ÐÏࡱá>þÿ 24þÿÿÿ1ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿì¥Á€ ð¿®bjbj€Î€Î 4â¤â¤“ ÿÿÿÿÿÿ·´´÷÷÷÷÷ÿÿÿÿ   8CW @0kkkkkÝÝÝãååååååp ¢#:å÷Ý»»"ÝÝå÷÷kkPúíííÝ|÷k÷kãíÝãííV�@Skÿÿÿÿ ¸�J:Ì Y”Ï Ï0@ÛxL#íL#SL#÷S|ÝÝíÝÝÝÝÝååíÝÝÝ@ÝÝÝÝÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿL#ÝÝÝÝÝÝÝÝÝ´ ½: Assessing Student Learning Outcomes at Âé¶¹Ó°Ôº Assessing Courses Faculty identify student learning outcomes and how they will evaluate how well students have achieved them for each course they teach. These are documented on each course syllabus. As the course progresses or at the end of the semester, faculty compile and review information on how well students learned the expected outcomes and determine what changes need to be made to improve student learning. These changes are implemented at the next opportunity within the semester or at the next teaching of the course. Faculty use the Discipline/Course Assessment Report (TMCC’s) form to document student learning outcomes, outcomes measures and evaluation methods, results, and changes made as a result of the assessment process. Two course syllabi and Discipline/Course Assessment Repoorts on those courses are included in faculty annual evaluations each year. The Assessment Committee selects 10 courses a year for review. Faculty teaching those courses are interviewed to: 1) discuss the assessment process and any difficulties they may have found; 2) identify best practices to be shared with others; and 3) identify any professional development needs. (Note: how much of this process is already addressed during the faculty evaluation? What should adjunct faculty be expected to do and how should they do it?) Assessing Programs/Certificates/Degrees Departments identify student learning outcomes for each program/certificate/degree and document them in the catalogue. Using the Program/Degree/Certificate Syllabus Review (Laurie’s) form, chairs compile and review information on course student learning outcomes and assessments and evaluate how well the program/degree/certificate student learning outcomes are adequately taught and evaluated within the suite of courses required for program completion. Some program student learning outcomes may need to be evaluated outside of and in addition to those evaluations conducted in the course of teaching. The Program/Degree/Certificate Syllabus Review form is included in the periodic program review materials and the recommendations and results of implementing the recommendations are reported in the final Program Review Report. The student learning outcomes assessments evaluated in Program Review Reports are analyzed by the Assessment Committee. Deans and chairs may be interviewed to: 1) discuss any difficulties found in the process; 2) identify best practices to share with others; and 3) recommend any professional development needs. The Assessment Committee: Serves as an assessment resource on student learning outcomes for the rest of the college. 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