Each AS and AAS program is required to establish specific, measurable, student major learning outcomes to assist in providing program focus and a means for evaluating the performance of the program. Major learning outcomes are used to develop a program’s course sequence map and ensure that each student has been exposed to an adequate amount of the curriculum in order to achieve the program’s major learning objectives (MLOs). To ensure that the general education competencies are addressed in this AS and AAS MLO process, general education competencies are aligned to the program’s major learning objectives (MLOs).

To provide an example of this alignment, the eight major learning outcomes for the lower division paralegal program are listed below: 

1.      The student will demonstrate the ability to analyze a problem; identify and evaluate alternative solutions; formulate logical solutions to problems; construct logical arguments in support of specific positions; evaluate solutions and arguments; and determine which areas of law are relevant to a particular situation. (Critical Thinking)

2.      The student will demonstrate the ability to organize and manage information effectively and the ability to manage time efficiently.(Organizational)

3.      The student will demonstrate the ability to interact effectively, in person, by telephone and in written correspondence with lawyers, clients, witnesses, court personnel, co-workers, and other business professionals. (Communication)

4.      The student will demonstrate the ability to competently use the tools of research available in a standard law library, "cite check" the legal sources, run a computer assisted legal research program, and incorporate the results of the research into a proper memorandum format. (Legal Research)

5.      The student will demonstrate the ability to write various types of documents, correspondence, pleadings, memoranda, and briefs. (Legal Writing)

6.      The student will demonstrate the ability to deal with a basic word processing program, a spreadsheet program, and a database as well as presentation software; the student will apply these to solving organizational and management issues in the office setting. (Computer and Law Office Management)

7.      The student will demonstrate basic interview and investigating skills including identifying and locating witnesses, potential parties to a suit and experts; preparing for and conducting effective interviews, locating information and obtaining records and using the Internet to obtain relevant and reliable information pertaining to a given situation.(Interview and Investigation)

8.      The student will demonstrate knowledge of the types of work paralegals/legal assistants perform, the nature of supervision that must be present , the manner in which their conduct is directed by the ethical guidelines of the American Bar Association, the Florida Bar, and the ethical guidelines for paralegal/legal assistants. (Professionalism and Ethics)

Note that the general education competencies of critical thinking, communication, and ethics are directly linked to MLOs #1, #3, and #8 respectively. The MLOs also contain indirect linkages to data interpretation and technology. The following table contains the Paralegal program sequence map. For each MLO, the sequence map identifies the course or courses where a competency is either introduced, enhanced, or reviewed, using the following legend:

Paralegal Program Sequencing Map

Course Title	Major Learning Outcomes
	1	2	3	4	5	6	7	8	9
PLA 1003 Introduction to Legal Assisting	I	I	I	I	I	I	I	I	I
PLA 1104 Legal Research and Writing	E	E	E	E	E
PLA 1361 Techniques of Interview and Investigation			E				E	E
PLA 1730 Computerized Legal Research				R	R
PLA 1763 Law Office Management		E				E			E
PLA 2114 Advanced Legal Research	E
PLA 2203 Civil Litigation I				E	E			E
PLA 2223 Civil Litigation II	R	R	R			R	R	R	R
PLA 2231 Medical Evidence for Legal Personnel	R	R					R	R
PLA 2303 Criminal Litigation I				E	E			E
PLA 2323 Criminal Litigation II	R	R	R			R	R	R	R
PLA 2433 Business Organizations	E	E	E			E	E	E	E
PLA 2601 Probate and Estate Planning I				R	R			R
PLA 2602 Probate and Estate Planning II	R	R	R			R	R	R	R
PLA 2610 Real Estate Transactions	E	E	E			E	E	E	E
PLA  2731 Microcomputer Litigation Skills		R			R	R
PLA 2800 Family Law I				E	E			E
PLA 2801 Family Law II	R	R	R			R	R	R	R
PLA 2940 Legal Assisting Seminar and Work Experience	R	R	R	R	R	R	R	R	R

I               = Introduces the Major Learning Outcome (mark the course with an I); 

E              = Enhances the Major Learning Outcome adds new or deeper content (Mark with an E); 

R             = Reviews or reinforces the Major Learning Outcome (Mark with an R).

