Missions-Based Assessment
From the onset, STLCC’s assessment efforts have been guided by the principle that assessment of student learning and institutional effectiveness begins with the College’s educational mission and values. The college’s mission statement boldly states that we change lives every day. A mission-based approach to assessment can help us focus our efforts and keep our promise to our communities.
St. Louis Community College Mission Statement
St. Louis Community College expands minds and changes lives every day. We create accessible and dynamic learning environments focused on the needs of our diverse communities.The college accomplishes this mission by providing programs and services related to transfer education, career and technical education, general education, basic skill development and remediation, workforce development and continuing education, and personal and academic support.
Assessment Vision
STLCC collects and uses assessment data to improve student learning, academic achievement and institutional effectiveness. When combined with thoughtful interpretation by faculty and staff, assessment supports the overall decision-making needs of the college and the specific decision-making needs of individual units, departments and programs.
Assessment Approaches
STLCC’s mission-based approach to assessment employs the following steps (I DID).
- INQUIRE – What Do We Want To Know?
Define the specific program/mission area(s) or student learning outcome to be assessed.
- DISCOVER – What Do We Know?
Identify data sources and methods of assessment and collect assessment data.
- INTERPRET – What Does The Information Tell Us?
Analyze and share the results of the data.
- DEVELOP – What Actions Do We Plan To Take?
Use assessment results to design strategies to improve student learning and institutional effectiveness.
There are five mission-based assessment committees using the "I DID" model to improve student learning and institutional effectiveness within a core area. Those committees are: Career and Technical Education, Developmental Education, General Education, Transfer Education, and Workforce and Community Development Education.
Building on our success with the LAASIE model for assessing student and institutional support services, the sixth mission-based assessment committee, the Institutional and Student Support Services Committee, employs the following approach to develop an assessment plan which best suits the needs of each area (Student Support Services and Institutional Support Services).
LAASIE Approach To Assessing Student Support Services
- Listen, look and learn. This is the observation and sharing stage, where all those involved in the assessment process define the specific activities, processes or indicators that need to be assessed. When possible current activities, processes and results should be analyzed to establish a baseline for future measurement.
- Act. Do something or plan a change that is expected to lead to an improvement in a particular area. Identify the means of assessment and data sources which will be used to determine if the expected improvement has occurred.
- Another look. After the action identified in the previous step has occurred, collect assessment data and interpret the results. As needed, recommend strategies or adjustments for further improvement.
- Share the news. Document the assessment process, and share the results of the assessment on a location and collegewide basis.
- Improve and celebrate. Make the improvements suggested by the results or move on to another issue. But always celebrate the success; either of obtaining new information on what can be improved, or results that indicate a high level of performance.
- Excel. Continue to assess and improve our efforts and record how assessment data are being used to improve institutional effectiveness.