WC1: Helping Students

These specific questions have been researched and addressed by Writing Committee 1: Helping Students Learn, click "Category 1" above to read JCC's responses:

Context  
1C1 What are the common student learning objectives you hold for all of your students (regardless of their status or particular program of study) and the pattern of knowledge and skills you expect your students to possess upon completion of their general and specialized studies?
1C2 By what means do you ensure your student learning expectations, practices, and development objectives align with your mission, vision, and philosophy?
1C3 What are your key instructional programs?  What delivery methods are used within these key programs?  To what degree is technology used within the formal instructional context?
1C4 What practices do you use to ensure your design and delivery of student learning options are preparing students to live in a diverse world and that the options accommodate a variety of student learning styles?
1C5 By what means do you create and maintain a climate that celebrates intellectual freedom, inquiry, reflection, respect for intellectual property, and respect for differing and diverse opinions?
Processes  
1P1 How do you determine your common student learning objectives as well as specific program learning objectives?  Who is involved in setting these objectives?
1P2 How do you design new programs and courses to facilitate student learning?  How do you balance educational market issues with students needs in designing responsive academic programming?
1P3 How do you determine the preparation required of students for the specific curricula, programs, courses, and learning they will pursue?
1P4 How do you communicate expectations regarding student preparation and student learning objectives (for programs, courses, and the awarding of specific degrees or credentials) to prospective and current students?  How do admissions, student support, and registration services aid in this process?
1P5 How do you help student select programs of study that match their needs, interests and abilities?  In providing this help, how are discrepancies between the necessary and actual preparation of students and their learning styles detected and addressed?
1P6 How do you determine and document effective teaching and learning?  How are these expectations communicated across the institution?
1P7 How do you build an effective and efficient course delivery system?  How do delivery decisions balance student institutional needs?
1P8 How do you monitor the currency and effectiveness of your current curriculum?  What process is in place for changing or discontinuing programs and courses?
1P9 How do you determine student and faculty needs relative to learning support?  How are learning support areas involved in the student learning and development process?
1P10 How are co-curricular developmental goals aligned with curricular learning objectives?
1P11 How do you determine the processes for student assessment?
1P12 How do you discover how well prepared students completing the programs, degrees, certificates are for further education or employment?
1P13 What measures of student performance do you collect and analyze regularly?
Results  
1R1 What are your results for common student learning objectives as well as specific program learning objectives?
1R2 What is your evidence that students have acquired the knowledge and skills base required by the institution and its stakeholders (i.e., other educational institutions and employers) for the awarding of specific degrees or credentials?
1R3 What are your results for processes associated with Helping Students Learn?
1R4 Regarding 1R1 through 1R3, how do your results compare with the results of other higher education institutions and , if appropriate, organizations outside of the education community?
Improvements  
1I1 How do you improve your current processes and systems for helping students learn and develop?
1I2 With regard to your current results for student learning and development, how do you set targets for improvement?  What specific improvements priorities are you targeting and how will these be addressed?  How do you communicate your current results and improvement priorities to students, faculty, staff, administrators, and appropriate stakeholders?