UCLA

The national debate surrounding the quality of student learning and standards of teaching in higher education focuses on assessment and accountability. Improving student learning outcomes (SLOs) is at the forefront of community college accreditation standards. The paradigm shift to student-centered teaching and assessment has not corresponded with a rapid increase in opportunities to train faculty how to incorporate these pedagogical and evaluation strategies in their classrooms. While professional development models such as mentoring, professional learning communities and communities of practice are found in the literature, few professional development models exist to train community college faculty how to develop or assess SLOs. While community college faculty are content experts, instructors are also required to assess SLOs; however, many lack adequate training to meaningfully complete the SLO assessment cycle. This study explored professional development models that support community college faculty in completing the SLO assessment cycle and barriers to assessment. I conducted an explanatory sequential mixed methods study with survey, interview, and document review data to identify (1) existing professional development models for faculty completing the SLO cycle, (2) faculty and administrator attitudes toward the importance and implementation of SLO assessment and professional development, and (3) challenges encountered during the assessment process. The research population was comprised of SLO Coordinators, Academic Senate Presidents, and Chief Instructional Officers (CIOs) across the 112 California community colleges. The findings indicate that successful SLO implementation is faculty-driven and connected to established college frameworks, such as program review. Moreover, faculty need professional development that is targeted to improve their ability to conduct meaningful SLO assessment. While CIOs perceive a higher importance and motivation for SLO assessment and implementation of SLO assessment-related professional development, SLO Coordinators and Academic Senate Presidents indicate a higher need for resources and professional development to support outcomes assessment. Colleges face a lack of faculty participation in the SLO cycle and need to foster a culture of assessment and inquiry.