The mission of Victor Valley Community College is three-fold:
To enable students to succeed and to develop competence through academic and vocational instruction at the lower division college level. This instruction will lead to the granting of certificates and degrees as well as transfer to other institutions;
To contribute to community and state-wide economic growth and competitiveness through vocational and technical instruction leading to employment, continuing education, student support services, adult non-credit instruction, and instruction in basic skills and English as a Second Language;
To foster personal development and life-long learning through culturally enriching programs and activities for the expanding learning community.
Victor Valley Community College is a learning organization that is committed to
verified student learning success,
instructional and institutional innovation and excellence,
systematic self-evaluation and improvement,
learning-centered planning and allocating of resources,
respect and civility in personal conduct,
integrity and collaboration among students, staff, faculty and administrators,
active and responsible citizenship,
equality of access,
understanding and appreciation of diversity, and
responding to community employment needs.
The SLO Steering Committee’s Purpose:
To promote cohesive and collaborative campus-wide dialogue regarding the planning, implementation, evaluation, and re-evaluation of student learning outcomes and the training of constituents to build shared knowledge and responsibility necessary for a learning centered college.
Committee Members
Co-chair: Chris Cole
Co-chair: Mark Clair
Jeff Cooper
Dr. Leonard Crawford
Dr. Fay Freeman
Pat Green
Jeffrey Holmes
Leslie Huiner
Rita Jackson
Becky Millen
Sandy Mistretta
Kathleen Moore
Dr. Thomas O’Neil
Pamela Penland
Dr. Bill Schmidt
Henry Yong
Student Learning Outcomes as outlined by the ACCJC
“The development of student learning outcomes is one of the key themes in these standards. The theme has to do with the institution consciously and robustly demonstrating the effectiveness of its efforts to produce and support student learning by developing student learning outcomes at the course, program, and degree level. This demonstration of effectiveness requires that learning outcomes be measured and assessed to determine how well learning is occurring so that changes to improve learning and teaching can be made. It requires that faculty engage in discussions of ways to deliver instruction to maximize students learning. It requires that those providing student support services develop student learning outcomes and evaluate the quality of their policies, processes, and procedures for providing students access and movement through the institution. And it requires that student learning outcomes be at the center of the institution’s key processes and allocation of resources. Ultimately, this theme requires that an institution engage in self-analysis leading to improvement of all that it does regarding learning and teaching.” (ACCJC, 2003).
“The standards requirement that the entire institution participate in reviewing institutional performance and developing plans for improvement of student learning outcomes is intended to help the institution sustain its commitment to student learning” (ACCJC, 2003).
“…institutions are required to engage in self-analysis leading to improvement of all that it does regarding learning and teaching” (ACCJC, 2003).
In response to the aforementioned statements, the SLO steering committee has established the following goals and objectives:
GOAL 2: Provide a means for collecting and categorizing SLOs
Objectives:
The current document outlines the various types of “Outcomes” for better understanding
A page devoted to SLOs provided on the Institutional Research web site
Categorization of Student Learning Outcomes
Using the following matrix, identification for outcome placement can be made. Definitions and examples of each type of outcome are presented later in this document.
