Mid-Cycle Addendum 2018

230 Pages·2017·5.91 MB·English

ADDENDUM FALL 2018
MID-CYCLE EVALUATION REPORT
RESPONSE TO RECOMMENDATIONS 1, 2, AND 3
COLLEGE OF SOUTHERN NEVADA
LAS VEGAS, NEVADA
SUBMITTED ON: SEPTEMBER 7, 2018
4 ~CSN
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WllEGE OF
..... ~- SOUTHERN NEVADA
1
College of Southern Nevada
Addendum to Fall 2018 Mid-Cycle Evaluation Report
TABLE OF CONTENTS
Introduction 1
Recommendation One 1
Progress and Compliance 2
Evidence and Use of SLO Achievement: Degree and Certificate Program-level
Assessment 2
Evidence and Use of SLO Achievement: Course-level Assessment 6
Assessment of Student Learning by Course Site and Type 7
Institutional Learning Outcomes 8
Assessment of General Education System 9
Demonstrating Mission Fulfillment and Sustainability—Recommendation One 12
Recommendation Two 12
Program Evaluation of Academics (Academic Program Review) 12
Evaluation of Academic Review Process 13
Policy Consolidation 14
Revision of Academic Program Review Timeline 14
Self-evaluation Rubric 15
Use of Academic Program Review Findings 15
Program Evaluation of Student Services 16
Laying the Foundation for Effective Student Services and Evaluation 16
Initial Self-Assessment 17
Assessment Methods, Procedures, and Improvement of Student Services and
Programs 17
Annual Planning, Budgeting and Assessment Timeline 18
Evaluation and Improvement of Selected Departments 18
Program Evaluation of Operational Services 19
Recommendation Three 21
Institutional Effectiveness and Assessment Plan 21
Exhibit List
Exhibit A Glossary of Terms 26
Exhibit B NWCCU Letter 2-1-18 30
Exhibit 1A ALS 101 Course Annual Assessment Reporting Form 33
Exhibit 1B ENG 232 Literary Assessment Rubric 40
Exhibit 1C CSN Academic Assessment Policy 42
Exhibit 1D CSN Institutional Assessment Policy 47
Exhibit 1E CSN Integrated Strategic Planning Policy 50
Exhibit 1F CSN General Education for AA, AS and AB Degrees Policy 53
Exhibit 1G CSN General Education Requirements for AAS Degrees Policy 64
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Exhibit 2A CSN Academic Program Review Policy 70
Exhibit 2B CSN Annual Academic Appraisal Policy 82
Exhibit 2C DRAFT CSN Academic Appraisal Policy 97
Exhibit 2D 2010-2017 CSN Strategic Plan 119
Exhibit 2E CSN Assessment Champions 157
Exhibit 2F Facilities Management Assessment Planning Summary 159
Exhibit 2G Facilities Management Annual Assessment Plan 161
Exhibit 2H Site Administration DRAFT Assessment Planning Summary 167
Exhibit 2I Site Administration DRAFT Annual Assessment Plan 169
Exhibit 2J Division of Finance and Administration Assessment Planning
Summary 175
Exhibit 2K DRAFT – Strategic Planning- Assessment-Budgeting Form 188
Exhibit 2L President’s Reports Assessment Planning Summary 189
Exhibit 3A Institutional Effectiveness and Assessment Plan 206
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College of Southern Nevada
ADDENDUM to Fall 2018 Mid-Cycle Evaluation Report
Response to Recommendations One, Two, and Three
(Fall 2015 Year Seven Evaluation Report)
Introduction

Established in 1971, the College of Southern Nevada (CSN) is a large public

community college that offers several four-year degrees and more than 180 two-year

degrees and certificates, including technical, medical, and academic programs (see Exhibit A

for our understanding of this and other terms). It serves the Las Vegas metropolitan area

and rural areas of Clark and Nye counties as well as online students. CSN is accredited

through the Northwest Commission on Colleges and Universities (NWCCU).

This Mid-Cycle Report finds us at an exciting time of transition. Our long-time

president, Dr. Michael D. Richards, has retired; our new Vice President for Academic Affairs,

Dr. Margo Martin, has served as our Acting President. Our new president, Dr. Federico

Zaragoza, began his tenure on August 15.

One important change Dr. Martin enacted before moving to the Acting Presidency was

to institute an Accreditation Leadership Team with members representing Academic Affairs,

Student Affairs, Student Support, Assessment, Curriculum and Scheduling, Institutional

Research, and Faculty. Havinga team of people in place, all of whom are developing

knowledge about accreditation and who approach it from a variety of angles, has already

changed the way we view accreditation and should help accreditation both remain foremost

in our minds and becomea more natural, routinized part of what we do.

As requested by the NWCCU (Exhibit B), CSN has prepared the following Addendum

to the Fall 2018 Mid-Cycle Evaluation Report to provide evidence of the advancements made

to address Recommendations One, Two and Three of the Fall 2015 Year Seven Peer
Evaluation Report.
Recommendation One. The Evaluation Committee recommends that the College of
Southern Nevada consistently d ocument and use a ssessments to improve a chievement
of its identified student learning outcomes across its entire general education core and
across all its courses, programs, and degrees, wherever offered and however delivered
(Standard 4.A.3 a nd Standard 4.B.2).
Standard 4A Assessment
4.A.3

The in stitution document s, th r ough an effective, r egular, and comprehensive
system of assessm ent of stud ent ach ievement, that studen ts who c omplete its
educ ational co urses, program s, an d degrees, w her ever offere d and ho wever
deliver ed, achieve identifie d course, p rogram, and degree learning outcomes. Faculty
with teaching responsibilities are responsible for evaluating student achievement of
clearly identified learning outcomes.
1
Standard 4 B Improvement
4.B.2

Th e institu tion uses the re sults of its assessm ent of st udent learnin g to inform
academic an d learning-s upport plannin g a n d pract ices that lead to enhancement of
student learning achievements. Results of student learning assessments are made
Progreasvsa ailnadb lCe otom applpiarnocper iate constituencies in a timely manner.

