The assessment of course outcomes by looking at the number of students who completed and achieved each one leads to instructors modifying how they cover the outcomes in their courses. This has led to instructors using different teaching methods to modify how they teach the content, examining the wording on the tools they used to assess the outcomes, and incorporating more opportunities for feedback about the outcomes before they are assessed.
The use of evidence gained through the review of a program has led to many changes being made to benefit student learning. A few examples follow:
Automation Engineer Technology Program Review - Through analyzing the curriculum, student achievement data, demand in the service area, and movement in the field at the national level, the Automation Engineer Technology program review led to the creation of new classes that will better prepare students to work in the field of automation, improved its lab setting to provide more hands-on learning experiences, and modified its program outcomes to align them to the service area needs.
Developmental Education Program Review - By analyzing past student achievement data and national research on developmental education, the Developmental Education Program Review led to creating a strategic plan for the program at HCC. This included the integration of developmental education into college-level courses, the creation of lab courses to help students master the curriculum, the implementation of common finals and assignments, the renaming of courses to reduce any stigma attached to them, and a plan to increase collaboration across the school to improve student learning in developmental education courses. Each of these components have moved forward from goals into action items to improve the developmental education program.
Media Communication and Production Program Review - During their assessment of the program, they found enrollments being low, especially for the AAS degree; the facilities greatly neglected; a shift in focus for the program nationwide; the program outcomes needed improvement; and HCC overall being underserved by the program. The program review led to strengthening the program outcomes, updating the curriculum to meet current job demands; developing and implementing strategies to increase enrollments and exposure to the AAS; improving the facilities; inviting new members to the advisory board; creating a new certificate option; incorporating more experiential learning activities for the students through on-campus opportunities; and shifting the focus to Media Communication and Production, the program’s new name, to better align with other programs nationwide. The program reworked its curriculum based on data collected from nationwide research, program graduates, and information gained from employers in the field. Courses were renumbering, retiring, and created focused on preparing graduates to work in the field.
Evidence gained through the institution-wide assessment instruments has led to many changes to benefit student learning at HCC. A few examples include the following:
Parking - Data collected from HCC Graduate Questionnaire and in Noel Levitz Student Satisfaction Inventory illustrated student dissatisfaction with the availability of parking. This lead to additional available parking being placed in the Campus Master Plan. To help alleviate parking needs, HCC purchased land near the institution, demolished the standing structures, and expanded a parking lot. (Click Here for a Hutchinson News article about this this project)
Dragon's Landing - Based upon student needs and data collected from HCC Graduate Questionnaire led to the purchase of apartments to increase the availability