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About LAVC

Student Learning Outcomes - Pathways

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The Pathways Model

LA Valley College has defined an instructional program as a major education pathway that a student takes through the institution. We have three such pathways: the Foundational Program, the Career-Technical Education (CTE) Program, and the General Education (GE)/Transfer Program. The three programs have a few common goals, such as Communication Skills and Reasoning Skills, and a few that are unique to the program (e.g., Technical Skills for the CTE Program and Global Awareness for the GE/Transfer Program).

Foundational Program Outcomes

The Foundational Program includes those courses coded as being at the basic skills, pre-collegiate level. The goals focus on the improvement of communication skills, reasoning skills, and academic habits of mind. Students in this program may be seeking personal enrichment, the strengthening of skills relative to employment, or to progress to collegiate-level courses.

The outcomes are: 1) Communication Skills, 2) Reasoning Skills, and 3) Academic Habits of Mind.

Communication Skills: Students will have improved skills in reading and writing.

Reasoning Skills: Students will be able to ask appropriate questions and acquire, evaluate, and interpret information at a foundational level. Included in this are improved skills in mathematics.

Academic Habits of Mind: Students will develop academic habits of mind in order to become successful learners.

Career-Technical Education Outcomes

The CTE program includes disciplines that have a CTE TOP code. The primary emphasis of the program is for students to achieve their goals relative to employment and includes general skills in communication and reasoning , specific technical skills appropriate to the field of study, and an emphasis on demonstrating professional behavior.

The outcomes are: 1) Communication Skills, 2) Reasoning Skills, 3) Professional Behavior, and 4) Technical Skills.

Communication Skills: Students will be able to clearly communicate through writing, speaking, listening and reading.

Reasoning Skills: Students will be able to acquire, evaluate and interpret information. As a result, students will be able to solve problems relevant to their field of study.

Professional Behavior: Students will be able to demonstrate appropriate professional behavior (e.g., timeliness) and interpersonal skills (e.g., teamwork, leadership, cultural diversity).

General Education/Transfer Program Outcomes

General Education/Transfer outcomes represent skills and concepts students will learn upon completion of the general education requirements for a degree or transfer to a 4-year institution. These outcomes are broad based and cut across the curriculum bringing coherence and connection to the learning experience. Imbedded in these are the greater goals of critical thinking and life-long learning.

The outcomes are 1) Reasoning Skills, 2) Communication Skills, 3) Global Awareness, and 4) Social Responsibility and Personal Development.

Reasoning Skills: Students will be able to ask appropriate questions, collect accurate information, evaluate its quality, and reflectively and creatively analyze, synthesize and organize the information. As a result, students will be able to reason logically and come to reliable conclusions which will enable them to successfully navigate the world around them.

Communication Skills: Students will be able to clearly express, transmit, and interpret knowledge and ideas through writing, speaking, listening and reading.

Global Awareness: Students will be able to assess how the world has been and continues to be shaped by natural, social and cultural processes and evaluate how their own lives are impacted by these processes.

Social Responsibility and Personal Development: Students will be able to take responsibility for their own actions and well-being, make ethical decisions in complex situations, and participate actively in a diverse society.

LAVC Program Assessment Process

Assessment of our three instructional programs (Foundational, CTE, and GE/Transfer) is coordinated at the college-level with the help of the major committees and disciplines most involved with each program.

The first grid below shows the alignment between the learning and achievement goals of the three programs. The remaining grids show for each program the goals, student learning and achievement outcomes, what evidence will be gathered and how it will be evaluated, how collaborative review and proposal of improvements will take place, and how results will be shared.

LAVC Program Outcomes

Alignment of Program Goals
Foundational Program Career/Technical Education Program General Education/Transfer Program
Communication Skills Communication Skills Communication Skills
Reasoning Skills (critical thinking, foundational math skills) Reasoning Skills (critical thinking, problem solving) Reasoning Skills (critical thinking, math competency, information competency)
Academic Habits of Mind (study skills) Professional Behavior (work readiness skills) Social Responsibility/Personal Development (including study skills)
  Technical Skills Global Awareness
[Achievement: personal/work enrichment, progress to college-level courses] [Achievement: employment related] [Achievement: AA and/or transfer]
Foundational Program
Goal Communication Skills (Reading/Writing)  Reasoning Skills (Math/Critical Thinking)  Academic Habits of Mind (Study Skills)  Achievement: achieve goals
Outcomes Students will have improved skills in reading and writing. Students will be able to ask appropriate questions and acquire, evaluate, and interpret information at a foundational level. Included in this is improved skills in mathematics. Students will develop academic habits of mind in order to become successful learners. Students will be able to achieve their goals relative to foundational skills (e.g., personal enrichment, strengthen skills for employment, progress to college-level courses)
Evidence/Evaluation Course-level assessments; student survey; student success in subsequent classes where appropriate; review course-program alignment grids Course-level assessments; student survey; student success in subsequent classes where appropriate; collection of samples for critical thinking across disciplines; review course-program alignment grids Student survey; student ethnography project; review course-program alignment grids Analysis of student progress; student survey; student ethnography project
Collaborative Review and Proposal of Improvements (by whom) Basic Skills Committee; Developmental English, Developmental Communication, and Speech faculty. Basic Skills committee; Developmental English, Developmental Communication, Speech and Math faculty Basic Skills committee  Basic Skills committee 
How Results Shared Department meetings; Academic Senate/IPC; SLO website Department meetings; Academic Senate/IPC; SLO website Department meetings; Academic Senate/IPC; SLO website Department meetings; Academic Senate/IPC; SLO website
Career/Technical Education Program
Goal Communication Skills Reasoning Skills Professional Behavior Technical Skills Achievement: work-related

