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Institutional Research
Assessment Program
Through its Assessment Program, the Institutional Research department collaborates, guides, and provides resources for intentional assessment practices to encourage a college-wide culture of evidence. Programs are defined as academic, administrative, service program, department or operational units.
The primary goal is to use data to strengthen the quality of all Aims programs, services, operations, and processes, ultimately enhancing student learning, development and success through curricular, co-curricular and operational assessments.
Facilitate, develop, articulate, and review program identity, which includes mission statements, primary functions and vision.
Assist in process development, including alignment and mapping to the institutional mission, accreditation criteria and strategic plan.
Provide consultation on selection and development of quality program measures and data collection procedures in collaboration with Institutional Research.
Collaborate with programs to analyze data and provide recommendations for decision-making and assist in tracking and documenting program changes to ensure continuous improvement.
Educate employees and students regarding guidelines for ethical research methodology and responsible use of data.
Through assessment, the Institutional Research department helps improve the student experience, course experience, program experience and the Aims Community College experience.
Accomplished by finding if the student is improving, if the student is achieving learning outcomes and is learning as expected, how the student is engaging with instruction and finding the student’s strengths and weaknesses.
Accomplished by finding if the student's work has improved across courses, how well the student achieved in general learning, if the student is learning as expected across courses, if there is institutional engagement with the student and finding the student’s strengths and weaknesses across courses.
Accomplished by finding if the course is appropriately targeted, assignments are at the expected level, the course is consistent, on what level the course achieves its outcomes and how the course is fulfilling within a program.
Accomplished by finding if the program is needed, designed appropriately, formative, summative and efficient.
Accomplished by finding how much our students have learned and if we are meeting our institutional goals and outcomes and are fulfilling our educational mission.
Towards the end of each semester students can provide feedback about their course experiences. Student feedback is one of the most powerful tools to improve the student experience at Aims Community College and every voice counts. The evaluation is anonymous. After final grades are posted, faculty receive feedback summaries of the reports without any individually identifiable information.
Completing Evaluations
- Each student will receive emails near the end of the semester with a link to EvaluationKIT, the third-party platform used to administer evaluations and collect evaluation data.
- Evaluations can be completed outside of class by accessing the emailed link or via your D2L course shell.
- Upon logging into EvaluationKit as a student, the page will show all of your course evaluations for the semester. This will include the dates that they are open, and whether or not they have been submitted yet.
- Clicking on the hyperlinked title of each course will open the individual course evaluation.
- Once you have completed your evaluation click “Submit” to finish.
- For Full-Term Courses, Evaluations will be available starting 14 days before the end of the course, and will remain open until 3 days after the end of the course.
- Courses that are shorter than the normal 17 day window will have an altered schedule dependent on the length of the course; however, students will still receive access to the survey via email and will be able to access their evaluations through their D2L course shell.
- Students will receive a confirmation email or certificate once they complete the evaluation for each course.
Questions?
Read the FAQ document or contact the Institutional Research and Assessment office at courseeval@aims.edu.
- Instructors will be able to access their reports in EvaluationKit through D2L by clicking link under “My Surveys” on the Homepage.
- During the evaluation period, course instructors will be able to access a response rate tracker. This tracker will show the number of responses they have received across all of their courses, and a response rate percentage.
- Instructors will be able to click the link in the response for a breakdown of the number of response and percentage response rate for each course.
- This will only show the response rates, not any results.
- The response rate tracker will remain open until the day grades are due.
- Instructors will receive an email with a link to their EvaluationKIT results 5 days after the grade deadline.
Questions?
Visit the FAQs Page, or contact the Institutional Research and Assessment office at courseeval@aims.edu.
Students should be able to demonstrate a high level of written communication skills as necessary for their future professions through the development and expression of ideas in writing. Students with strong written communication skills will include in their writing a clear main idea or theme, include appropriate content and context, organize their materials to suit the purpose of the document, and use appropriate conventions.
Good problem solvers apply thinking skills to evaluate real-world examples in terms of course content and knowledge. Students with strong problem-solving skills will interpret the problem, develop a strategy to solve the problem, apply appropriate strategies and procedures, and arrive at a workable solution.
