A few sample General Education Learning Outcomes include, 
1.  “Critical Thinking: recognize and assess evidence from a variety
of sources” 
2.  “Communication Skills: write with precision and
clarity to express complex thoughts” 
3.   “Quantitative Reasoning: use arithmetical, algebraic, geometric,
and/or statistical methods to solve problems.”  

Each G.E. area has at least two examples and most offer more then four 
examples.    
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 ....

The job description includes the primary function, objectives, responsibilities, skills 
and abilities, and compensation.   
 ....

Literacy instruction can have a powerful effect on subsequent student success. 
This session will begin with a panel presenting data and results from the literacy 
work at the Sierra College, American River College, and a consortium of colleges 
including Los Angeles City College and Los Angeles Harbor College. Following 
the panel, the presenters will hold round tables to foster discussion in greater 
detail. ....

This piece begins with an organizational chart of the plan of action,
followed by  a brief synopsis of the guiding philosophy of course and
program assessment.  The author goes on to describe in detail the
eight steps of implementation:
(1) selection of a steering committee;
(2) development of the steering committee focusing on budget and
structure;
(3) conducting an assessment audit;
(4) determination of campus-wide logistics
(5) selection and training of core leaders;
(6) training of the campus;
(7) closing the loop and adjustment  ....

The results from this examination are broken into three parts:
counseling courses, counseling special programs and services, and
individual counseling appointments.  Each of the three parts is
reviewed based on the method of evaluation, the data collection, and
four student development theories.
 ....

Documentation of successful transfer practices at Porterville College, including 
effective transfer strategies and quantitative research on transfer volume and rates 
including assessing the impact of student services, course-taking patterns, 
transfer readiness and preparedness, and demographics.  More information is 
available at the Transfer Leadership Center website at 
http://www.rpgroup.org/css/TransferLeadershipCenter.html ....

Using a panel of student services professionals from across the country, this 
workshop will explore specific case studies in how student service professionals 
have evaluated their contribution to student learning.  Their successes and 
challenges will be discussed as they illustrate how they implemented outcomes-
based assessment in order to identify student services’ contributions to student 
learning.  Participants will be able to critique the cases and identify applicable 
good practices to implement when they return to their own cam ....

The college president established the campus climate committee at the College of 
Alameda in 1995. Its first charge was to develop the student equity plan required 
by the state chancellor. When the committee started, people had different ideas 
about what the mission should be and who to include, and different 
understandings about what improving the campus climate meant. The committee 
was in place for two years before it gelled and figured out what to do. It is now a 
standing committee in the college’s shared governance structure and  ....

This study analyzed student performance measures to evaluate the equivalency of 
identical online and on-campus versions of the non-major science class, Biology 
115 - Topics in Biology.  A total of 142 students, 71 online and 71 on-campus, 
participated in the study.  Identical assessments of student performance were 
used in both sections of the course, including twelve exams, twelve laboratory 
exercises, four scientific article reviews, and a field trip assignment. An indirect 
measure of student learning outcomes, Total Points, was a ....

The Beyond Tolerance Initiative evolved from the Yosemite Community College 
District’s staff development activities with the Museum of Tolerance. The initial 
group to attend the museum training returned with a commitment to share what 
they had learned with a broader audience, both on and off the campus. After 
visiting the museum, the dean of the Arts, Humanities, and Communications 
Division held a two-day retreat to talk about the experience with division members 
and about what they could do as artists and communicators. The divisio ....