Please respond to casita. with 400. words. a p a style citations and references

Please respond to casita. with 400. words. a p a style citations and references Ensuring that educational institutions offer students high-quality, pertinent, and productive learning experiences is largely dependent on the process of academic program assessment. Chaffey College (2019) states that “Program Learning Outcomes (PLOs) are measurable statements that describe knowledge or skills that students achieve upon completion of their academic program”. PLOs should be clear and measurable (Chaffey College, 2019; SACSCOC, 2023).
In an academic program centered around horticulture, for example, a PLO would read, “Students will be able to analyze and interpret data related to plant sciences.” A laboratory report in which students gather and examine data on plant growth in several environments could be an assignment that relates to this result. A rubric that assesses the students’ capacity to apply scientific methods and analyze the importance of their findings in relation to horticulture practices could serve as a direct means of assessment for this PLO.
Reflecting on my own experiences with an online Business Administration program, I can personally attest to the transformative nature of the capstone project. As a student, I was tasked with a PLO that stated, “Students will demonstrate proficiency in developing strategic business plans.” This objective came to life as we tackled the task of creating a thorough business plan, either for a hypothetical company or a real venture we wanted to create.
Throughout the process, the capstone project turned into a pivotal assignment that not only measured our grasp of strategic planning but also ignited our entrepreneurial spirit. We were creating a business concept rather than just finishing an assignment as we included together market analysis, financial projections, and marketing strategies. We didn’t simply study business as students; we also developed into capable business strategists who were prepared to take on the world.
In my previous role as Director of Student Services, I have had the distinct opportunity to directly influence and enhance the experience of our students in their academic journey. One of the key areas under my purview is the Career Counseling unit, where we are committed to providing services that not only meet but exceed our students’ expectations and needs.
To measure the effectiveness of our career services, we employ both national and local indirect methods of outcome assessment. For instance, at the national level, we have adopted the practice of administering the widely recognized National Association of Colleges and Employers (NACE) survey. This standardized career satisfaction survey allows us to capture a broad snapshot of how our services are perceived by students in relation to nationwide benchmarks. The insights gleaned from this survey help us to identify areas where we are excelling and, more importantly, where we need to implement strategic improvements to better serve our students.
On a more localized scale, I have found immense value in conducting one-on-one interviews with our students. This intimate form of qualitative feedback is indispensable as it provides nuanced perspectives on the specific programs and workshops we offer. Through these discussions, students share their personal experiences, challenges, and successes, which in turn shed light on the tangible impact of our career counseling efforts.
By utilizing both national and local indirect methods, I have found this helps us to maintain a holistic understanding of our performance. This dual approach enables us to benchmark ourselves against national standards while staying deeply connected to the individual voices of our students, ensuring that our services remain student-centered, and outcome driven.
Also in my previous role, it was imperative to stay abreast of the accreditation requirements set forth by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), which play a critical role in shaping the quality and credibility of our academic and non-academic programs and services.
SACSCOC (2023) stipulates that institutions must have clearly defined and measurable Program Learning Outcomes (PLOs) for both academic and non-academic services, ensuring that there is a systematic approach to improving student learning and success. The commission also requires evidence of effectiveness, which includes assessment of student learning outcomes, program evaluations, and the use of assessment results to inform continuous improvement (SACSCOC, 2023).
To meet SACSCOC’s requirements for improving student development and achievement, we routinely evaluated and improved our procedures in career counseling, student advising, and other student services. Our adherence to upholding the best standards of service for our students could be observed in our commitment to fulfilling these accreditation requirements.
References
Chaffey College. (2019). Program Learning Outcomes. Chaffey College. https://www.chaffey.edu/outcomes/program-learning-…
Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). (2023, December). Principles of Accreditation: Foundation for Quality Enhancement. https://sacscoc.org/app/uploads/2024/01/2024Princi…