Institutional Effectiveness

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Institution Level Assessment

Welcoming Event

The College-Wide Assessment Framework

This level includes outcomes related to the competencies every CCP student should attain, other College student outcomes (e.g., retention, graduation, and equity), and College-level outcomes associated with administrative, educational, and support (AES) units. Assessment at this level is informed by the assessment data and outcomes from the level directly below. Gen Ed assessment data at this level is collected through the “roll up” of Academic Pathway Student Learning assessment data from the level below.

This level includes student learning and administrative outcomes jointly defined by the Academic Pathway and the Academic Pathway Community. Assessment at this level is informed by the assessment data and outcomes from the levels directly above and below. Gen Ed assessment data at this level is collected through the “roll up” of Program Learning assessment data from the level below.

This level includes student outcomes as reflected in Program Learning Outcomes from each academic program, the outcomes of academic program units (e.g., program retention, graduation, and equity, as well as short & long term goal accomplishment from division/department strategic planning), and the outcomes from administrative, educational and support (AES) units (e.g. short & long term goal accomplishment from division/department strategic planning). Assessment at this level is informed by the assessment data and outcomes from the levels directly above and below, as well as from other areas in the same level. Gen Ed assessment data at this level is collected through the “roll up” of Course Learning assessment data from the level below.

This level includes the data and outcomes reporting documentation generated by academic and administrative programs, departments, or divisions on a regular, scheduled basis, including QVIs, Course Learning Outcomes, 335s, and APU and AES annual reports. Assessment at this level is informed by the assessment data and outcomes from the level directly above, as well as from other areas in the same level.
QVI = Quality Viability Index reports scheduled to be generated on an annual basis for each academic program.
335 = Act 335 reporting scheduled to be generated for each credit bearing course every five years, as mandated by the State of Pennsylvania.

General Education / Core Competencies

The ultimate goal for every Community College of Philadelphia graduate is to demonstrate proficiency in the core competencies through their cumulative learning experiences in required general education and major courses. For each of the Core Competencies, a faculty committee created a rubric or set of outcomes. 

Community College of Philadelphia’s General Education / Core Competency Program

Community College of Philadelphia Core Competencies

Effective Communication: 

Students will be able to make a written, oral or visual presentation that demonstrates comprehension of any source of information and that addresses the assigned topic, expresses a thesis, develops a sustained focus on the central idea, organizes ideas around the thesis and uses correct diction, syntax, usage, grammar and mechanics. 

Effective Communication Rubric |  2014 Report  |  2017 Report

Critical Thinking: 

Students will actively reflect on, reason about, and form independent judgments on a variety of ideas and information, and will use these skills to guide their beliefs and actions. 

Critical Thinking Rubric |  2010 Report |  2012 Report

Information Literacy: 

Students will be able to retrieve, organize, analyze and evaluate information using both technological and traditional means.

Information Literacy Rubric |  2010 Report |  2014 Report

Quantitative Reasoning: 

Students will demonstrate an understanding of mathematical principles and will apply them to theoretical and practical issues. 

Quantitative Reasoning Rubric |  2011 Report |  2014 Report

Scientific Reasoning: 

Students will demonstrate an understanding of scientific principles and will apply them to theoretical and practical issues. 

Scientific Reasoning Rubric |  2014 Report | 2017 Report

Responsible Citizenship:

Students will demonstrate self-management and integrity in their role as a student relative to other students, faculty, staff and administrators, and an awareness of the responsibilities of informed citizenship in a diverse and pluralistic society, including an understanding of diverse perspectives. 

Responsible Citizenship Rubric |  2010 Report | 2011 Report

Technological Competence:

Technological competence is the ability to use computers and related technology in school, at work and at home, including word processing software, electronic spreadsheets, library information systems and social networking software. Students will also be able to create and share Web pages, connect personal computers to related equipment, such as printers, cell phones, PDAs and digital cameras, and to a wireless computer network, and demonstrate an understanding of common ethical, privacy and security issues related to the use of information technology systems. 

Technological Competence Rubric  |  2013 Report | 2018 Report