Outcomes*

(*Outcomes partially based on SCANS competencies.)

Students will be able to clearly communicate through writing, speaking, listening and reading. Students will be able to acquire, evaluate and interpret information. As a result, students will be able to solve problems relevant to their field of study. Students will be able to demonstrate appropriate professional behavior (e.g., timeliness) and interpersonal skills (e.g., teamwork, leadership, cultural diversity). Students will be able to demonstrate technical skills appropriate to their field of study.  Student will be able to achieve their goals relative to CTE (e.g., employment, work advancement, skill attainment)
Evidence/Evaluation Collection of samples across CTE curriculum (portfolios when possible); develop rubric; review course-program alignment grids Collection of samples across CTE curriculum (portfolios when possible); develop rubric; review course-program alignment grids Student survey; evaluations from work experience/ internships (if applicable); develop rubric for instructor use; review course-program alignment grids Review of course assessments; licensing exam results (if applicable); survey of former students; advisory board evaluations; Survey of former students; EDD data; student ethnography project
Collaborative Review and Proposal of Improvements (by whom) CTE committee and individual CTE disciplines CTE committee and individual CTE disciplines CTE committee and individual CTE disciplines Individual CTE Disciplines CTE committee and individual CTE disciplines
How Results Shared Presented through program review process; shared with Advisory Boards; discussed at CTE meetings; Academic Senate Presented through program review process; shared with Advisory Boards; discussed at CTE meetings; Academic Senate Presented through program review process; shared with Advisory Boards; discussed at CTE meetings; Academic Senate Presented through program review process; shared with Advisory Boards; discussed at CTE meetings; Academic Senate Presented through program review process; shared with Advisory Boards; discussed at CTE meetings; Academic Senate
General Education/Transfer Program
Goal Communication Skills Reasoning Skills Social Responsibility/ Personal Development Global Awareness Achievement: AA or transfer

Outcomes

Students will be able to clearly express, transmit, and interpret knowledge and ideas through writing, speaking, listening and reading. Students will be able to ask appropriate questions, collect accurate information, evaluate its quality, and reflectively and creatively analyze, synthesize and organize the information. As a result, students will be able to reason logically and come to reliable conclusions which will enable them to successfully navigate the world around them. Students will be able to take responsibility for their own actions and well-being, make ethical decisions in complex situations, and participate actively in a diverse society. Students will develop academic habits of mind in order to become successful learners. Students will be able to assess how the world has been and continues to be shaped by natural, social and cultural processes and evaluate how their own lives are impacted by these processes. Students will be able to earn an AA degree and/or successfully transfer to a baccalaureate program.
Evidence/Evaluation Student survey; review of course-level assessments in English and Speech; collection of samples across GE curriculum (portfolios when available); develop rubric; review course-program alignment grids Student survey; review of course-level assessments in critical thinking GE area; collection of samples across GE curriculum (portfolios when available); develop rubric; review course-program alignment grids Student survey; student focus groups; student ethnography project; review of health course assessments; review course-program alignment grids Student survey; review of course-level assessments in social sciences, natural sciences and humanities GE areas; collection of samples across curriculum (portfolios when available); develop rubric; review course-program alignment grids AA degrees granted; number of students who transfer; survey of former transfer students (preparedness for BA program)
Collaborative Review and Proposal of Improvements (by whom) Task force made-up of English, Speech and at least one other GE faculty rep, led by Program Assessment person Task force made-up of English, Speech, Math, Philosophy, Psych and at least one other GE faculty rep, led by Program Assessment person Task force made-up of Health and at several other GE faculty reps, led by Program Assessment person Task force made-up of natural science, social science and humanities GE faculty reps, led by Program Assessment person Reviewed by all four GE taskforces; coordinated by Program Assessment person
How Results Shared English and Speech department meetings and program review process; presentations to Department Council, Academic Senate; SLO website English, Math, Speech, Philosophy, and Psych department meetings; presentations to Department Council, Academic Senate; SLO website Presentations to Department Council, Academic Senate; SLO website Department meetings in appropriate disciplines; presentations to Department Council, Academic Senate; SLO website presentations to Department Council, Academic Senate; SLO website