Process for Assessment of General Education Competencies

An Educational Outcomes Assessment Reporting process was initiated college-wide in 1999.    This process includes general education, program assessment, and program review.  Program assessment and program review are discussed in more detail in Comprehensive Standard 3.3.1.

The general education competencies are assessed on a three-year cycle. During the first year of the assessment cycle, planning is initiated, including creation of the assessment plan and initiation of the assessments within the classroom.  Following the completion of the assessment administration, data are compiled and appropriate statistical analysis techniques are utilized to summarize the data.  The results are presented in the Educational Outcomes Assessment Record available through the Educational Outcomes Assessment website.  The report is reviewed by the appropriate Faculty before finalization.  The Educational Outcomes Assessment website includes an approval process through the program director(s), Provosts (when applicable) and Senior Vice President.

The Educational Outcomes Assessment Record includes an action plan and timetable for implementation.  In second year of the assessment cycle, the action plan is initiated according to the timetable. During the implementation of the action plan, additional assessments are conducted and the results are analyzed.  An Action Plan Follow-up and Evaluation report is prepared at the end of the second cycle year to record the status of all action plan items. Each Action Plan items is discussed and any items not completed are carried forward to the next assessment cycle which will begin one year later.

The assessment of the general education competencies is designed as a collegial process wherein Faculty and Program Directors or Deans will review specific programs of learning for general education and program specific courses validating the outputs and proficiencies based on the College’s Mission and Goals.  Attention is focused on producing outcomes and assessment measures that provide evidence that the courses and curriculum meet institutional goals for student learning and could be documented at the institutional level, program level, and course level.

Assessments may be conducted within the individual courses using existing assignments and projects scored by rubrics, imbedded test questions, separate survey administrations.  Additional data used to assess the goals include grade distributions for courses within each general education area, graduation rates, transfer grade point averages, student survey (entering, enrolled and graduating) data, recent alumni, and employer survey data.  All completed Educational Outcomes Assessment Reports and Action Plan Follow-up Reports are available electronically from the Educational Outcomes Assessment Web site.

During the 2004-05 academic year, all individual general education competencies were assessed in order to determine if appropriate methodologies were being employed and to ensure that the competencies were being measured ‘across the curriculum’ where appropriate. Curriculum sequence maps were reviewed and general education competencies were included as appropriate for each program area.

The following year (2005-06) all individual general education areas were again assessed in addition to implementation of action plan items from 2004-05.  At the end of the 2005-06 year, Action Plan Follow-up and Evaluation reports were written for all individual competencies.

For 2006-07, the three-year cycle was again established with the following competencies included in the first year:

• Lifelong Learning
• Working Effectively with Others
• Critical Thinking
• Human Influence on the Environment

Methods of Assessment

St. Petersburg College addresses all General Education competencies included in the College Mission and Goals statement.  Each competency is assessed with multiple measures which include direct and indirect measures.  A summary of the competencies and assessments is shown below:

