Outcomes & Assessment Timeline

The Timeline (with details) updated Feb 8, 2006

Spring 2006

• All Instructional Faculty
• All-Faculty Meeting on Outcomes and Assessment
• Date:  Convocation
• Format:  Introductory presentation followed by small-group discussions; possibly led by a professional facilitator.
• Goals: 
• Discuss the purpose and format of strong mission statements.
• Discuss the purpose and format of strong outcomes statements.
• Discuss effective approaches for each instructional group.

• All Instructional Faculty:

Basic Skills Faculty

• Meet to determine an appropriate organizational structure for the outcomes and assessment process; possibly led by a professional facilitator. 
• Draft mission statements and program outcomes as appropriate. 
• Present: Basic Skills faculty. 
• Date:  March 10, free of committee obligations.  Additional workshop(s) to be added as necessary.

Career and Technical Education Faculty

• Meet to determine an appropriate organizational structure for the outcomes and assessment process; possibly led by a professional facilitator. 
• Draft mission statements and program outcomes as appropriate. 
• Present: CTE faculty.
• Date: March 10, free of committee obligations.  Additional workshop(s) to be added as necessary.

General Education Faculty

• Meet to Draft GE Mission Statement and GE Program Outcomes; possibly led by a professional facilitator. 
• Present:  Faculty representing all areas of the GE Program.
• Date: March 10, free of committee obligations.  Additional workshop(s) to be added as necessary.

Librarians and Counselors will be invited and encouraged to participate in the above listed discussions in the area(s) they believe are appropriate.

Note: Faculty in all instructional areas will be encouraged to discuss the identified activities with colleagues in their disciplines in advance of coming to this meeting.

• Brownbag Lunch on Outcomes and Assessments.
• Date:  approx end of April
• Goal:  Informal dialogue among colleagues and across instructional programs.
• Revision of Program Review process and handbook (by the OAC and AP&P).
  

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Fall 2006

1.  All Instructional Faculty

Basic Skills Faculty

• Meet and continue the process of drafting mission statements and outcomes at appropriate program levels.
• Dates:  Three Fridays will be available, free of committee obligations.  Specific meeting date(s) to be determined by the Academic Council and the OAC.

Career and Technical Education Faculty

• Meet and continue the process of drafting mission statements and outcomes at appropriate program levels.
• Dates:  Three Fridays will be available, free of committee obligations.  Specific meeting date(s) to be determined by the Academic Council and the OAC.

GE Program faculty: 

• GE area faculty meet to draft Area Mission Statements (in the morning); this will probably involve only fulltime faculty.
• Draft Discipline Mission Statements per Area (in the afternoon).  Larger disciplines may rely exclusively on full-time faculty, though associate input should be welcomed (and compensated).  Smaller disciplines are expected to include associate faculty (appropriately compensated). 
• The Areas will probably follow the structure laid out by CSU GE’s, perhaps modified slightly to meet our needs. 
• Dates:  Three Fridays, free of committee obligations.  Most faculty will attend only one of these meetings, because their courses belong to only one of the GE Areas.  Meetings will be scheduled such that most faculty whose courses fall into more than one Area will be able to attend all of the necessary Area meetings.

2.  All Instructional Faculty:

• Each discipline meets at their convenience to compile the discipline’s mastery matrix per area/program.  All disciplines are encouraged to include associate faculty in this process. 
• All disciplines are encouraged to engage OAC facilitators to assist with the process.
• All discipline/program mastery matrices must be submitted to the OAC chair prior to the end of the semester.  The OAC will compile the matrices and review the complete area/program lists for outcomes coverage.

3.  Brownbag Lunch on Outcomes and Assessments.

Date:  approx mid-November

Goal:  Informal dialogue among colleagues and across instructional programs.

4.  Accreditation Summit

Date:  approx mid-September

Goal:  Prepare to assemble the midterm Accreditation Report, due Spring 2007.

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Spring 2007

• All instructional faculty:
• All-faculty training in and development of Course-level Outcomes and Assessment.
• Dates:  Two Fridays, free of committee obligations; specific dates to be determined.
• Present:  All full-time faculty, with associate faculty encouraged to attend and compensated for their time.
• Format: 
• Friday #1 = Training in writing robust course-level outcomes (in the morning); drafting of one course-level outcome (in the afternoon). 
• Friday #2 = Training in course-level assessment tools, evaluative rubrics, and collection and analysis of assessment data (in the morning); development of assessment for the aforementioned outcome (in the afternoon). 
• Goal:  These two Friday sessions will allow each discipline to develop at least one course-level outcome, assessment tool, and rubric, to be incorporated into syllabi and put into play with Fall 2007 courses (= Round 1).

