates to program review

Defining Assessment's role in Institutional Effectiveness

Reviewing the Five Learning Themes and making any needed adjustments

Working more closely with Strategic Planning efforts

Strengthening classroom research efforts

Orienting new faculty or those new to Assessment

Encouraging faculty participation in assessment efforts outside the college

Publishing articles in WAGS

Attending Assessment conferences

Updating the college's Assessment web page

Completing and distributing the college's Assessment handbook

Encouraging faculty participating in mini-grant projects.

A major issue will be balancing the faculty's need for strategies to improve instruction and the institution's need for assessment related information.