Students should be able to demonstrate a high level of oral communication skills as necessary for their future professions through prepared, purposeful presentations designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors. A good oral presentation includes a central message with supporting materials, is organized, clearly delivered, and may involve interaction with the audience.
Students who can think critically apply thinking skills and are able to evaluate real-world examples in terms of course content and knowledge. Examples of critical thinking include identifying and exploring issues, recognizing your audience and addressing them accordingly, framing personal references, and acknowledging other perspectives.
Students who are professional strive for excellence in their performance of required roles in their future professions. Professionals demonstrate accountability and ethical behavior, maintain a professional attitude, and conduct themselves in an appropriate and professional manner.
Academic Assessment Help
Data from reports and surveys that pertain to program-level analysis, such as program-level enrollment, retention and completion information.
Program Review is just one assessment tool used by programs as a way to set goals and measure progress towards these goals.
Program Review includes course completion and success rates, as well as the credit hours generated by courses attributed to the program. For programs with associated majors, it includes information about degrees and certificates awarded, number of students declared in associated degrees and certificates, retention rates and the contribution to total credit hours produced by Aims students declared in associated degrees and certificates.
For career and technical programs, the information from the most recently available VE-135 is also included. The report contains all of the program review data beginning in 2005 and will be updated with new information each academic year.
The report of student retention behavior for four subsequent academic years for all students enrolled in the initial fall term and declared in a degree or certificate program.
This includes all enrolled degree and certificate-seeking students regardless of progress toward award completion or prior academic experience. Students are grouped by their demographics, such as gender, race and ethnicity. Additional groupings include students’ Pell eligibility, full-time/part-time status, first-generation status, declared program department and remedial needs statuses as of the initial fall term.
In the spring 2024, the SEIS Division launched the We Educate initiative, a curricular approach to student learning outside of the classroom. We Educate re-imagines the student experience within SEIS’ offerings, emphasizing the intentional integration of co-curricular programming, activities, and services to foster students' overall learning, development, and success at Aims and beyond. It aims to create a structured and purposeful environment that complements classroom learning and addresses students' diverse needs.
Educational Priority
As a result of the student experience, Aims students emerge as confident, balanced individuals, who thrive personally and professionally and make meaningful contributions to their communities.
Learning Goals
Self-Awareness: We define self-awareness as the ongoing process of exploring and reflecting on multiple dimensions of identity while recognizing their impact on lived experiences. It entails actively seeking diverse perspectives to foster inclusivity and respect within personal and community contexts. Moreover, self-awareness involves understanding the role of values in shaping identity and behavior, articulating them with depth and aligning actions accordingly. Individuals with self-awareness recognize their personal strengths and areas for growth, actively seeking feedback and engaging in constructive self-improvement efforts. They demonstrate a commitment to continuous learning, setting and pursuing challenging goals while adapting behaviors based on reflective insights, thus embodying a dynamic journey of introspection and growth.
Connections: We define connections as intentional and empathetic engagement with others across diverse perspectives, emotions, and backgrounds. It involves actively seeking out different viewpoints, responding sensitively to others' emotions, and consistently displaying empathy coupled with compassion. Individuals adept at forming connections demonstrate advanced listening skills, prioritizing understanding before being understood, and validating others' experiences to foster open communication and support.They demonstrate profound respect for diverse viewpoints, bridging cultural, social, and ideological divides to foster inclusive environments and enhance understanding among different groups. They cultivate healthy relationships founded on trust, respect, and mutual understanding, managing conflicts constructively, and employing communication, de-escalation, and negotiation techniques. They take responsibility for their actions, seeking to understand the root causes of conflicts and facilitating productive dialogue to find mutually acceptable resolutions.
Resilience: We define resilience as the ability to adapt and cope with adversity or setbacks, maintaining a balanced life that supports physical, mental, spiritual, and emotional health. Resilient individuals nurture meaningful relationships, foster a sense of fulfillment and purpose, and set and maintain healthy boundaries. Resilience encompasses understanding complex systems, advocating for rights and needs, and helping others navigate systems effectively. Resilient individuals demonstrate critical thinking skills in decision-making, and consistently consider both short-term and long-term implications of decisions. They successfully access and utilize resources to achieve desired outcomes and serve as role models to inspire others to utilize resources creatively and productively. Moreover, resilience involves evaluating resources for their potential impact and leveraging them effectively in navigating challenges.