CS N’s pr ogress toward co mpliance w it h this recomm endatio n is evident in f our
targeted areas : (a ) consiste nc y and quality of repor ting evide nce an d s tude nt lear ning
ou tcome (S LO) achi evem en t, (b) strategie s to dif ferentia te learning by camp u s site and
delivery typ e, (c) pro po sal of ins titu tiona l learni ng o utcomes (IL O ) as core theme indi cators
of stu den t learn ing, and (d) mod ifications to our gene ral edu cati on system . A sum mary an d
supporting e vidence of progress for each target area follows. In addition, appendices are
cited for larger documents that illustrate the policies, plans, and systems we have planned or
eEsvtiadbelinschee da .n d Use o f SLO Achievement: Degree a nd Certificate P rogram-level
Assessment

D ocumen ta tion of stu dent lea rn ing outcome achieve ment has becom e more ev ident
in annual prog ram assessm ent reports o f d egre e and certific ate SLOs . Alth ough CSN h as a
10-ye ar histo ry of collecti ng repo rts of assessm ent ac tivit y fr om aca demic prog r ams, specific
repo rting and an em ph asis on evi dence of SL O achie vem ent did not occur until 2016 and
2017 annual assessment reports. Our strategic plan goal for annual reporting of program
SLO ac hiev ement i s an admirab le 100% ( see Figure 1 A).

Figure 1A. Annual Assessment Reporting 2015-2016 and 2016-2017
Goal 1.2 100% of degree and certificate programs
report annually
100% 100% 100%
100% 92% 94% 92%
80% 71% 73% 67% 67%
60%
37%
40%
20%
0%*
0%
AAT A & L BHPS EBSS HS S & M
 2015-2016  2016-2017
Notes.

A&L= Art s and Letters, BHPS= Business, Hospitality and Public Safety, EBSS=
Education, Behavioral, and Social Sciences. HS= Heath Sciences,S &M= School of Science
and Mathematics 2
2
In the academ ic year (A Y) 20 15-20 16 re por tin g cycle, thre e s chools m et o ur s trategi c
pla n goal ind icato r, and th e other scho ols we re on targe t fo r achieve ment. T he overall
program reporti ng percentage wa s 92%. Note for A Y 20 16-2017 in c olu mn one, the School
of Advanc ed and Applie d Te chnolog y (AAT ) completed its four- year cycle o f extensive
program rev iew (ev aluation), an d a nnu al reporting was i nc lud ed in th e eva luation p rocess.
However, some scho ols d id submit ann ual as se ssm ent repor ts. Compar ing reporting
percentages for AY 2 015 -2016 and AY 20 16 -2017, there is an overall 28 % d ecre ase in
prog rams reporting SLO ach ievemen t. S ince a new tim eline for tu rning in annu al
assessm ent r eports was imp lemented i n A Y 20 16-20 17 some program s d id not repo rt b y the
due da te. H owever, with an increase in a cademic d ean s upp ort o f ass essment, progra m
leaders have shown greater awareness of due dates and preparedness in reporting. We
expect full part icipation in program SLO reporting o ver the next two academic years.

Figure 1B. SLO Benchmark Attainment Year-to-Year
100%
90%
80% 71% 69% 67%
70%
57%
60%
50% 40%
40%
30% 23% 22% 25%
20% 13%
10% 0% 2% 1%
0%
AAT A & L BHPS EBSS HS S & M
 2015 SLO Benchmark Attainment  2016 SLO Benchmark Attainment
Notes.

A&L= Art s and Letters, BHPS= Business, Hospitality and Public Safety, EBSS=
Education, Behavioral, and Social Sciences. HS= Heath Sciences,S &M= School of Science
and Mathematics

