Designating course offerings each semester is a key component of student development and timely graduation. How should a university choose which courses to offer? Are historical course offerings enough? What about depending on Department expertise or Faculty preference? Or is it possible to use student need to make informed choices in course offerings and scheduling? Come join CSUSM’s team as they present the process and architecture of their data-driven Course Needs Report that incorporates course/program changes, individual student choices/needs, and how that insight can build a Class Schedule that gets students toward degree completion more effectively.

Regina Eisenbach, Dean, Academic Affairs and Academic Programs, CSU San Marcos
Sally Serrin-Melena, Academic Scheduler, CSU San Marcos
Malachi Harper, Strategic Specialist and Business Analyst, CSU San Marcos

This study examines how assessment can elevate stakeholders’ voices from data evidence to informed decisions. While in my previous publications I focused on culture-based approaches, in this paper I draw from students, faculty, and staff’s insights to develop and evaluate a strategic plan. The conceptual framework builds on quality and equity assurance. Grounded Theory and NVIVO analysis integrate assessment reports, campus surveys, and focus groups. Results show participants’ aspiration and praxis towards student success, career readiness, indigenous core, and thriving culture. They also demonstrate that assessment moves institutions forward when rooted in mixed methods, culturally responsive paradigms, and collective meaning-making.

Chiara Logli, Institutional Assessment Specialist, Honolulu Community College