Impact: We define impact as the tangible outcomes and lasting effects generated by proactive engagement with diverse communities (e.g. family, religious institutions, educational and work settings, and organizations dedicated to social change). It involves actively participating in and creating collaborative community engagement opportunities while advocating for marginalized groups and addressing systemic disparities. Impact is demonstrated through efforts to promote equity and inclusion, dismantle systemic barriers, and drive positive change within communities. Individuals committed to impact display dedication to ongoing learning and action toward identifying community needs and collaborating effectively with others to maximize community outcomes. They understand systemic issues and root causes of social problems, and often lead or significantly contribute to impactful community initiatives, thereby driving meaningful and lasting social change.
| Learning Goals | Learning Outcomes | NACE Competencies | Aims CLOS |
|---|---|---|---|
| Self-Awareness | 1.1 Explore their identities | Career & Self-Development, Critical Thinking, Equity & Inclusion, Professionalism | Professionalism, Critical Thinking |
| Self-Awareness | 1.2 Describe their values | Career & Self-Development, Communication, Critical Thinking, Professionalism | Oral Communication, Written Communication, Professionalism, Critical Thinking |
| Self-Awareness | 1.3 Articulate their strengths and areas for growth | Career & Self-Development, Communication, Critical-Thinking, Leadership, Professionalism | Oral Communication, Written Communication, Professionalism, Problem Solving, Critical Thinking |
| Self-Awareness | 1.4 Apply a mindset of on-going self-improvement | Career & Self-Development, Critical-Thinking, Leadership, Professionalism | Professionalism, Problem Solving, Critical Thinking |
| Connections | 2.1 Communicate with empathy to understand | Communication, Critical Thinking, Professionalism, Teamwork | Oral Communication, Written Communication, Professionalism, Critical Thinking |
| Connections | 2.2 Relate across difference | Communication, Critical Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork | Oral Communication, Written Communication, Professionalism, Problem Solving, Critical Thinking |
| Connections | 2.3 Cultivate healthy relationships | Communication, Critical Thinking, Equity & Inclusion, Professionalism, Teamwork | Oral Communication, Written Communication, Professionalism, Problem Solving, Critical Thinking |
| Connections | 2.4 Manage conflict effectively | Communication, Critical-Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork | Oral Communication, Written Communication, Professionalism, Problem Solving, Critical Thinking |
| Resilience | 3.1 Utilize resources to achieve their goals | Career & Self-Development, Critical-Thinking, Leadership, Professionalism, Technology | Professionalism, Problem Solving, Critical Thinking |
| Resilience | 3.2 Make informed decisions | Career & Self-Development, Critical-Thinking, Equity & Inclusion, Leadership | Problem Solving, Critical Thinking |
| Resilience | 3.3 Navigate systems effectively | Career & Self-Development, Communication, Critical-Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork, Technology | Oral Communication, Written Communication, Professionalism, Problem Solving, Critical Thinking |
| Resilience | 3.4 Actualize personal well-being | Career & Self-Development, Critical-Thinking, Professionalism, Leadership | Professionalism, Problem Solving, Critical Thinking |
| Impact | 4.1 Identify ways to engage in their communities | Career & Self-Development Critical Thinking Equity & Inclusion Leadership, Professionalism, Teamwork | Problem Solving, Critical Thinking, Professionalism |
| Impact | 4.2 Recognize inequities across communities | Communication, Critical-Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork | Oral Communication, Written Communication, Problem Solving, Critical Thinking, Professionalism |
| Impact | 4.3 Contribute to the well-being of communities4.4 Foster positive social change | Communication, Critical-Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork | Oral Communication, Written Communication, Problem Solving, Critical Thinking, Professionalism |
| Impact | 4.4 Foster positive social change | Communication, Critical-Thinking, Equity & Inclusion, Leadership, Teamwork | Oral CommunicatiOral Communication, Written Communication, Problem Solving, Critical Thinking |
The Community College Survey of Student Engagement (CCSSE) is a tool developed by the University of Texas at Austin that asks about institutional practices and student behaviors that are highly correlated with student learning and retention.
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