Altho ugh th te (r5e) w a s a decl ipn e in an nual report ing for AY 2016- 201 7, Figure 2 sh ow s a
signif icant reci proc al effec t in p rogra m a ttainm ent of S LO b enchm ar ks f rom 2015-2016 to
2016 -201 7 cy cles = - 7 .783, < .001 . Curr ently, m any progr ams a re re cogn izing that
their prog ra m a nd course SL Os have not b een update d ina w hile or are n ot measura ble.
Over the last three years a ll schools hav e been ac tively changi ng their SL Os and gaining
approval of the c urric ulum c hange s from our F acu lty Sen ate Curricu lum Comm ittee. These
change s wil l aff ect annual in cr eases in reporti ng achievem ent of SLO s in A Y 20 18-2019.
Program l eader s an d faculty h ave part icipated in course cu rricu lum mapping , which h as
given them the op portunit y to align signature assessment measures with their SLOs.
Programs have also produced greater quality in displaying and representing evidence of
their assessment findings. 3
3
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(cid:22)(cid:15)(cid:18)(cid:3)(cid:131)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:139)(cid:144)(cid:3)(cid:131)(cid:144)(cid:144)(cid:151)(cid:131)(cid:142)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:139)(cid:144)(cid:137)(cid:3)(cid:523)(cid:149)(cid:135)(cid:135)(cid:3)(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:6)(cid:524)(cid:484)(cid:3)(cid:3)(cid:19)(cid:148)(cid:145)(cid:137)(cid:148)(cid:131)(cid:143)(cid:149)(cid:3)(cid:153)(cid:135)(cid:148)(cid:135)(cid:3)(cid:131)(cid:142)(cid:149)(cid:145)(cid:3)(cid:131)(cid:132)(cid:142)(cid:135)(cid:3)
S & M
(cid:150)(cid:145)(cid:3)(cid:134)(cid:139)(cid:136)(cid:136)(cid:135)(cid:148)(cid:135)(cid:144)(cid:150)(cid:139)(cid:131)(cid:150)(cid:135)(cid:3)(cid:146)(cid:131)(cid:148)(cid:150)(cid:139)(cid:131)(cid:142)(cid:3)(cid:131)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:144)(cid:145)(cid:144)(cid:486)(cid:131)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:145)(cid:136)(cid:3)(cid:22)(cid:15)(cid:18)(cid:149)(cid:484)(cid:3)(cid:8)(cid:152)(cid:139)(cid:134)(cid:135)(cid:144)(cid:133)(cid:135)(cid:3)(cid:139)(cid:144)(cid:133)(cid:142)(cid:151)(cid:134)(cid:135)(cid:134)(cid:3)
(cid:134)(cid:135)(cid:149)(cid:133)(cid:148)(cid:139)(cid:146)(cid:150)(cid:139)(cid:152)(cid:135)(cid:3)(cid:134)(cid:131)(cid:150)(cid:131)(cid:3)(cid:149)(cid:135)(cid:150)(cid:149)(cid:481)(cid:3)(cid:133)(cid:138)(cid:131)(cid:148)(cid:150)(cid:149)(cid:481)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:152)(cid:135)(cid:148)(cid:139)(cid:136)(cid:139)(cid:135)(cid:134)(cid:3)(cid:135)(cid:154)(cid:150)(cid:135)(cid:148)(cid:144)(cid:131)(cid:142)(cid:3)(cid:133)(cid:135)(cid:148)(cid:150)(cid:139)(cid:136)(cid:139)(cid:133)(cid:131)(cid:150)(cid:139)(cid:145)(cid:144)(cid:512)(cid:3)(cid:142)(cid:139)(cid:133)(cid:135)(cid:144)(cid:149)(cid:151)(cid:148)(cid:135)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:3)(cid:149)(cid:133)(cid:145)(cid:148)(cid:135)(cid:149)(cid:484)(cid:3)
Signature Assignment
HS
(cid:8)(cid:152)(cid:139)(cid:134)(cid:135)(cid:144)(cid:133)(cid:135)(cid:3)(cid:139)(cid:144)(cid:133)(cid:142)(cid:151)(cid:134)(cid:135)(cid:134)(cid:3)(cid:146)(cid:148)(cid:135)(cid:486)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:146)(cid:145)(cid:149)(cid:150)(cid:486)(cid:150)(cid:135)(cid:149)(cid:150)(cid:3)(cid:148)(cid:135)(cid:149)(cid:151)(cid:142)(cid:150)(cid:149)(cid:481)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:146)(cid:142)(cid:135)(cid:149)(cid:3)(cid:145)(cid:136)(cid:3)(cid:133)(cid:131)(cid:146)(cid:149)(cid:150)(cid:145)(cid:144)(cid:135)(cid:3)(cid:146)(cid:148)(cid:145)(cid:140)(cid:135)(cid:133)(cid:150)(cid:149)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:148)(cid:151)(cid:132)(cid:148)(cid:139)(cid:133)(cid:3)
Exam
(cid:149)(cid:133)(cid:145)(cid:148)(cid:135)(cid:149)(cid:481)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:146)(cid:142)(cid:135)(cid:149)(cid:3)(cid:145)(cid:136)(cid:3)(cid:153)(cid:148)(cid:139)(cid:150)(cid:150)(cid:135)(cid:144)(cid:3)(cid:131)(cid:149)(cid:149)(cid:139)(cid:137)(cid:144)(cid:143)(cid:135)(cid:144)(cid:150)(cid:149)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:148)(cid:151)(cid:132)(cid:148)(cid:139)(cid:133)(cid:149)(cid:481)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:136)(cid:139)(cid:144)(cid:131)(cid:142)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:3)(cid:147)(cid:151)(cid:135)(cid:149)(cid:150)(cid:139)(cid:145)(cid:144)(cid:3)(cid:131) (cid:144)(cid:131)(cid:142)(cid:155)(cid:149)(cid:139)(cid:149)(cid:484)(cid:3)(cid:3)(cid:12)(cid:144)(cid:3)
Skill Exam/ Practical
(cid:131)(cid:134)(cid:134)(cid:139)(cid:150)(cid:139)(cid:145)(cid:144)(cid:481)(cid:3)(cid:150)(cid:138)(cid:135)(cid:3)(cid:147)(cid:151)(cid:131)(cid:142)(cid:139)(cid:150)(cid:155)(cid:3)(cid:145)(cid:136)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:139)(cid:144)(cid:137)(cid:3)(cid:139)(cid:144)(cid:133)(cid:148)(cid:135)(cid:131)(cid:149)(cid:135)(cid:134)(cid:3)(cid:139)(cid:144)(cid:3)(cid:134)(cid:135)(cid:150)(cid:131)(cid:139)(cid:142)(cid:3)(cid:145)(cid:136)(cid:3)(cid:134)(cid:135)(cid:149)(cid:133)(cid:148)(cid:139)(cid:132)(cid:139)(cid:144)(cid:137)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:131)(cid:133)(cid:150)(cid:139)(cid:152)(cid:139)(cid:150)(cid:139)(cid:135)(cid:149)(cid:481)(cid:3) EBSS
(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:139)(cid:144)(cid:149)(cid:150)(cid:148)(cid:151)(cid:143)(cid:135)(cid:144)(cid:150)(cid:149)(cid:481)(cid:3)(cid:134)(cid:131)(cid:150)(cid:131)(cid:3)(cid:131)(cid:144)(cid:131)(cid:142)(cid:155)(cid:149)(cid:139)(cid:149)(cid:3)(cid:146)(cid:148)(cid:145)(cid:133)(cid:135)(cid:149)(cid:149)(cid:135)(cid:149)(cid:481)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:151)(cid:149)(cid:135)(cid:3)(cid:145)(cid:136)(cid:3)(cid:22)(cid:15)(cid:18)(cid:3) (cid:135)(cid:152)(cid:139)(cid:134)(cid:135)(cid:144)(cid:133)(cid:135)(cid:484)(cid:3)(cid:3) Written Assignment/ Essay
BHPS Capstone/ Project
(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:6)(cid:484)(cid:3)(cid:884)(cid:882)(cid:883)(cid:888)(cid:486)(cid:884)(cid:882)(cid:883)(cid:889)(cid:3)(cid:19)(cid:148)(cid:145)(cid:137)(cid:148)(cid:131)(cid:143)(cid:3)(cid:22)(cid:15)(cid:18)(cid:3)(cid:4)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:15)(cid:135)(cid:152)(cid:135)(cid:142)(cid:149)(cid:3)(cid:132)(cid:155)(cid:3)(cid:22)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:3)
Performance
100% 89% 92%
86% A & L Portfolio
90%
77%
80% 72% Other
70% 61% AAT
57%
60%
50% 0 10 20 30 40 50
40%
24%
30% 17%19%
20% 12% 13% 13%10% 12%
5%
10% 0% 0%
0%
AAT A & L BHPS EBSS HS S & M
 SLOs Achieved  SLOs Partially Achieved  SLOs Not Achieved
Notes.

