What you measure is what you get! If we assess students on memorized 
information, we will get students that value factoids. However, if we assess 
students on critical applications of science information, we will get students who 
value facts yet know how to use them. In fact, students learn to value what we 
train them to value through our assessment methods. This session will provide 
hands-on work with student artifacts and a collaborative analysis of alternative 
methods to assess science outcomes ....

A model for collaboration in a multi-college district that integrates program 
learning objectives to the assessment of these learning objectives by former 
students, the majority of whom have transferred to 4-year colleges and 
universities.  A matrix tool that ties program learning objectives to specific
items on the program level follow-up survey will be presented as well as a model
used to assess efforts to enhance teaching and learning. ....

This paper by Bill Scroggins discusses a four-stage model for applying SLOs at 
the course level and is applicable across the spectrum of community college 
courses. 

Stage 1 -- Transforming course objectives into SLOs and 
identifying the primary traits of the SLOs
 
Stage 2 -- Transforming the primary traits and observable 
characteristics of SLOs into a grading rubric
 
Stage 3 -- Creating assessment methods and norming 
mechanisms as a collaborative effort with other faculty in the 
discipline
 
Stage 4 -- Evaluating student  ....

The CAP is designed to help students balance personal and academic 
responsibilities to fulfill their academic promise. ....

Mt. SAC\'s Math Academy is a developmentally-focussed learning community in 
which students in cohort groups complete both beginning and intermediate 
algebra in a single semester.  Three clusters of 30 students each are enrolled in 9 
weeks of Math 51 followed by 9 weeks of Math 71, and all 3 clusters meet in an
aggregate group of up to 90 students once weekly in a \"Community Class\". The 
community class meets 2 hours per week and is team-taught by Math faculty and 
counselors.  This class addresses content-specific study skills, time  ....

"Learning Outcomes Assessment in Student Services" is a two-part article by 
Jerry Rudmann and Robert Gabriner that reviews a variety of ways to identify 
and measure student learning outcomes in student services units. The article 
may also be useful to instructional units. 

Part one outlines steps that an institution should take to establish SLOs for 
student services:
• review the standards 
• create a unit mission statement
• discuss, write, and prioritize the unit’s SLOs
• develop an assessment plan

Part two offers numerous e ....

The authors take a snapshot of where California community colleges are in 
regards to accreditation recommendations which include Student Learning 
Objectives.  The snapshot includes strategies and approaches colleges
have used to implement SLOs.  
 ....

The Riverside Community College (RCC) Nursing Program holds 
orientations for incoming students and also regularly schedules pre-
nursing information workshops that review prerequisites and eligibility 
requirements. 

The orientation sessions deploy representatives from the program’s 
Student Nurses’ Organization (SNO) to introduce newly enrolled 
students to the program.  They cover housing, childcare and 
transportation issues, program expectations, and encourage students to 
get their lives in order before the program begins.  Inco ....

Documentation of successful transfer practices at Reedley 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 multiple methods, the session explores how well students with different 
academic literacies fare as they progress through one urban region’s remedial and 
college English sequences across multiple institutions. Student progress through 
the curriculum is tracked using a regional, inter-institutional database that 
includes over ten million enrollment records. Data were drawn from the 
Intersegmenal Project to Assure Student Success (IPASS, a Cal-PASS partner), 
a consortium with fourteen community colleges in four districts and two ....