AEI

The current College Learning Outcomes (CLOs) and associated rubrics were finalized in 2018-2019 as a result of the College’s Assessment Academy project. The final five CLOs were reviewed and revised by faculty, based on feedback, and approved by Faculty Shared Governance and the Academic Affairs and Standards Council in Fall 2018. The associated rubrics were developed using information collected through all faculty exercises at the Fall 2018 in-service, and associated rubrics were reviewed and revised by faculty through multiple feedback loops and test pilots. Final rubrics were approved by Faculty Shared Governance in Spring 2019.

College Learning Outcomes allow us to represent our success and reflect on opportunities for our students and for our institution. They allow us to reflect on the quality of our institution as a whole and offer insights as we strive for improvement. The College Learning Outcomes also assess the outcomes of our general education courses and provide information on how students are meeting outcomes of our broadest associate of arts degree.

The faculty developed rubrics for assessing the college learning outcomes. Links to the current five College Learning Outcomes and associated rubrics are below. Once collected can be used as part of our institutional and program reviews.

• Communication
• Creative & Critical Thinking
• Global Citizenship & Civic Responsibility
• Information & Technology Literacy
• Personal Responsibility & Life Skills

Co-Curricular Learning Outcomes (CCLOs) are defined as the knowledge, skills, and abilities students should learn in experiences outside of the classroom. As a result of multiple retreats, consultation, collaborative meetings, and research on best practices, members from numerous Student Affairs areas developed a strong foundation of five shared CCLOs in 2018-2019.

Student learning can occur in all corners of higher education institutions. Gaining a better understanding of the learning that occurs outside of the classroom informs and guides improvements to individual student services and programming. Co-curricular assessment also fosters collaboration opportunities across the institution that are grounded in the student voice, student perspective, and overall student experience.  

Each academic year, student services and other co-curricular areas execute their co-curricular assessment plans utilizing a variety of assessment methods that include rubrics, surveys, and knowledge checks. After collecting learning outcomes assessment data, results are analyzed to drive improvements. Beginning in Summer 2025, the College transitioned to using Watermark Planning and Self-Study for co-curricular assessment. Staff and faculty can access archived reports from before Summer 2025 on the Employee Portal.

Watermark Planning and Self-Study Login

Saint Paul College also co-founded and leads the Minnesota State System Co-Curricular Assessment Community of Practice. Since Summer 2018, this collaborative network has grown rapidly by providing resources, professional development, and partnership opportunities across the state.

Program Review provides a systematic process for faculty to gather and analyze both program and assessment of student learning data to guide meaningful improvements to teaching and learning. The results of program review are used to inform program and institutional planning and budgeting.

Faculty conduct a Comprehensive Program Review every three years with annual monitoring reviews during the years in between. The program review process includes integrated support for faculty at all stages of the review cycles.

Support is provided by the Academic Effectiveness and Innovation division. In addition to programs that confer awards such as associate degrees, certificates and diplomas, Program Review also applies to courses within a discipline or area of study that do not conclude with an award, but instead, support or contribute to students’ achievement of them.

The goals of Program Review are to:

• Provide an institutional process that guides systematic program review and continuous program development for student success.
• Develop concrete action plans addressing areas of improvement
• Reflect on how the program meets the vision and mission of the college.
• Discuss how a program reflects our commitment to becoming an Anti-Racist and Trauma Informed Institution.
• Provide a systematic process to discuss program achievements, challenges, and needs.
• Inform the institution’s annual planning process and identification of annual priorities.
• Align program priorities with college and program–level annual planning and budgeting.
• Provide opportunity for dialogue with colleagues about the program’s strengths, opportunities, and future planning.
• Contribute to regional and specialty programmatic accreditation requirements.

Faculty can use Program Review Templates to begin the process of gathering information and documenting successes, challenges, and opportunities. The yearly timeline is a great place to keep track of the cycle of assessment and program review. Institutional Research provides access to interactive data dashboards that contain detailed data and information on student success and program success. Every program is required to complete a program review annually. Every three years programs will complete a comprehensive review.