(cid:3)(cid:4)(cid:3)(cid:428)(cid:3)(cid:15)(cid:3)(cid:945)(cid:3)(cid:4)(cid:148)(cid:150)(cid:149) (cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:15)(cid:135)(cid:150)(cid:150)(cid:135)(cid:148)(cid:149)(cid:481)(cid:3)(cid:5)(cid:11)(cid:19)(cid:22)(cid:3)(cid:945)(cid:3)(cid:5)(cid:151)(cid:149)(cid:139)(cid:144)(cid:135)(cid:149)(cid:149)(cid:481)(cid:3)(cid:11)(cid:145)(cid:149)(cid:146)(cid:139)(cid:150)(cid:131)(cid:142)(cid:139)(cid:150)(cid:155)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:19)(cid:151)(cid:132)(cid:142)(cid:139)(cid:133)(cid:3)(cid:22)(cid:131)(cid:136)(cid:135)(cid:150)(cid:155)(cid:481)(cid:3)(cid:8)(cid:5)(cid:22)(cid:22)(cid:3)(cid:945)(cid:3)
(cid:8)(cid:134)(cid:151)(cid:133)(cid:131)(cid:150)(cid:139)(cid:145)(cid:144)(cid:481)(cid:3)(cid:5)(cid:135)(cid:138)(cid:131)(cid:152)(cid:139)(cid:145)(cid:148)(cid:131)(cid:142)(cid:481)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:22)(cid:145)(cid:133)(cid:139)(cid:131)(cid:142)(cid:3)(cid:22)(cid:133)(cid:139)(cid:135)(cid:144)(cid:133)(cid:135)(cid:149)(cid:484)(cid:3)(cid:11)(cid:22)(cid:3)(cid:945)(cid:3)(cid:11)(cid:135)(cid:131)(cid:150)(cid:138)(cid:3)(cid:22)(cid:133)(cid:139)(cid:135)(cid:144)(cid:133)(cid:135)(cid:149)(cid:481)(cid:3)(cid:22)(cid:3)(cid:428)(cid:16)(cid:3)(cid:945)(cid:3)(cid:22)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:3)(cid:145)(cid:136)(cid:3)(cid:22)(cid:133)(cid:139)(cid:135)(cid:144)(cid:133)(cid:135)(cid:3)
(cid:131)(cid:144)(cid:134)(cid:3)(cid:16)(cid:131)(cid:150)(cid:138)(cid:135)(cid:143)(cid:131)(cid:150)(cid:139)(cid:133)(cid:149)(cid:3) Assessment Data Uses for Improvement
(cid:9)(cid:131)(cid:133)(cid:151)(cid:142)(cid:150)(cid:155)(cid:3)(cid:134)(cid:135)(cid:152)(cid:135)(cid:142)(cid:145)(cid:146)(cid:143)(cid:135)(cid:144)(cid:150) (cid:3)(cid:146)(cid:148)(cid:145)(cid:152)(cid:139)(cid:134)(cid:135)(cid:134)(cid:3)(cid:139)(cid:144)(cid:3)(cid:884)(cid:882)(cid:883)(cid:888)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:884)(cid:882)(cid:883)(cid:889)(cid:3)(cid:135)(cid:143)(cid:146)(cid:138)(cid:131)(cid:149)(cid:139)(cid:156)(cid:135)(cid:134)(cid:3)(cid:151)(cid:149)(cid:139)(cid:144)(cid:137)(cid:3)(cid:131)(cid:3)(cid:152)(cid:131)(cid:148)(cid:139)(cid:135)(cid:150)(cid:155)(cid:3)(cid:145)(cid:136)(cid:3) S & M
(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:150)(cid:155)(cid:146)(cid:135)(cid:149)(cid:482)(cid:3)(cid:149)(cid:151)(cid:132)(cid:149)(cid:135)(cid:147)(cid:151)(cid:135)(cid:144)(cid:150)(cid:142)(cid:155)(cid:481)(cid:3)(cid:150)(cid:138)(cid:135)(cid:148)(cid:135)(cid:3)(cid:138)(cid:131)(cid:149)(cid:3)(cid:132)(cid:135)(cid:135)(cid:144)(cid:3)(cid:137)(cid:148)(cid:135)(cid:131)(cid:150)(cid:135)(cid:148)(cid:3)(cid:152)(cid:131)(cid:148)(cid:139)(cid:135)(cid:150)(cid:155)(cid:3)(cid:145)(cid:136)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:149)(cid:3)
HS
(cid:151)(cid:149)(cid:135)(cid:134)(cid:3)(cid:131)(cid:133)(cid:148)(cid:145)(cid:149)(cid:149)(cid:3)(cid:131)(cid:142)(cid:142)(cid:3)(cid:149)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:149)(cid:3)(cid:523)(cid:149)(cid:135)(cid:135)(cid:3)(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:7)(cid:524)(cid:484)(cid:3)(cid:23)(cid:138)(cid:139)(cid:149)(cid:3)(cid:138)(cid:131)(cid:149)(cid:3)(cid:133)(cid:138)(cid:131)(cid:144)(cid:137)(cid:135)(cid:134)(cid:3)(cid:134)(cid:148)(cid:131)(cid:143)(cid:131)(cid:150)(cid:139)(cid:133)(cid:131)(cid:142)(cid:142)(cid:155)(cid:3)(cid:149)(cid:139)(cid:144)(cid:133)(cid:135)(cid:3)(cid:4)(cid:28)(cid:3)(cid:884)(cid:882)(cid:883)(cid:887)(cid:486)(cid:884)(cid:882)(cid:883)(cid:888)(cid:481)(cid:3)
