Student Learning Outcomes

National Park College collects student learning outcomes data, or key measures of student learning, based on specific general education objectives each year. Information collected through general education assessment, Business Division assessment, and individual course assessment is used to analyze student learning to improve course curriculum, degree requirements, and program viability.

TABLE 2: Student Learning Results (Standard 4)
Use this table to supply data for Criterion 4.2.
Performance Indicator	Definition
1. Student Learning Results	A student learning outcome is one that measures a specific competency attainment. Examples of a direct assessment (evidence) of student learning attainment that might be used include: capstone performance, third-party examination, faculty-designed examination, professional performance, licensure examination). Add these to the description of the measurement instrument in column two: Direct - Assessing student performance by examining samples of student work Indirect - Assessing indicators other than student work such as getting feedback from the student or other persons who may provide relevant information. Formative – An assessment conducted during the student’s education. Summative – An assessment conducted at the end of the student’s education. Internal – An assessment instrument that was developed within the business unit. External – An assessment instrument that was developed outside the business unit. Comparative – Compare results between classes, between online and on ground classes, Between professors, between programs, between campuses, or compare to external results such as results from the U.S. Department of Education Research and Statistics, or results from a vendor providing comparable data. - If for any given performance measure your goal is being exceeded repeatedly, consider either increasing the goal or changing the performance measure so that action can be taken to improve the program. - For all data reported, show sample size (n=75).

