ASSESSMENT IN A LEARNING COLLEGEThe 2002 self-study, and the subsequent comprehensive evaluation visit, highlighted many of the shortcomings of the assessment of student academic achievement process. In response to criterion three, the visiting team stated: In a review of the documents, and in interviews with the faculty and administration, there exists no clearly defined philosophy statement regarding general education requirements as agreed upon by the faculty, no identification and articulation of expected competencies to be attained by students within each area, no method of assessment and measurement of those areas of importance, generally no stated career program outcomes, and no current process for including the results in instructional improvement and the annual budgeting of the institution. Faculty generally does not demonstrate a shared understanding of the potential or goals of academic assessment, and they demonstrate only minimal buy-in to the overall program. Necessary professional development funds are not allocated to support consultants and travel of employees required to develop an understanding of an effective program of student academic achievement. (Focused visit required) During the required focused visit, the Team should expect:
The response of the Commission is consistent with many of the
concerns the College had identified in the self-study and suggests
specific recommendations for improvement of the assessment process
at Sauk. Following the team’s visit, the staff of SVCC acknowledged
the team’s concerns, embraced the need for significant improvement,
and convened to revamp the way institutional strengths and
weaknesses are defined and success is documented at the
College. 3 Source: Assurance Section/ Section Two: Report of a Comprehensive Evaluation Visit to SaukValleyCommunity College, April 1-3, 2002. |
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