(cid:153)(cid:138)(cid:135)(cid:148)(cid:135)(cid:3)(cid:143)(cid:145)(cid:149)(cid:150)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:135)(cid:134)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:149)(cid:3)(cid:153)(cid:135)(cid:148)(cid:135)(cid:3)(cid:133)(cid:145)(cid:151)(cid:148)(cid:149)(cid:135)(cid:3)(cid:146)(cid:131)(cid:149)(cid:149)(cid:3)(cid:148)(cid:131)(cid:150)(cid:135)(cid:149)(cid:3)(cid:131)(cid:150)(cid:3)(cid:131)(cid:3)(cid:6)(cid:486)(cid:3)(cid:137)(cid:148)(cid:131)(cid:134)(cid:135)(cid:484)(cid:3)(cid:3)(cid:23)(cid:138)(cid:148)(cid:135)(cid:135)(cid:3)(cid:149)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:149)(cid:3)(cid:523)(cid:5)(cid:11)(cid:19)(cid:22)(cid:481)(cid:3) EBSS
(cid:11)(cid:22)(cid:481)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:22)(cid:3)(cid:428)(cid:3)(cid:16)(cid:524)(cid:3) (cid:149)(cid:138)(cid:145)(cid:153)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:149)(cid:3)(cid:131)(cid:149)(cid:3)(cid:150)(cid:138)(cid:135)(cid:139)(cid:148)(cid:3)(cid:143)(cid:145)(cid:149)(cid:150)(cid:3)(cid:136)(cid:148)(cid:135)(cid:147)(cid:151)(cid:135)(cid:144)(cid:150)(cid:142)(cid:155)(cid:3)(cid:151)(cid:150)(cid:139)(cid:142)(cid:139)(cid:156)(cid:135)(cid:134)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:143)(cid:135)(cid:150)(cid:138)(cid:145)(cid:134)(cid:481)(cid:3)(cid:132)(cid:151)(cid:150)(cid:3)(cid:143)(cid:145)(cid:149)(cid:150)(cid:3)
BHPS
(cid:146)(cid:148)(cid:145)(cid:137)(cid:148)(cid:131)(cid:143)(cid:149)(cid:3)(cid:139)(cid:144)(cid:3)(cid:150)(cid:138)(cid:135)(cid:149)(cid:135)(cid:3)(cid:149)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:149)(cid:3)(cid:131)(cid:148)(cid:135)(cid:3)(cid:131)(cid:142)(cid:139)(cid:137)(cid:144)(cid:139)(cid:144)(cid:137)(cid:3)(cid:136)(cid:139)(cid:144)(cid:131)(cid:142)(cid:3)(cid:135)(cid:154)(cid:131)(cid:143)(cid:3)(cid:147)(cid:151)(cid:135)(cid:149)(cid:150)(cid:139)(cid:145)(cid:144)(cid:149)(cid:3)(cid:153)(cid:139)(cid:150)(cid:138)(cid:3)(cid:22)(cid:15)(cid:18)(cid:149)(cid:3)(cid:150)(cid:145)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:3)
A & L
(cid:131)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:484)(cid:3)(cid:3)(cid:3)
AAT
0 10 20 30 40 50 60
Curriculum Content Teaching Strategies Resources
Assessment Measures Learning Environment Student Support Services
4 5
4
(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:7)(cid:484)(cid:3)(cid:23)(cid:155)(cid:146)(cid:135)(cid:149)(cid:3)(cid:145)(cid:136)(cid:3)(cid:4)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:16)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:149)(cid:3)(cid:24)(cid:149)(cid:135)(cid:134)(cid:3)(cid:132)(cid:155)(cid:3)(cid:4)(cid:133)(cid:131)(cid:134)(cid:135)(cid:143)(cid:139)(cid:133)(cid:3)(cid:22)(cid:133)(cid:138)(cid:145)(cid:145)(cid:142)(cid:3)
S & M
 Signature Assignment
HS
 Exam
 Skill Exam/ Practical
EBSS
 Written Assignment/ Essay
BHPS  Capstone/ Project
 Performance
100% 89% 92%
86% A & L  Portfolio
90%
77%
80% 72%  Other
70% 61% AAT
57%
60%
50% 0 10 20 30 40 50
40%
24%
30% 17%19% (cid:3)
20% 12% 13% 13%10% 12% (cid:3)
5%
10% 0%0% (cid:4)(cid:142)(cid:145)(cid:144)(cid:137)(cid:3)(cid:153)(cid:139)(cid:150)(cid:138)(cid:3)(cid:139) (cid:144)(cid:133)(cid:148)(cid:135)(cid:131)(cid:149)(cid:135)(cid:134)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:139)(cid:144)(cid:137)(cid:3)(cid:145)(cid:136)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:143)(cid:135)(cid:150)(cid:138)(cid:145)(cid:134)(cid:149)(cid:3)(cid:139)(cid:144)(cid:3)(cid:4)(cid:28)(cid:3)(cid:884)(cid:882)(cid:883)(cid:888)(cid:486)(cid:884)(cid:882)(cid:883)(cid:889)(cid:481)(cid:3)(cid:150)(cid:138)(cid:135)(cid:148)(cid:135)(cid:3)(cid:153)(cid:131)(cid:149)(cid:3)