Analysis of Results
Performance Measure: For each assessment, identify the following - 1. Academic Program, 2. Student Learning Outcome, 3. Measurable Goal	What is your measurement instrument or process? Do not use grades. Indicate type of instrument (e.g. direct, formative, internal, comparative)	Current Results: What are your current results?	Analysis of Results: What did you learn from your results?	Action Taken or Improvement Made: What did you improve or what is your next step?
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#1 - "Perform tasks following acceptable guidelines and processes for the specific discipline. GEO#3 Goal - 90% or higher on the Intro to Business Video Case Assignment, Manager's Hot Seat-Help Wanted, Chapter 10	In BUS 1113, Intro to Business, students watch a 10:59 video scenario after completing the Chapter 10 Human Resources chapter and assignments. Students answer questions based upon the information provided about hiring processes and guidelines. This assignment is an opportunity for students to watch a relevant and current HR issue, conflicting approaches, collaboration, and ultimate resolution based upon the processes and guidelines. This is a direct, formative, and external assessment.	All students who completed the assignment accomplished the 90% or higher score.	Students who completed the project easily exceeded the goal. This is an straight-forward assignment that students can successfully complete without a lot of effort, but reinforces the importance of following processes and guidelines when hiring new employees and working to accomplish overall company goals.	I raised the benchmark for this assignment to 90% or higher for those who complete it. A follow-up discussion board for students to provide a possible alternative solution will be added to the assignment. An additional discussion board for students to share their hiring experiences is being considered.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO #2, Use appropriate technology proficiently. (GEO#1) Goal - 70% or higher score on the Excel 5-8 Capstone Exam	In CIS-1013, Information Systems, students scores on the capstone exam will show comprehension of Excel skills and ability to use the skills learned in Excel Modules 5-8. This is a direct, summative, external, and comparative assessment.	Of the students who submitted the capstone exam, at least 50% each semester scored a 70% or higher on the capstone exam in both the traditional and online classes even with the transition of classes going totally virtual and online in Spring 2020.	Even when students are meeting the goal, they continue to struggle when creating the more complex formulas on the Excel 5-8 capstone exam. The two instructors who teach the course have collaborated on what is occurring with the students and ways to assist them.	The textbook and software were updated to Office 2019. The course was modified beginning in Fall 2020 to include a module textbook project grade and a training grade. In March 2020, Ms. Brown created VidGrid videos and posted them in her course shell to assist students who are struggling with content as a result of the pandemic.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#3 (Evaluate alternatives that promote effective decision making. GEO #2,3) Goal - 90% or higher score on case study Hardware House: Finding Sources of Cash for Expansion	In Intro to Business (BUS1113), the goal of this exercise is to demonstrate student understanding of the different ways that businesses can be organized. The case describes the growth of a small start-up manufacturing organization and students will need to determine the correct answer for the next steps the owner should take. This is a direct, formative, and external assessment.	All students who completed the assignment accomplished the 90% or higher score.	Students who completed the project easily exceeded the goal.	The benchmark was increased to 90% or higher for those who complete it. This video helps students understand the importance of finding sources money for expansion needs as well as identifying funding sources. A follow -up discussion board will be added to the assignment where students relate the case study to a business in Hot Springs.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#4 (Use critical thinking and problem-solving skills in business scenarios. GEO#1) Goal - 70% or higher score on Excel Module 9 Project, Exploring Financial Tools and Functions.	In CIS-1013, Information Systems, Excel Module 9 is an exploration of financial tools and additional functions used in today's workplace. This is a direct, formative, and external assessment.	65% or more students exceeded the 70% or higher score goal for this assessment.	Students who completed the project exceeded the 70% or higher score goal. Even though this assignment was challenging for some students, the project provides students an opportunity to use the financial tools and functions used in today's workplace.	This assignment was added when we revamped the Information Systems course. This assignment provides students the opportunity to use the skills they have learned since the beginning of the semester in real business scenarios.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#5 (Communicate effectively using oral, written, and electronic methods. GEO#1) Goal - 75% or higher score on using verbal communications rubric outline; oral presentation is created from written career report & a PowerPoint is also created from the career report & used during verbal presentation.	In BUS-2033 (Business Communications), student scores derived from verbal rubric outline to assess ability to deliver a verbal presentation. This is a formative, internal assessment.	After three years of student performance, the goal has been met for three years.	Students who follow the verbal rubric outline including all parts of the introduction, body, and conclusion during the verbal presentation tend to score well.	Spring 2020 verbal presentations were delivered electronically rather than in person, which worked quite well. Plans to deliver presentations electronically in Spring 2021 to determine whether or not to continue complete electronic delivery or in-person delivery.
EXAMPLE: Program - ASB, Associate of Science in Business; PLO#6 Make ethical decisions in a given business situation. (GEO#4) Goal - 70% or higher overall score on an ethical video case in Chapter 2: Business Ethics and Social Responsibility.	In BUS 1113, Intro to Business, learning to recognize ethical issues is the most important step in understanding business ethics. In this video assignment, Manager's Hot Seat: Ethics, students are assigned a video case that showcases an ethical situation in the workplace and then must respond to the questions about the video. This is a direct, formative, and external assessment.	Goal was exceeded. Of the students that completed the assignment , 100% scored 70% or higher score.	The benchmark on this assignment should be moved to 90% or higher. Even though it is a fairly simple assignment to complete, it is important for students to view the video and be able to recognize the ethical issue presented.	As an added component to this assignment, students will research current ethical issues in today's workplace and post an article that relates to the topic in a discussion board. This will further expand their exposure to the topic using current information. Students will be required to state why they chose the article as well as respond to another student's post.
EXAMPLE: Program - Program - ASB, Associate of Science in Business; PLO#7 Model values and characteristics of a business professional. (GEO#4) Goal - 80% score on student ability to professionally present himself or herself in a mock interview, which requires professional appearance, professional verbal skills, and professional written skills through cover letter and resume preparation prior to interview as well as written follow-up docs post-interview.	In BUS-2033 (Business Communications), student scores derived from interview rubric and/or CareerLink Mock Interview tool 5-Star rating scale to assess ability to professionally participate in a mock interview. This is a formative, internal assessment.	After three years of student performance, the goal has been met for three years.	Students who follow the interview rubric & practice their mock interview skills using the CareerLink Mock Interview practice tool tend to score well.	Spring 2020 all mock interviews were completed electronically using CareerLink rather than in person in the Career Center with Career Center scoring the interviews. Plans for all mock interviews to be electronic through CareerLink and scored via Career Center in Spring 2021. Scoring will occur on a 5-Star scale in the CareerLink program rather than using the in-person grading rubric.

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