About Us

Learning Outcomes Committee

Learning Outcomes Committee

Our Vision

Students completing programs at Green River Community College, whether academic transfer or career and technical education, will be better able to achieve their goals after leaving Green River. This is because they will  have achieved a high degree of knowledge and skill in their chosen majors, programs, or specialties and, in addition, because they will have developed a number of general core abilities and skills which will serve them well in all aspects of their lives.

Our Mission

The mission of the Learning Outcomes Committee is to promote continuous improvement in the quality of teaching and learning by facilitating in the identification and assessment of student learning outcomes. Student learning outcomes are those skills, abilities, attitudes and behaviors that are most likely to contribute to student success, both as a student here at Green River Community College and after leaving Green River. It is an essential part of the mission of the Learning Outcomes Committee to utilize its cross-discipline and cross-divisional structure (dictating by its being a subcommittee of the Instructional Council) when facilitating in the identification and assessment of quality teaching and student learning outcomes. The Learning Outcomes Committee will also serve as a training and information resource for faculty wishing to improve their teaching and to integrate and assess student learning in their individual courses, at the program-level, and at the campus-wide level. As a sub-committee of the Instructional Council, the Learning Outcomes Committee is responsible for giving periodic reports to the Instructional Council, where current assessment plans are outlined and guidance in those plans is sought from the members of the Instructional Council.

For more information, please contact the LOC Chair, Julie Moore at (253) 833-9111 ext. 4206.

 

About Us

The Learning Outcomes Committee (LOC) is a sub-committee of the Instructional Council. This means that each division may provide the committee with a representative. In addition to the division representatives, the committee is supported by an academic dean, and various adjunct members who offer there advice and expertise to meet the needs of the committee.

"We believe that students who develop the competency in Green River's campus-wide learning outcome, in addition to achieving competency in their subject areas, are more likely to become lifelong learners and to become successful in their personal lives, in the work force, and in fulfilling their citizenship responsibilities."

Committee Members

Julie Moore

Julie Moore, Chair
Learning Outcomes Committee
(253) 833-9111 ext. 4206

LOC Members:

  • Kirsten Higgins (English)
  • Lisa Finnsson (Health Sciences)
  • Kelly Eisenhour (Fine Arts)
  • Unassigned (Transitional Studies & Wellness)
  • Rob Jonas (Math)
  • Chitra Solomonson (Science)
  • Tim Scharks (Social Sciences)
  • Ken Huang (Tech/Trades)
  • Kelsey Denton (Humanities)
  • Frank Primiani (Business)
  • Unassigned (IESL)
  • Amanda Schaefer (Administration)
  • Devin DuPree and Cynthia Requa (Institutional Effectivenss)

Agendas and Minutes

Here are the agenda and minutes for the Learning Outcomes Committee:

2014

2013

2012

2011

2010

2009

2008

2002 - 2007

The minutes from 2002 - 2007 have been archived. Please contact LOC chair for copies.

What is Assessment?

Assessment Definitions & Terms

Purposes of Assessment Definition of assessment Steps of Assessment
organize

advocate  

improve
"Assessment is putting into place a systematic process that will answer the following questions on a continuous, ongoing basis:·  

  • What are we trying to do and why?
  • What is my program supposed to accomplish?
  • How well are we doing it?How do we know?
  • How do we use the information to improve or celebrate successes?
  • Do the improvements we make work?" 

    (Zelna & Anderson, 2004, pp. 8-9, as cited in Timm et al., 2013, p. 5)
outcomes  

activities  

measures
 
results  

actions for improvement

Some important distinctions:

  • Activities = input: what the instructor/support staff put into the learning experience     
  • Outcomes = output: what you want the students to get out of the experience
    • Important distinction because traditionally the focus of accountability was on input (i.e., employee evaluation
  • Learning Outcomes: what you expect students to be able to do, think, or feel as a result of the learning experience
  • Operational Outcomes:all other goals you may have for the learning experience (e.g., access, retention, success)
    • Important distinction to help talk about the different value and methods of these outcomes
  • Direct Measures: "...tangible, visible, self-explanatory and compelling evidence of exactly what students have and have not learned."
  • Indirect Measures: "...proxy signs that students are probably learning" (Suskie, 2009, p. 20, as cited in Timm et al., 2013, p. 14).
    • Important distinction to help talk about the different value and methods of these outcomes
  • Closing the Loop: important definition to help talk about the "end goals" of assessment

                    Assessment Definitions Terms

References*

Timm, D. M., Barham, J. D., McKinney, K., & Knerr, A. R. (2013). Assessment in Practice: A Companion Guide to the ASK Standards. Washington, D.C.: American College Personnel Association. *longer list of assessment references available upon request