0% (cid:137)(cid:148)(cid:135)(cid:131)(cid:150)(cid:135)(cid:148)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:139)(cid:144)(cid:137)(cid:3)(cid:145)(cid:144)(cid:3)(cid:138)(cid:145)(cid:153)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:134)(cid:131)(cid:150)(cid:131)(cid:3)(cid:138)(cid:131)(cid:152)(cid:135)(cid:3)(cid:132)(cid:135)(cid:135)(cid:144)(cid:3)(cid:151)(cid:149)(cid:135)(cid:134)(cid:3)(cid:150)(cid:145)(cid:3)(cid:139)(cid:144)(cid:136)(cid:145)(cid:148)(cid:143)(cid:3)(cid:133)(cid:145)(cid:151)(cid:148)(cid:149)(cid:135)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:146)(cid:148)(cid:145)(cid:137)(cid:148)(cid:131)(cid:143) (cid:3)
AAT A & L BHPS EBSS HS S & M
(cid:139)(cid:143)(cid:146)(cid:148)(cid:145)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:523)(cid:149)(cid:135)(cid:135)(cid:3)(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:8)(cid:524)(cid:484)(cid:3)(cid:3)(cid:23)(cid:138)(cid:135)(cid:3)(cid:143)(cid:145)(cid:149)(cid:150)(cid:3)(cid:146)(cid:148)(cid:135)(cid:152)(cid:131)(cid:142)(cid:135)(cid:144)(cid:150)(cid:3)(cid:151)(cid:149)(cid:135)(cid:149)(cid:3)(cid:136)(cid:145)(cid:148)(cid:3)(cid:139)(cid:143)(cid:146)(cid:148)(cid:145)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:138)(cid:131)(cid:152)(cid:135)(cid:3)(cid:132)(cid:135)(cid:135)(cid:144)(cid:3)
SLOs Achieved SLOs Partially Achieved SLOs Not Achieved (cid:133)(cid:151)(cid:148)(cid:148)(cid:139)(cid:133)(cid:151)(cid:142)(cid:131)(cid:148)(cid:3)(cid:133)(cid:138)(cid:131)(cid:144)(cid:137)(cid:135)(cid:3)(cid:131)(cid:144)(cid:134)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:3)(cid:148)(cid:135)(cid:136)(cid:139)(cid:144)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:145)(cid:148)(cid:3)(cid:133)(cid:138)(cid:131)(cid:144)(cid:137)(cid:135)(cid:484)(cid:3)(cid:3)(cid:12)(cid:144)(cid:3)(cid:131)(cid:134)(cid:134)(cid:139)(cid:150)(cid:139)(cid:145)(cid:144)(cid:481)(cid:3)(cid:146)(cid:148)(cid:145)(cid:137)(cid:148)(cid:131)(cid:143)(cid:149)(cid:3)
(cid:138)(cid:131)(cid:152)(cid:135)(cid:3)(cid:148)(cid:135)(cid:146)(cid:145)(cid:148)(cid:150)(cid:135)(cid:134)(cid:3)(cid:148)(cid:135)(cid:131)(cid:149)(cid:145)(cid:144)(cid:149)(cid:3)(cid:136)(cid:145)(cid:148)(cid:3)(cid:133)(cid:138)(cid:131)(cid:144)(cid:137)(cid:135)(cid:3)(cid:150)(cid:145)(cid:3)(cid:131)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:149)(cid:3)(cid:131)(cid:149)(cid:3)(cid:150)(cid:138)(cid:135)(cid:3)(cid:144)(cid:135)(cid:135)(cid:134)(cid:3)(cid:136)(cid:145)(cid:148)(cid:3)(cid:131)(cid:151)(cid:150)(cid:138)(cid:135)(cid:144)(cid:150)(cid:139)(cid:133)(cid:139)(cid:150)(cid:155)(cid:3)(cid:139)(cid:144)(cid:3)
(cid:134) (cid:135)(cid:150)(cid:135)(cid:148)(cid:143)(cid:139)(cid:144)(cid:139)(cid:144)(cid:137)(cid:3)(cid:153)(cid:145)(cid:148)(cid:141)(cid:136)(cid:145)(cid:148)(cid:133)(cid:135)(cid:3)(cid:131)(cid:132)(cid:139)(cid:142)(cid:139)(cid:150)(cid:155)(cid:481)(cid:3)(cid:145)(cid:148)(cid:3)(cid:150)(cid:145)(cid:3)(cid:139)(cid:144)(cid:133)(cid:148)(cid:135)(cid:131)(cid:149)(cid:135)(cid:3)(cid:152)(cid:131)(cid:142)(cid:139)(cid:134)(cid:139)(cid:150)(cid:155)(cid:3)(cid:145)(cid:136)(cid:3)(cid:143)(cid:135)(cid:131)(cid:149)(cid:151)(cid:148)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:149)(cid:3)(cid:150)(cid:145)(cid:3)(cid:139)(cid:144)(cid:134)(cid:139)(cid:133)(cid:131)(cid:150)(cid:135)(cid:3)(cid:22)(cid:15)(cid:18)(cid:3)
(cid:131)(cid:133)(cid:138)(cid:139)(cid:135)(cid:152)(cid:135)(cid:143)(cid:135)(cid:144)(cid:150)(cid:484)(cid:3)
(cid:3)
(cid:9)(cid:139)(cid:137)(cid:151)(cid:148)(cid:135)(cid:3)(cid:883)(cid:8)(cid:484)(cid:3)(cid:24)(cid:149)(cid:135)(cid:3)(cid:145)(cid:136)(cid:3)(cid:4)(cid:149)(cid:149)(cid:135)(cid:149)(cid:149)(cid:143)(cid:135)(cid:144)(cid:150)(cid:3)(cid:7)(cid:131)(cid:150)(cid:131)(cid:3)
Assessment Data Uses for Improvement
S & M
HS
EBSS
BHPS
A & L
AAT
0 10 20 30 40 50 60
 Curriculum Content  Teaching Strategies  Resources
 Assessment Measures  Learning Environment  Student Support Services

