All students at CCA are expected to develop competence in our institutional outcomes, the 4 Cs, in addition to competence in occupational and discipline knowledge. The 4 Cs are: Career & Transfer Readiness, Communication, Critical Thinking, and Cultural Competence. These skills are the foundation of students' education at the Community College of Aurora. Students develop competence in one or more of these skills in all of their experiences at CCA, both inside and outside of the classroom.
Career & Transfer Readiness
Career and transfer readiness is the ability to adapt, commit to lifelong learning, and demonstrate knowledge and skills applicable in a global economy for successful transition into the workplace or continued coursework.
Communication is the ability to effectively express, impart, or exchange feelings, thoughts, opinions, and information both orally and in writing.
Critical thinking is the ability to analyze and evaluate information, evidence, arguments, and theories from multiple perspectives for use in the development of an opinion or conclusion.
Cultural competence is the ability to demonstrate awareness and integration of an intentional valuing of cultural differences and experiences in our decisions and interactions with all.
Project SLOPE - Student Learning: Objectives, Persistence, and Engagement is a project begun in Fall 2017 that seeks to build an integrated college-wide assessment system focused on student learning inside and outside the classroom. Through collaboration across the college, the project will research, analyze, and develop methods toward integrating assessment into a unified system.
The four-year plan of the project includes revitalizing our institutional outcomes, improving methods for data collection and analysis, and designing program outcome assessments.
The first step of the project was to create a cross-college Task Force to guide the project launch. Five Sub-committees within the Task Force worked on specific tasks related to revitalizing our institutional outcomes. Two committees implemented focus groups to gain insight about outcomes from external stakeholders such as industry and transfer institutions and internal stakeholders such as faculty, staff, and students. Another committee analyzed current data collection processes to make recommendations for a consistent approach across the college. Two additional committees identified assessment training needs and improved communication about assessment and the work of the Task Force. At the conclusion of Phase 1, it was determined that the academic affairs assessment committee would be expanded to become an institutional assessment committee and would assume leadership of Phase 2.
Work will focus on educating stakeholders of the revitalized institutional outcomes, and efforts on program outcome alignment will be initiated. A data collection protocol will be implemented to ensure efficient usage of all data collected on assessment.
Baseline program data will be collected and course level outcomes will be determined.
All steps will be merged together for full implementation.
Phase 1: Final Reports, June 2018