II.A.7. The institution effectively uses delivery modes, teaching methodologies and learning support services that reflect the diverse and changing needs of its students, in support of equity in success for all students.
The College has identified assessment instruments beyond traditional tests, and pedagogies through collaboration among faculty and chairpersons to ensure achievement of student learning outcomes regardless of learning styles. Faculty has engaged periodically in discussions of student learning styles. Faculty identify various pedagogies and teaching methods to meet the needs of all students. Students have different learning styles and faculty respond to the needs of students. 1
ASCC provides professional development for faculty through local and off-island workshops in assessment and pedagogy. The Division of Academic Affairs provides an Assessment 101 workshop spearheaded by the Directors of Curriculum and Assessment and Institutional Effectiveness to all full time, part time, and adjunct faculty. Presentations on learning styles have been part of faculty orientation.2 As a result of upgrading assessment pedagogies, curriculum framework, and collecting qualitative data, a formal invitation was sent to Dr. Mary Allen to conduct training on Reliability, Calibration, Validity, and the Integrity & Quality of Degrees.1
Teaching methods are listed in course syllabi and Course Approval Forms (CAF). Teaching methods, as recorded on course syllabi, include but are not limited to lectures, student presentations, group discussions, fieldwork, portfolios, fieldtrips, and service learning. Academic department faculty and program chairpersons select various methods appropriate for achieving student learning outcomes. 3
Faculty are tasked to align teaching methodologies to student learning achievement as evidenced in rubric development and standardization of course evaluation. Curriculum Mapping is required for all academic department/programs to ensure alignment of CLO, PLO, DLO, and ILO to all Course Graded Assignments (CGA). The assessment of learning outcomes allows faculty to make decisions and plans to facilitate student performance, and also facilitates ongoing dialogue in departments on appropriate teaching methodologies. 4
The College evaluates the effectiveness of its delivery modes through its review of academic departments and its assessment of SLO at the course and program levels. This allows faculties to assess instructional delivery modes. The assessment process requires Academic Departments/Programs to review course syllabi, course curriculum, delivery modes, teaching and learning strategies, and student achievement reports. 5
ASCC faculty continues to implement different teaching methods to assess student learning outcomes on approved Course Approval Forms and course syllabi. A per-semester review of course outcomes, delivery methods and assessment instruments assures that the college is meeting the needs of all students.
The following table summarizes various teaching methods as recorded on a semester basis. 6
1 - Dr. Mary Allen Ph.D. PPT (2015)
2 - Academic Affairs Division Standard Operating Procedures Manual, SOP #002-AA, Course Syllabus
3 - Academic Affairs Division Standard Operating Procedures Manual, SOP #020-AA, Course/Program Approval/Removal Forms
4 - Assessment Planning Committee & Closing the Assessment Loop Guidelines (Revised) Fall 2014
5 - Academic Program Review-Summary & Findings 2015
6 - Academic Program Review Summary