Our Commitment
Coconino Community College (CCC) is committed to providing high-quality, meaningful learning experiences for our students. Through a collaborative, faculty-driven assessment process along with consistent program reviews, faculty and academic leaders work together to evaluate how effectively students are learning and identify opportunities to enhance courses and programs. This ongoing commitment to continuous improvement ensures that teaching practices are strengthened and student outcomes are consistently enhanced.
Assessment helps CCC:
- Continuously improve teaching and learning
- Support student success
- Ensure quality across courses and programs
- Make data-informed decisions
- Demonstrate academic effectiveness for accreditation
Guiding Principles
Assessment at CCC is:
- Faculty-Led and Collaborative: Faculty actively design, implement, and interpret assessments.
- Evidence-Based: Decisions about curriculum and instruction are informed by assessment data.
- Focused on Continuous Improvement: Assessment results are used to refine courses and programs.
- Transparent: Assessment expectations, outcomes, and results are openly shared with the college, including faculty and leadership.
Leadership and Support
Assessment at CCC is organized through a collaborative structure, led by the Faculty Assessment Coordinator in partnership with academic leadership. Central to this structure is the Assessment Committee, which oversees, guides, and supports assessment initiatives across the college.
Assessment Committee Overview
The Assessment Committee includes faculty and administrators from across CCC programs and departments, with ongoing membership to ensure continuity.
Membership:
- Accreditation Liaison Officer
- Faculty Assessment Coordinator (Chair)
- Associate Dean of Learning Services (non-voting)
- Dean of Arts & Sciences
- Dean of Career and Technical Education
- Lead Faculty from: Arts, Humanities, and Languages; English and Communication; Mathematics and Accounting; Physical and Biological Sciences; Social and Behavioral Sciences
- Program Coordinators: Computer Information Systems; Emergency Medical Services; Fire Science; Skilled Trades
- Director of Nursing and Allied Health
- Senior Program Manager, Adult Education
Committee Responsibilities:
- Establishing clear expectations and processes for assessment
- Facilitating open dialogue among committee members, departments, and faculty
- Overseeing the collection, analysis, and review of assessment data
- Promoting sustainable, collaborative, and data-informed improvement
- Supporting continuous improvement across courses, programs, and institutional outcomes
Role of the Faculty Assessment Coordinator
The Faculty Assessment Coordinator chairs the Assessment Committee and serves as the primary faculty leader for assessment initiatives. Responsibilities include:
- Coordinating assessment activities across course, program, co-curricular, and institutional levels
- Ensuring assessment practices comply with HLC accreditation standards
- Supporting faculty with training, guidance, and consultations
- Facilitating data interpretation and reporting for faculty and administrators
- Promoting data-informed assessment practices and continuous improvement
This structure ensures that CCC’s assessment work is faculty-led, transparent, and focused on enhancing student learning.
Learning Outcomes
What Are Learning Outcomes?
Learning outcomes define the knowledge, skills, and abilities students are expected to achieve through their coursework and academic programs. They ensure consistent expectations and high-quality learning across the College.
Types of Learning Outcomes:
- CLOs - Course Learning Outcomes
- PLOs - Program Learning Outcomes
- ILOs - Institutional/General Education Learning Outcomes
Course Learning Outcomes (CLOs)
CLOs specify what students learn in an individual course. They appear in course outlines, syllabi, and curriculum maps.
How CLOs Are Assessed
Faculty assess CLOs using methods such as:
- Rubrics
- Exams and quizzes
- Projects and presentations
- Labs and practical assessments
- Discipline-specific assignments
Results are reviewed at the department level and support both program and institutional improvement.
Program Learning Outcomes (PLOs)
PLOs describe what students should know and be able to do upon completing a degree or certificate. They align with:
- Industry standards
- Transfer requirements
- Workforce expectations
- Advisory board recommendations
PLO assessment feeds directly into Program Review.
Institutional/General Education Learning Outcomes (ILOs)
CCC graduates develop a core set of competencies:
- Critical and Creative Thinking: Students will use inquiry methods, resources, or reasoning skills to think critically or creatively.
- Communication Skills: Students will express and exchange ideas to increase knowledge and foster understanding.
- Global Awareness: Students will recognize a variety of cultures, values, beliefs, or historical perspectives.
- Ethical and Civic Values: Students will demonstrate an understanding of individual and societal responsibilities, needs, or values.
- Core Skills: Students will acquire employability skills known to contribute to academic and career success.
How ILOs Are Assessed in Courses
ILOs are assessed within individual courses through a three-year rotating cycle. Each year focuses on key stages of the assessment process:
- Developing assessment strategies
- Gathering data
- Analyzing and interpreting results
- Making improvements
- Studying the impact of changes
This process strengthens courses and instruction, while the ILOs themselves remain constant.
Documentation and Resources
Assessment-related documents, templates, data, and tools are housed on CCC’s internal SharePoint site for faculty.
Assesssment Processes and Practices
How Assessment Works
Assessment at CCC occurs at multiple levels and supports continuous improvement across the institution. Faculty and academic leadership collaborate to ensure assessment is meaningful, consistent, and aligned with best practices.
Overall Assessment Framework
- Define and identify outcomes
- Collect data
- Analyze results
- Implement improvements
- Monitor impact
This cycle aligns with HLC Criterion 3: Teaching and Learning for Student Success.
Course-Level Assessment (CLOs)
- Conducted each fall and spring; among all sections taught
- Faculty assess key assignments aligned with CLOs (and sometimes ILOs)
- The Faculty Assessment Coordinator provides templates, training, and guidance
- Results inform departmental planning and program updates
Course/Program-Level Assessment (PLOs)
- Conducted on a three-year cycle
- Area Leads collaborate with faculty and the Faculty Assessment Coordinator on a focus
- Results directly inform Program Review
- Templates and guidance ensure standard, high-quality reporting
Institutional Learning Outcome Assessment (ILOs)
- Assessed through a rotating three-year cycle for each ILO
- Standardized methods are used for data collection, scoring, and reporting to ensure comparability and reliability
- Includes rubric calibration and norming
- Data is reviewed by faculty and the Assessment Committee
- Results guide institutional planning and improvement
Other Assessment Activities
- Co-Curricular Learning (as applicable)
Integration with Program Review
Assessment data from CLOs, PLOs, and ILOs is a key part of Academic Program Review. It provides evidence for evaluating program effectiveness, resource needs, and alignment with institutional goals.
Assessment Resources and Contacts
CCC supports faculty involved in assessment through:
- Individual consultations
- Workshops and training sessions
- Rubrics, outcome-writing, and data collection support
- Template and reporting tools
- Guidance during program assessment and program review
Assessment Handbook
The Coconino Community College Assessment Handbook provides an overview of assessment at CCC, a glossary of common CCC assessment terms, and a few helpful assessment ideas.
For support, faculty may contact the Faculty Assessment Coordinator.