How will WASC measure our progress?
Student Learning Outcomes
ACCJC/WASC Guide to Evaluating Institutions

The following has been written by WASC to provide accrediting site visitation teams with guidelines on how to evaluate institutions like MJC. In October, 2007 WASC will use these guidelines to measure how well we are on course in responding to the Accreditation Standards.

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1. The development of Student Learning [Objectives] is one of the key themes in the new standards.

2. The theme has to do with the institution consciously and robustly demonstrating the effectiveness of its efforts to produce and support student learning [objectives] at the course, program, and course level.

3. This demonstration of effectiveness requires that learning outcomes be measured and assessed to determine how well learning is occurring so that changes to improve learning and teaching can be made.

4. It requires that faculty engage in discussions of ways to deliver instruction to maximize student learning.

5. It requires that those providing student support services develop student learning [objectives] and evaluate the quality of their policies, processes, and procedures for providing student access and movement through the institution.

6. It requires that student learning [objectives and their corresponding] outcomes be at the center of the institution's key processes and allocation of resources.

7. This them requires that an institution engage in self-analysis leading to improvement of all that it does regarding learning and teaching.

Dialogue

The standards are designed to facilitate college engagement in inclusive, informed, and intentional dialog about institutional quality and improvement. The dialogue should purposefully guide institutional change. All members of the college community should participate in this reflection and exchange about student achievement, student learning, and the effectiveness of its processes, policies, and organization. For the dialog to have its intended effect, it should be based on reliable information about the college's program and services and evidence on how well the institution is meeting student needs. Information should be quantitative and qualitative [and historical], responsive to clear inquiry, meaningfully interpreted, and broadly communicated. The institutional dialog should result in ongoing self reflection and continuous improvement.

The content of this page is provided by the MJC Student Learning Outcomes Committee
For questions regarding the content of this page contact Letitia Senechal, MJC SLO Facilitator.