With the recent workshops on using assessment ILO's and CLO's as evaluation tools, I felt it important to design my own CLO for the new CPD101 that was being piloted by EMCC.
I wanted to measure CPD 101's success in matching a student's Field of Interest to the correct associate degree pathway. Currently many students take more credits than are required.
After participating in a PLC workshop on creating CLO's for classroom assessment, I wrote a personal Classroom Learning Objective to track how well students in the new CPD 101 were able to identify their Field of Interest (FOI) to the degree pathway that was appropriate for them. This CLO was placed into my Canvas course as an assignment. I tracked two sections in Fall 2021 first 8-week session and will track one more section in the second 8-week course. N=95
In CPD101 I wrote a personal CLO to measure if students could correctly match their FOI to their degree pathway. See attachment. Of the 65 students who participated, 52 students (80%) matched both FOI and associate degree correctly. This is the first time this has been measured.
I will also collect data in the 2nd 8-week course Fall 2021. One of the most important classroom learning outcomes has been to help students correctly match their FOI to the degree they are seeking, resulting in students being able to complete the degree requirements in the least amount of time at the least expense having avoided taking classes that are not required for their degree. This measurement is a key outcome for CPD101 in retention and persistence.
After taking a PLC assessment/Tableau workshop, I felt it was important to the new CPD101-A First Year Experience Class that I was teaching online in Fall 2021 to find out if one of the major goals for this new class (being piloted for all 10 MCCCD colleges for Fall 2022) if indeed students were able to correctly match their Field of Interest (FOI) to the associate degree that they were pursuing. If students can correctly identify their FOI with the correct degree pathway, they are more likely to complete that degree in the least amount of time costing the least amount of money by avoiding taking classes that were either not required for the degree or choosing the wrong degree for their FOI. By matching correctly the FOI and associate degree we could increase both retention and persistence: students would be much more likely to finish a degree and would choose to do so in the least expensive manner by choosing only the courses that they actually needed. In the past, students pursuing associate degrees of 60-65 credits would take 75-80 credits simply because they did not sufficiently understand their degree pathway as it related to their FOI/career.