The ILOs influence an institution's academic culture and determine the type of graduation profile it aims for. The Accrediting Commission for Community and Junior Colleges (ACCJC), our regional accreditation body, expects our college to have institutional outcomes that are used in our assessment process.

Institutional Planning and Accreditation

Assessment of ILOs is a key component of District planning for improvement. Assessment results are presented annually to faculty and students for dialogue and discussion, including the presentation of results to governance groups. Data from previous reports were presented to faculty during convocation and professional development workshops and were presented to the Academic Senate and Instructional Council.

Assessment is also a key component of accreditation. Assessment of student learning outcomes is a component of ACCJC Accreditation Standards. Standards related to outcomes assessment include, but are not limited to:

1.2. The institution establishes meaningful and ambitious goals for institutional improvement, innovation, and equitable student outcomes.
2.1. Academic programs at all locations and in all modes of delivery are offered in fields of study consistent with the institution’s mission and reflect appropriate breadth, depth, and expected learning outcomes.
2.2. The institution, relying on faculty and other appropriate stakeholders, designs and delivers academic programs that reflect relevant discipline and industry standards and support equitable attainment of learning outcomes and achievement of educational goals.
2.3. All degree programs include a general education framework to ensure the development of broad knowledge, skills, and competencies related to communication, quantitative reasoning, critical thinking, information literacy, civic responsibility, and the ability to engage with diverse perspectives.
2.7. The institution designs and delivers equitable and effective services and programs that support students in their unique educational journeys, address academic and non-academic needs, and maximize their potential for success. Such services include library and learning resources, academic counseling and support, and other services the institution identifies as appropriate for its mission and student needs.
2.9. The institution conducts systematic review and assessment to ensure the quality of its academic, learning support, and student services programs and implement improvements and innovations in support of equitable student achievement.
4.3. The institution’s decision-making structures are used consistently and effectively. Institutional decision-making practices support a climate of collaboration and innovation that advances the mission and prioritizes equitable student outcomes