The reason that faculty post easily understood, measurable, and transparent outcome statements is that we believe that students are the change agents in their own learning and have a right to know exactly what knowledge, skills, and abilities will be assessed from each class. The goal of these assessment projects is not to “prove” 100% success in student learning, but rather to identify ways to improve student learning outcomes through intentional and thoughtful assessment of outcome competencies. Once instructors analyze their data, they can make improvements to ensure continous and impactful student learning.

This part of the process, ensuring student learning, is also Pillar 4 of Guided Pathways. To learn more about Guided Pathways from the State Board of Community and Technical Colleges, click on their resource website.

 

Every academic department assesses the outcomes for all of its degrees, programs, and certificates at least once in a 6-year cycle, with the intention of gathering data, analyzing it, designing improvements, implementing the improvements, and then re-assessing to demonstrate whether the improvements worked. For information about programs and their outcomes, review Clark College's student catalog.

Students are at the center of ensuring student learning, and faculty are at the center of outcomes assessment. Staff, administrators, and the community all play essential roles in supporting this goal. For example, did you know that each degree has an advisory committee to help align student learning with the needs and requirements of transfer degrees and specific professions? Visit our Advisory Committee page for more information.

For questions, comments, to be added to the Faculty Outcomes Assessment Resource Page, or help related to outcomes assessment, message: outcomes@clark.edu