(cid:3)
(cid:3)
4 5
5
Evidence a nd Use o f SLO Achievement: Course-level Assessment

CSN placed grea ter emphas is on course -level asses sment du rin g 2016-2 017 and
provided f ocused profes si onal de velop men t workshops o n develop in g and im plement ing
classroo m assessment tec hniques , complet ing curri cu lum mappin g of p rogram co urses ,
reporting a chievement of c ours e SLOs , and documen tin g evide nce of s tudent learn ing in
cour ses d isting uished by campus lo ca tion an d t ype of instru ct ion . This effort has been a
significant undertak ing fo r the co llege and con tinu es to evolv e a s CS N leadership, fac ult y,
and sta ff wo rk tow ar d esta blish ing a cult ure o f assessme nt at the ins titutio n.
O ur strateg ic p lan goal for complian ce w ith re po rting of SL O achievem ent at the
cour se le vel is s et at 10 0% over the s pan ofa t hr ee -year assessme nt cycle. All facu lty of
100% 89% 92% courses of d egre e and ce rtificate pro grams ar e asked t o co mplete curr icu lum m apping as
86%
90% part ofa co urse revi ew proce ss. The pu rpo se is to collab oratively evaluate cour se
77%
80% 72% curriculum and learn ing occu rre nce throug h mapp ing a nd discussio n of course S LOs ,
70% 61% curriculum content, learning act ivi ties, and a ssessme nt m easures. B ecause CSN has a
57%
60% stagge red re po rting tim eline for ac adem ic s chools with es tabl ished m ec hani sms for regu lar
50% reporting, c omple te mappi ng o f all pro gram course s and rep ort ing cour se SLO achievement
40% could occur as soon as 2023. This pa st year (2017 -2018 ), the School o f Ar ts a nd Le tters
24%
30% 17%19% completed co urse reviews and creat ed curricu lum maps for 5 3 courses acr oss varying
20% 12% 13% 13%10% 12% discip li nes. Detailed doc umentatio n of curriculum m aps is m a intained in th e Office of
5%
10% 0%0% Assessme nt. Two discipline-sp ecific exa mpl es of cours e-lev el assess ment a re h ighli ghted
0% next to demo nstrate the b eginning and intermediate stages of progressing compliance, the
AAT A & L BHPS EBSS HS S & M
d iversity in their assess ment proc esse s and measur es, a nd fi nding s d u ring thi s first year of
SLOs Achieved SLOs Partially Achieved SLOs Not Achieved course-le vel assessmen t repor ting .
Begi nning sta ge : Aca demic and Life Success 101 (ALS 1 01) is a coll ege read ines s and
person al d evelopm ent cou rse and is r equi red for s ome deg rees and optiona l for oth ers. This
course was t argeted in our “A chieving th e Dr eam” in itiative to det ermine w hether the course
should b e r equired for a ll learne rs at CSN. E xhi bit 1-A, the ALS 101 Annual Course
Assessment Rep orting Form, do cu ments the En glish dep artm ent proj ec t to assess stu den t
success by de termin ing student persi ste nce in 2016 -2017. P ro je ct findi ng s in dicate a 91%
pers isten ce rate fr om sem ester to s em este r for st uden ts w ho rece ive aC or better in A LS 1 01
compar ed to wors e pe rsisten ce rates b y those who receiveda D o r le ss in the course. Y et, i f
and h ow student l ear ning occu rre d in the cou rse wa s n ot e vide nt. It wa s determ ined that
course SL Os w ere no t lin ked t o cours e assessmen t m eas u res, and n o S LO achievem ent was
being d eter mined or report ed in 2016-2 017 for an y of the 1 26 sect ions offere d. D uring
revie w of t he co urse, the le ad fa cult y re cogn ized this as a c on cern and de termine d actions to
cla rify a nd im p rove co urse a ssessme nt me asures. The lead faculty ide nt ified that course
SLOs were not measurab le an d did not ha ve the c ap ability of g uidin g the c ou rse curr icula.
As well , not all f acu lty were t eaching each lear nin g co ncept acc ording to inst ructional
objectiv es an d activitie s. Th e lead fa culty agr eed to conducta p ilot study of ALS 101 wh ere
faculty foc used on collect ing a sses sment da ta fo r one primar y outco me that addr essed goal
setting. Da ta collecte d wer e used to comp are SLO per forma nc e an d types o f ass essment
measures u sed by cou rse site a nd d e livery type ( traditiona l, on line , campus site, pris on
edu cation pro gram ). Data we re collecte d durin g Fall 2017 at tw o cam pus sites (b oth
traditio nal a nd o nline c ours es, and a co mmunity out reach site, th e women ’s p rison) . Data
are currently being analyzed for faculty review. This beginning stage assessment activity
4 shows how CSN faculty are focusing on es6t ab lishing assessment processes to learn about 6
courses offered and determ inin g how to gain in form ation needed to make deci sions about
curriculum co ntent, tea ch ing str ateg ies, and t eaching r esource s.
Inte rmed iate stage: This e xa mple s hows h ow establish ed curri cula and asse ssment
processes ar e evolvin g to r efin e and impro ve studen t lea rni ng in cours es. Five f ull-time
pro fessors from the Departm ent of Pu bl ic Sa fet y and Hu man Ser vice s particip ated in
assessmen t a ctivities over t he 2017-20 18 aca demic year to d etermin e whet her stud ents in
six sp ecial prog ram cou rses com m on to the AA C riminal Justi ce, AAS Crimin al J ustice , an d
Certific at e of Achievem ent in Cr imina l Jus tice progr am s h ad lear ned course conte nt align ed
with SLO s. Th e f acu lty s elected a Pre/ Post-t es t method olo gy admin ister ed the fir st and last
weeks o f five diffe rent course s. Each test consis ted of te n items; two item s were cr eat ed to
measur e each of the five co urse SL Os. Tabl e1 disp lays the findings fr om repeat ed measured
analysis show ing sta tistica lly significant hig her studen t pe rformance on p os t-tests for each
cour se. Faculty actio ns for u se of findings include greater alignment of specific curriculum
content with course SLOs, modifications to test items, and differentiation of results by course
site an d cou rse type (on-site an d online) .

