Program Assessment Plans
At NTCC, student achievement of learning outcomes is a key component of institutional effectiveness. Since fall 2014, educational programs at NTCC have developed student learning outcomes focused on programs that lead to improvement in student learning and operational efficiencies. Through the Program Assessment Planning process, each program of study develops and assesses outcomes and uses the results for improvements. The educational programs across all college locations engage in this systematic planning and evaluation process in order to promote institutional performance and accountability for continuous improvement toward the advancement and the fulfillment of the identified program-level student learning outcomes. Therefore, each planning unit sets its priorities for the year based on their core areas of responsibility and institutional priorities; then defines assessment measures and performance targets, and analyzes the results, which they use for the continuous improvement of their programs.
List of Program Assessment Plans by Division
In alignment with NILOA's Transparency Framework, NTCC ensures information related to the Program Assessment Planning process is openly communicated and assessment documentation is published in an accessible format internal and external stakeholders related to plans, activities, and results. A list of each assessment plan, along with measures and results, is provided below.
Student learning outcomes for general education competencies of degree programs:
Division of Academic Studies
- Business Office Administration
- Criminal Justice
- Drafting and Design Technology
- Information Technology
Division of Health Sciences & Nursing
- Care and Development of Young Children
- Medical Assistant
- Patient Care Technician
- Pharmacy Technician
- Practical Nursing
- Veterinary Technology
Division of Technical Studies
The process inherent in this program – Plan, Do, Act/Improve – drives the bi-annual identification of expected outcomes, the assessment of the extent to which these identified outcomes are achieving their intended purpose, and the provision of evidence derived from the analysis of the results of assessment for continued measured improvement for all planning units of the college.
Plan: NTCC faculty members and Associate Provosts developed program-level operational outcomes and student learning outcomes for each educational program offered by the college. Multiple measures are adopted for each program-level student learning outcome, one of which must be a direct measure of learning (i.e. as the results of an exam). The leveraging of course-embedded assessments is encouraged, when feasible, to maximize efficiency and student participation in assessment. Plans are approved by the Associate Provost of the division the program resides within. Final plans are coordinated by the Office of Accreditation and Reporting for formal adoption.
Do: Each year, the appropriate faculty members across all college locations, working with their appropriate Associate Provost and the Office of Accreditation and Reporting, collect and analyze data to improve student success. Assessment is conducted over a two-year period. A formative report is submitted after the conclusion of the first year within a cycle to document progress related to student achievement. At the conclusion of the two-year cycle, a summative report is submitted for each program which analyzes assessment findings as well as documenting results and evidence.
Act/Improve: An action plan is implemented for each student learning outcome by leveraging lessons-learned from the assessment analysis to improve teaching and learning within the program.
Folding it All (Moving) Up to the Institutional Level
Program Assessment Plans from each program of study are subsequently submitted to the Office of Accreditation and Reporting for review and analysis. Any necessary review comments are communicated to the divisions/units by the Office of Accreditation and Reporting, in tandem with the appropriate divisional Associate Provost and the Vice Chancellor of Academic Affairs and Provost, for appropriate improvement. Any major findings and recommendations are sent to the College Leadership Committee for final review and/or institutional level improvement.
NTCC adopted the National Institute for Learning Outcomes Assessment (NILOA) Transparency Framework to ensure information related to the Program Assessment Planning process is openly communicated and assessment documentation is published in an accessible format internal and external stakeholders related to plans, activities, and results.
In alignment with NILOA’s Transparency Framework, NTCC commits to making the following assessment related information readily available to internal and external stakeholders on the college website:
- Publishing student learning outcome statements by program of study in the course catalog and on the college website.
- Publishing Program Assessment Plans which are readily accessible, descriptive, and defines student achievement measures.
- Ensuring assessment resources are available and accessible to faculty and staff.
- Current assessment cycle activities are defined and published.
- Evidence of student learning is disseminated.
- Actions related to the use of student learning evidence is described and published.
Reference: National Institute for Learning Outcomes Assessment. (2011). Transparency Framework. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). Retrieved from: http://www.learningoutcomeassessment.org/TransparencyFrameworkIntro.htm