This page is under construction as of 9/26/2017.
Funds for Part-Time Faculty
Professional Development Opportunities
The following 2017-18 templates will be available here in October:
- Multi-Year Plan
- MSC or All-In Assessment Proposal
- LDC-DE Assessment Report Form (for initial assessments)
- LDC-DE Reassessment Report Form (for follow-up assessment)
- CTE Assessment Report Form (for initial assessments)
- CTE Reassessment Report Form (for follow-up assessment)
- CTE Summary Data Report (for those SACs whose degree and certificate outcomes are not fully assessed via TSAs)
- Summer 2018 Peer Reviewer's Critique Form (sample of what they'll be looking for)
Assessment planning and reporting happen in two phases. For new assessments, each SAC will complete the planning portion of the Assessment template in the fall and the end-of-year report (the latter portion of the template) in the spring. When conducting a follow-up assessment (assessing for improvement), SACs will fill out the Reassessment template--with the planning portion still due in the fall and the results portion due in the spring. CTE Programs and LDC-DE Disciplines use unique templates. Periodically, SACs also submit a Multi-Year Plan (MYP) that projects their schedule for assessing/reassessing their degree and certificate outcomes (CTE) or PCC's Core Outcomes (LDC-DE).
LDC-DE SACs will conduct and report on one assessment project. Like last year, these SACs may assess/reassess an existing Core Outcome or may assess/reassess an exploratory outcome. CTE SACs shall assess for the LAC one focal degree and/or certificate outcome. It may be one that aligns with a Core Outcome, or it may be something that aligns with an exploratory outcome (e.g., information literacy or computational literacy).
SACs planning to do a large-scale assessment of 12 or more sections may participate in PCC's 2017-18 "All-In" internal assessment project. "All-In" ideally involves one course with 10 or more sections participating (could combine Winter and Spring courses) plus at least 2 sections of at least one additional course in the discipline (high-enrolling courses tend to offer more representative student demographics), OR 12 sections of different courses are acceptable for SACs that do not have that many sections of the same course. All-in SACs may assess using the new Cultural Awareness/Literacy rubric (PCC's own), or the LEAP VALUE rubrics for any of Critical Thinking, Quantitative Literacy, or Written Communication. Assessing only one of these outcomes is required.
A difference this year: we have only enough funding to support internal scoring of two outcomes this year, and have committed to Cultural Literacy as one of them in order to pilot the new rubric that was developed this summer. The other outcome will be one of the other three, based on, frankly, numbers -- so that our data has a chance at being meaningful. We will use that same outcome for the Multi-State Collaborative (MSC) if we do participate this year. If a SAC selects an outcome that we end up NOT doing the college-wide and/or MSC scoring for, it may still use the two-year plan. The two-year plan allows SACs time to attend a training session, design assignment(s), conduct student assessments, norm faculty evaluators to chosen rubric, evaluate student artifacts, analyze the results, and report out at the end of Year 2. Additional requirements for All-In:
- One or more faculty from the SAC MUST attend an assignment design workshop in late October 2017, so that faculty have time to add the assignment to winter or spring term courses
- SAC must conduct some sort of assignment design workshop or training opportunity for participating instructors who did not attend the college workshop
- For the two selected outcomes, we will conduct a college-wide scoring to include a minimum number of artifacts per section–focusing on students with 0-12 credits and >67 credits
- SAC will plan its own norming and scoring, which can be done in spring, summer, or early fall 2018
- SAC faculty are not required to score for the college-wide project, but are welcome to do so
- SAC's 2018 end-of-year report will address process:
- SAC's approach to assignment design
- How many faculty participated
- How part-time faculty were engaged in project
- Any other elements of process that seem important
- SAC's 2019 end-of-year report will include:
- Process for norming faculty to rubric prior to SAC scoring
- Data from SAC scoring and from college-wide/MSC scoring as available
- Interpretation of the data
- Action plan/action implemented or adopted for addressing areas where student achievement might be improved via instruction in 2018-19 or 2019-20
- SAC commits to reassessing its chosen outcome, via the same or a similar protocol, in the 2019-20 academic year
At the end of each academic year, all completed assessment reports are reviewed by faculty peers. Peer reviewers are recruited by PCC's Learning Assessment Council and undergo training before being assigned to teams. Over the summer the peer reviewers look at the plans, reports, summary data (where appropriate), and other documents submitted by their assigned SACs and critique them using a standard rubric. When the feedback forms have been completed, they are saved as PDFs and made available in September to the respective SACs. Copies of the rubrics to be used for 2018 assessment reports will be posted in October 2018 in the Templates section on this page.
Funds for Part-Time Faculty to Participate
Each SAC is entitled to up to 10 hours per academic year of paid compensation, at the College's special projects rate, for assessment work carried out by part-time faculty. The funds can be paid to a single person or divided between multiple people working to support their SAC's assessment efforts.
To secure compensation, SAC chairs must contact their SAC's administrative liaison with the G number of the faculty member(s) carrying out the work. SAC chairs are responsible for designating the number of hours to be compensated. If a SAC chair is unsure of who their dean liaison is, please contact Susan Wilson in Academic Affairs: email@example.com or 971-722-4555.
The PCC Learning Assessment Council (LAC) provides free year-round assessment coaching to all SACs. Coaching assignments are usually finalized early each fall. The following individuals can put SACs in touch with their assigned coach:
Professional Development Opportunities
LAC Core Outcome Assessment Class (for PCC Faculty)
Meets most Fridays fall term 2017, 10:00 a.m. to 12:00 p.m., at Cascade. Registration is first-come, first-served. Contact firstname.lastname@example.org for registration details.
This class is ideal for faculty involved in program/discipline assessment through their SAC or for those who want to explore the heart of the biggest mystery in higher ed today. It is intended for PCC full-time and adjunct faculty members.
Here are a few of the topics:
- How does grading in my class differ from assessing at the program/discipline level?
- What are the pressures on higher education that are driving changes in accreditation regarding assessment and accountability? How are PCC and other institutions responding? What is happening internationally?
- What does a quality assessment process at the program/discipline-level look like at PCC (i.e., sample size, norming, direct/indirect, full-time and part-time faculty participation, signature assignments, exam, portfolio, rubrics, checklists, trending, LDC and CTE concerns, etc.)?
Expectations of participants:
- Attendance at all or most of the classes
- Presentation of an assessment activity at the end of the course that could be used in your SAC, or in your class, that addresses one or more of the core outcomes
- (Optional): Directed readings outside of class--one to two hours per week.
Courses offered through PCC's Center for Careers in Education
- American Association of Colleges and Universities (AAC&U) will be holding an assessment conference February 15-17, 2018 in Philadelphia, PA. Note: PCC is an AAC&U member. Link to conference: https://www.aacu.org/conferences/gened2018
- Association for Assessment of Learning in Higher Education's (AALHE) 3-day conference occurs in Salt Lake City, UT, June 4-6, 2018. Learn more at: http://www.aalhe.org/
- Additional assessment conferences are found at this link: http://www.assessmentconferences.com/