PLEASE NOTE:  The intent is that, during this training phase, each discipline will draft ONE outcome and assessment tool for ONE course.  Larger disciplines might choose to tackle one outcome and assessment tool for each of two or three different courses.  However, throughout, it is to be understood that the drafting of outcomes and assessment tools will be undertaken by groups of colleagues engaged in discussion and collaboration, rather than working independently.  Dialogue is critical to the process!

• Brownbag Lunch on Outcomes and Assessments.
• Date:  approx mid-April
• Goal:  Informal dialogue among colleagues and across instructional programs.
• Accreditation midterm report due this semester.  By this time we should be able to report that (a) program-level mission statements and outcomes are drafted, (b) area-level mission statements are drafted, (c) discipline-level mission statements are drafted, and (d) ALL full-time and many associate faculty are actively engaged in implementing outcomes and assessments in one or more of their courses.

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Fall 2007

• All instructional faculty:
• Pilot one or more of the outcomes and assessment tools that were developed in Spring 2007 (Round 1).  This timetable should provide ample time to get new materials incorporated into course syllabi and lesson plans.

• All instructional faculty:
• Faculty must meet (most likely by discipline) to draft additional outcomes and assessment tools for additional courses, for piloting in Spring 2008 (Round 2).  Note that in this early phase, we might expect the addition of one more outcome and assessment for one more course, perhaps more for larger disciplines.

• Brownbag Lunch on Outcomes and Assessments.

  Date:  approx mid-November

  Goal:  Informal dialogue among colleagues and across instructional programs.

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Spring 2008

• All instructional faculty:
• Data collection, evaluation, and reporting.  Each instructional team (most likely discipline teams for GE and perhaps program teams for CTE, etc.) will analyze, evaluate and report upon the data relating to their first round of outcomes assessment (i.e., data from Fall 2007, Round 1).  The exact nature of that reporting process is yet to be determined.

• All instructional faculty:
• Pilot one or more of the outcomes and assessment tools developed in Fall 2007 (Round 2).

• All instructional faculty:
• Faculty discuss and draft additional outcomes and assessment tools for additional courses, for piloting in Fall 2008 (Round 3).

• Brownbag Lunch on Outcomes and Assessments.

  Date:  approx mid-April

  Goal:  Informal dialogue among colleagues and across instructional programs.

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Fall 2008

• All instructional faculty:
• Collection, evaluation, and reporting of assessment data from Spring 2008 (Round 2).

• All instructional faculty:
• Pilot one or more of the outcomes and assessment tools developed in Spring 2008 (Round 3).

• All instructional faculty:
• Discuss and draft additional outcomes and assessment tools for piloting in Spring 2009 (Round 4).  Note that these might be revisions of earlier outcomes and assessments.

• Brownbag Lunch on Outcomes and Assessments.

  Date:  approx mid-November

  Goal:  Informal dialogue among colleagues and across instructional programs.

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Spring 2009

• All instructional faculty:
• Collection, evaluation, and reporting of assessment data from Fall 2008 (Round 3).

• All instructional faculty:
• Pilot one or more of the outcomes and assessment tools developed in Fall 2008 (Round 4).

• All instructional faculty:
• Discuss and draft additional outcomes and assessment tools for piloting in Fall 2009 (Round 5).  Note that these might be revisions of earlier outcomes and assessments.

• Brownbag Lunch on Outcomes and Assessments.

  Date:  approx mid-April

  Goal:  Informal dialogue among colleagues and across instructional programs.

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Fall 2009

• All instructional faculty:
• Collect, evaluate, and report on assessment data from Spring 2009 (Round 4).

• All instructional faculty:
• Pilot outcomes and assessment tools developed in Spring 2009 (Round 5).

• All instructional faculty:
• Discuss and draft additional outcomes and assessment tools for piloting in Spring 2010 (Round 6), possibly revisions of earlier outcomes and assessments.

• Brownbag Lunch on Outcomes and Assessments.

  Date:  approx mid-November

  Goal:  Informal dialogue among colleagues and across instructional programs.

• Accreditation Summit

  Date:  approx mid-September

  Goal:  To begin the writing of the MCC Accreditation Self-Study

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Spring 2010

• Accreditation Visit March 2010.  By this time, basically 4.3 years from the drafting of this document, all instructional faculty will have been through five rounds of piloting and four rounds of evaluation of outcomes and assessment.
  • At some stage (probably before Spring 2010 but at this time we aren’t sure just when) we will need to:
  • Fold in other branches of the college (such as Student Services)
  • Revisit the Program-Level Mission Statements and Outcomes
  • Revisit the Area-Level Mission Statements
  • Revisit the Discipline-Level Mission Statements
  • Begin to consider assessment of our Program-Level Outcomes
  • Begin to consider Institution-Level Outcomes and Assessment

• Otherwise faculty should just continue the cycle of drafting, piloting, and evaluating course-level outcomes and assessment data. 

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The Timeline (with details) updated Feb 8, 2006

Contact Bob Turner with questions