2.a: OUTCOMES/ABILITY-BASED EDUCATION Other Information:
Support and promote the work of the Ability Assessment Team and the Ability Groups. Include broad representation in the ability
groups with staff from administrative/student services, fulltime and adjunct faculty, deans, and students. Establish and maintain
a continuous and structured schedule of meetings and activities to advance the work of the Ability Groups. Incorporate the
Ability Assessment Team into the college’s governance structure. Make principles and outcomes explicit and public. Fully implement
the General Education Ability Assessment System. Finish embedding the abilities in courses. Ensure that graduates in every
program are assessed in every ability through mastery level two. Create appropriate departmental and institutional assessment
tools. Continue to solicit student opinion and communicate comprehensively to students. Define the role of developmental courses
in the work of outcomes/abilitybased assessment. Establish additional ability groups for developmental education. Mount a
concerted effort to increase resources for developmental education. Further develop technology resources for teaching and
learning. Define institutional technology outcomes, increase faculty technology competency levels, and further integrate technology
into the teaching/learning process. Enhance student-centered, ability-based professional development for faculty and staff.
Focus professional development activities on improving and expanding the ability assessment in all areas of the college. Compensate
adjuncts for professional development.
Indicator(s):
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