General Education Competency	Direct Assessment Measures	Indirect Assessment Measures
1.      Communicate effectively by demonstrating the ability to speak, listen, read, and write in an organized and analytical manner.	Speak: (1) 5-7 min. extemporaneous informative or persuasive speech graded by rubric   Listen: (1) Multiple Choice Listening Assessment based on a audio excerpt of a speech   Read: (1) ETS Academic Profile, (2) Reading passage followed by Multiple Choice Items, and (3) CLAST test   Write:  (1) ETS Academic Profile, (2) Extended paragraph or short essay graded by rubric, and (3) CLAST test	(1) Satisfaction data from Graduating Student Survey (2) Employer Survey (3) Recent Alumni Survey (4) Employer Survey (5) Enrolled Student Survey (6) Community College Survey of Student Engagement (CCSSE)
2.      Demonstrate effective mathematical skills emphasizing practical problem solving and data interpretation.	(1) ETS Academic Profile   (2) Multiple Choice Math Skills Assessment	(1) Employer Survey (2) Satisfaction data from Graduating Student Survey (3) Enrolled Student Survey (4) Community College Survey of Student Engagement  (CCSSE)
3.      Utilize the scientific method as it applies to understanding scientific and social phenomena.	(1) ETS Academic Profile   (2) Multiple Choice Scientific Method Assessment	(1) Satisfaction data from Graduating Student Survey
4.      Recognize basic scientific principles underlying human influence upon the earth and its inhabitants.	(1) ETS Academic Profile   (2) Multiple Choice Scientific Method Assessment
5.      Implement appropriate forms of existing and evolving technology for personal, educational, and profess.	(1) Technology assessment composed of multiple choice and performance items	(1) Employer Survey (2) Enrolled Student Survey (3) Comparison of Entering Student Survey to Graduating Student Survey (4) Satisfaction data from Graduating Student Survey (5) Community College Survey of Student Engagement (CCSSE)
6.      Demonstrate the ability to work effectively with others in a variety of settings.	(1) Rubric Enhanced Team Work Assessment	(1) Employer Survey (2) Community College Survey of Student Engagement (CCSSE)
7.      Demonstrate an understanding and appreciation of humanities and fine arts including participating in cultural activities featuring art, music, literature, dance and/or theatre.	(1) ETS Academic Profile   (2) Humanities assessment composed of multiple choice items and a survey item about attending a cultural event.	(1) Comparison of Entering Student Survey to Graduating Student Survey
8.      Participate as informed and responsible citizens in solving social, economic and political problems in a multicultural and global society.	(1) Citizenship Multiple Choice Assessment	(1) Comparison of Entering Student Survey to Graduating Student Survey
9.      Recognize ethical issues and dilemmas in the personal, business and social areas of their lives and apply ethical principles and logical problem-solving skills when making ethical decisions.	(1) Ethic Assessment composed of items evaluating ethical concern and multiple choice knowledge items	(1) Employer Survey (2) Satisfaction data from the Graduating Student Survey (3) Community College Survey of Student Engagement (CCSSE)
10.    Think logically, critically and creatively to solve problems and make decisions	(1) ETS Academic Profile   (2) Applied Ethics Critical Thinking and Application Paper graded by Rubric	(1) Employer Survey (2) Community College Survey of Student Engagement (CCSSE)
11.    Recognize the importance of lifelong learning process in the pursuit of personal, intellectual and career development	(1) Satisfaction data from the Graduating Student Survey   (2) Comparison between Entering Student Survey and Graduating Student Survey	(1) Recent Alumni Survey (2) Community College Survey of Student Engagement (CCSSE)

In addition, AA degree graduates in Florida must meet several mandates ensuring that they have achieved the college-level competencies expected of the general education program. First, each must complete Gordon Rule requirements (24,000 words of graded writing in at least four courses and successful completion of two math courses at the level of college algebra or higher). Secondly, before the degree may be granted, each student must pass or earn exemption from the College Level Academic Skills Test (CLAST).

The College's AA graduates must meet these demonstrations of competencies, as well as graduates of transferable AS degree programs. In addition, graduates must also demonstrate computer literacy by either passing a required course or by testing out of the requirement by passing a standardized exam in the subject. The College is also using two external general education assessments: Educational Testing Services (ETS) Academic Profile and Community College Survey of Student Engagement (CCSSE). 

During the 2005-06 academic year, samples of incoming freshman and students who had completed their general education requirements were assessed using the Educational Testing Services (ETS) Academic Profile. While separate degree types were not collected, this sample included a mixture of both AA students and AS students. Future administrations will be designed to collect degree type descriptive information. The results indicate that SPC students who had completed their general education requirements scored significantly higher than the first time in college (FTIC) students overall and in each individual skill area. In addition, SPC students who had completed their general education requirements scored at or above the level of similar students from two-year colleges. 

The Academic Profile also provided criterion-referenced proficiency levels for three skill areas: writing, mathematics and reading/critical thinking.  Proficiency was described as proficient, marginal and not proficient. The proficiency of SPC students who had completed their general education requirements was comparable to similar students at two-year colleges. When the categories of proficient and marginal are combined, SPC students were superior to the comparison group in all categories. 

ETS has discontinued the Academic Profile and it has been replaced by the Measure of Academic Proficiency and Progress (MAPP). ETS will score the MAPP so that the results are comparable to the Academic Profile. For the current academic year (2006-07) and each subsequent year, the MAPP will be administered to individual random samples of AA, AS, and bachelor degree students who have completed their general education requirements. These individual random samples will provide separate results by degree type as well as aggregate results. The results will be reviewed as part of the Educational Outcomes Assessment process and included in the relevant Assessment records. The results are also reviewed by the Educational Oversight Committee during their meetings held prior to the beginning of each unit planning cycle.