Table 1. CRJ Pre-and Post-test R epeated M easures An alysis t Sig
M SD M S D
Cou rse Pre- Post-t est Pre-t est Pre-t est Post - Post -
test N N test test
CRJ 104 14 42 11 44 32.9 13.6 86.1 8.02 - .001
16.242
CRJ 106 64 64 54.7 24.4 83.3 21.4 -5.943 .001
CRJ 107 92 88 40.5 16.01 66.3 12.2 -8.179 .001
ACsRseJ s2s2m5 ent4 o3f Studen4t3 Learning7 0b.y9 C ours1e2 S .6it e a nd 8 T7y.2p e 9.02 -3.280 .010

This past acad emic yea r (2017-201 8), severa l pro gram s and dep artme nts cr eated
and ca rri ed ou t plan s to identify wheth er there were differe nces in stude nt learn ing by
whe re and how the y received in structio n. Al though d ata we re collected from these samples,
often the data were not d isaggre gate d in 2016-2 017 a nnual assess ment repo rts . In add ition,
the meth odologies em ployed to o btain val id sa mples varied sig nificant ly.
Rec og nizin g that q uality a nd consiste ncy in all i nstruction , reg ardl ess of cam pus or
delivery m od ality, are im portan t facet s of SLO asse ssm en t, th e E nglish De partme nt
condu cte d a pilot pr oje ct wit hin the Englis h L iterature prog ram with five of seven Wo rl d
Literature II (ENG 2 32) faculty, wh ich r ep resente d six of t he ten s ectio ns offere d in 2016-
2017 , to determ ine t he b es t me thodo logy for im plementin g co llege-w ide proc edure s to
consistentl y o b tai n disaggreg at ed d ata by co ur se si te and cou rse type. Written assignments
were collected f rom two of t he three CS N m ain c ampus es and online sect ions (West
Charlesto n N = 6, Hender son N = 5 , Onlin e N= 26) . From this sam ple, writt en as signments
were rand omly sele cted for e valuation (n = 18) . Eight fac ul ty ev aluator s p articip ated in
norming and calibratio n e xercises using a liter ary r ubri c aligned wi th ENG 2 32 cours e
outcomes (Exhib it 1-B). The eva luation ru bric cons ist ed o f ten crite ria of which fiv e
de term ined con tin uity of le arning ex periences an d five de termined stu dent learn ing. Facu lty
reviewed course syllabi learning activities required of the students and responded Yes or No
to the presence of learning activities required of students. Thereafter, each essay was read 7
7