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Criterion 4
Criterion 5

HLC / NCA Criterion 4 Committee Meeting

Monday 1/31/05– 2 to 4 p.m.

HC3

Minutes of the meeting:

I. Present: Karen, Nan, Lynn, Ron, Linn, Rita, Kristin, Kay, Elaine, Adriana

II. Notes:

• Introduced Rita Perry, understudy for Criterion 4, first time attending meetings.
• Printed new draft with revisions and reviewed the one dated 1/31/05.
• Future meeting dates are last Monday of every month; 2/28, 3/38, 4/25.
• Last meeting will be final revision of the rough draft by the committee before it goes out to the campus.

III. Diane Nyhammer will be here March 24.

We sent her parts of two Criterions drafts and received very good feedback. Diane noted it was very specific and evaluative. She did have some specific suggestions for Criterion 4, which Karen and Lynn are working on. For the most part the committee is on the right track. 

Looking at 4B: all about breadth of knowledge (all inclusive), intellectual inquiry (students learn how to learn). How can we measure this and are we measuring it?

Page 11- introduce by saying what we offer but that the most important thing is that we do try to include the two things in these certificates.

Karen thought it was important to show we have a general education statement since NCA has one also.

Looking at the new pathways (bullet 3, page 12) it is important to note that there were 6 new ones. That these were reviewed and then modified to 5 pathways; shows we evaluated and responded to feedback.

As an evaluation piece, have the graph (pg. 13) showing how many students have transferred to a university. Don’t have any way to know the numbers of people going to out of state or public schools; may be important to note this in the report. Is there a way to give a percentage of graduates who transfer each year, i.e. this many graduated during said years and so many transfers during said years. (Kay will work on this)

Listing of university visits is difficult because not all schools come on a regular basis and if they do come it may just be programs. It may be easier to not have a table, but just write something to describe this. It may also be good to change the format of the table and find a different way of illustrating this data.

Pg. 14 relates to the certificate programs. Karen wrote to all certificate programs and asked for examples of general education skills that are taught in these programs. Is there a way to find out how many occupational programs contribute to the different assessment committees?

For each of the assessment committees on page 14 and 15 Karen wants to use that section to say what each committee has accomplished to this point and the data they have collected, feedback received, and recommendations made for improving instruction. It may need to be noted that there is not significant feedback to the campus from the assessment committees. For occupational, there are some matrices that note the changes that have been made. May want to add a link or add some examples from those.

Page 15. Karen took prerogative as chair to insert information regarding developmentally challenged students since it is prevalent here at PC. There are quite a lot of students who fit this category, but there are not enough classes to place them all; may be good to get data regarding this. Possibly mention how many classes we have and how many students are testing for these classes.

Honors Program – pg 16. Shows link between curricular and co-curricular activities. Some of the wording needs to be revised, and that language can be found from the view book; looking at the view book the Model UN is missing. Look into getting copies of the view books as resources. Elaine will work on revising the wording for this section and she will update the forums and the topics for the last ten years. Looking at a pilot for next fall that would be focused towards evening students, include this to show how the program has been evaluated and how it is reevaluating, may want to look at outcomes as well. The unique portion of the Honor’s program at PC is that it is the only school in the District that has the Classical Studies Program. It may be good data to have some type of evaluation to the students who have graduated from the honor’s program or who are graduating.

Page 17 - Library demonstrated a lot of things, but picked it to show that it is the cornerstone for supporting a life of learning. The library is assessing just about everything. They are working on assessing the entire collection.  They are weeding out a lot of books that are not necessary and working at getting a lot more electronic resources. Also, they are working on improving the accessibility of computers for students as well as still allowing community members to use the computers.

We may want to find out if Creative Writing Program is being used as an example in another criterion. If it is not then it would be good to talk more about it here. For the appendix, we may want to add just a small description for the areas listed in the appendix.