The Community College Survey of Student Engagement (CCSSE) was administered to SPC students in 2003 and 2004. During 2004, all Florida community colleges participated in the CCSSE resulting in a Florida consortium for comparison purposes.  From the 2004 administration, the results from the questions specifically referencing attainment of general education competencies were analyzed. SPC students scored higher than students in the Florida consortium, students in extra large colleges, and students at all colleges in the areas of acquiring broad general education, writing clearly and effectively, thinking critically, solving numerical problems, using computing and information technology, working effectively with others and developing a personal code of values and ethics.

The CCSSE will be administered again to SPC students during the spring term of the current 2006-07 academic year. The State of Florida is again sponsoring the consortium of community colleges so that comparison group will be utilized again. 

Student attainment of college-level General Education competencies

SPC students’ performance on the various outcome assessments is included in each Educational Outcome Assessment report. Using technology/information literacy competency as an example, 94.3% of SPC students assessed during Fall 2005 and 93.1% of students assessed in the Spring 2006 term achieved the objectives at or above the standard on the assessment. Indirect measures are also used to assess general education competencies. When comparing the self-reported results of the entering and graduating student surveys, all areas related to technology/information literacy showed statistically significant increases.

In addition to general education classroom performance and self-reported student ratings, employers of SPC graduates from AS programs consistently showed satisfaction with graduates’ knowledge of technology/information literacy (2004-05 Employer survey rated graduates 6.3 out of 7). In fact, all ten of the general education related competencies assessed in the 2004-05 employer survey were above a 6.1 on the seven-point Likert response scale. Possess appropriate reading skills (Communication) was the highest with a mean score of 6.5 and Exhibits an appropriate level of responsibility and self-management (Teamwork) was the lowest with a mean of 6.1.

The State of Florida tracks performance of community college students each using five categories of accountability measures. The transfer success of community college students into the State University System (SUS) is tracked in Measure 2, reported as percentage of community college transfer students with grade point average (GPA) greater than 2.4 and also the actual GPA of transfer students into various disciplines. The current statewide target is more than 70% of AA transfer student will have a GPA greater than 2.4.  SPC AA graduates exceed this target for the past 5 years. The data for 2002-2006 are shown below:

The ETS Academic Profile General Education Assessment was administered during the 2005-2006 academic year.  The Academic Profile is a test of general academic knowledge and skills. It is intended for use by colleges and universities in assessing the outcomes of their general education programs in order to improve the quality of instruction and learning.  The test focuses on the academic skills developed through general education courses rather than on the knowledge acquired about the subjects taught in these courses.  It does this by testing college-level reading, writing, critical thinking, and mathematics in the context of humanities, social sciences, and natural sciences.

The ETS Academic Profile was administered to samples of SPC students, including FTIC and students who had completed their general education requirements.  Data was provided on criterion-referenced proficiency levels for three skill areas; Writing, Mathematics, and Reading/Critical Thinking. Focusing on the students who have completed their general education requirements, SPC students were compared to all students at the sophomore level from two-year granting schools.  The proficiency of SPC students was comparable to that of the comparison students.  When the categories of proficient and marginal are combined, SPC students were superior to the comparison group in all categories.  The results from the administration of the ETS Academic profile can be found a recent research brief, Summary of Results from Academic Profile General Education Assessment Academic Year 2005-06.  The summary of SPC students’ proficiency is shown below.

Excerpt from 2005-06 ETS Academic Profile General Education Assessment

For CCSSE, the results can be found in the following research brief: Community College Survey of Student Engagement 2004 Gen Ed Assessment.  SPC students scored higher than students in the Florida consortium, students in extra large colleges, and students at all colleges in the areas of acquiring broad general education, writing clearly and effectively, thinking critically, solving numerical problems, using computing and information. Question 12a asks the students who they rate their experience at SPC in terms of ‘acquiring broad generation education.’  The comparison to SPC to other groups is shown below.

Excerpt from Research Brief Vol. 16, No. 4, Community College Survey of Student Engagement 2004 Gen Ed Assessment

References