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ERIC Number: ED393506
Record Type: RIE
Publication Date: 1996-Mar
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Designing and Implementing a Faculty-Driven Assessment Process at Des Moines Area Community College, Ankeny, Iowa.
Delaney, Mike; And Others
In an effort to meet all federal, state, and accreditation requirements, as well as accountability demands from business and industry, Iowa's Des Moines Area Community College (DMACC) developed a 3-year faculty-driven process to develop a plan for assessing student outcomes. The first step in the process was the formation of a 22-member faculty competency-based education cadre, whose responsibilities included developing a plan for writing course competencies and providing training for writing course and program competencies. The cadre included a steering committee charged with reviewing proposals, disseminating information regarding the process to faculty members, and troubleshooting problems. Workshops and training sessions were organized to define terminology and write competencies and subcompetencies. The second phase involved the distribution of completed competencies to students in course syllabi, while the third phase involved the following four steps to assess the competencies: (1) the pre-assessment of student competency levels; (2) instructor and student assessments of courses and their competencies; (3) assessments of programs and program competencies; and (4) evaluation of DMACC graduates. The final phase consists of an ongoing effort to incorporate findings from assessment activities into course and program competencies. The resulting plan does not restrict what faculty can teach, but merely describes the minimum that must be taught in each course. (TGI)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Des Moines Area Community College IA
Note: Paper presented at the Annual Meeting of the North Central Association (101st, Chicago, IL, March 23-26, 1996); for the Student Academic Achievement Assessment plan, see JC 960 209.