What is ILEARN?

ILEARN is Red Rocks’ take on a guided, formalized, and comprehensive, program review.  Guided means that a framework has been mapped out with specific tasks to be completed over the course of four years.  Formalized means that there will be a systematic process of informed decision making and communication. By comprehensive, it means that Academic Affairs, Student Affairs, and other areas of the college will participate in the evaluation process together. Comprehensive also means that the evaluation process will explore departmental growth, student learning, and budgetary needs.


The mission of ILEARN is to improve the learning experience for students, faculty, and staff across Red Rocks by providing a guided, formalized, and comprehensive framework for program review leading to continuous improvement and institutional renewal.

ILEARN participants will analyze data relevant to their department or program to develop improvement plans that support the institutional mission and strategic goals of the college.  ILEARN utilizes a standard assessment cycle to propel the institution forward in continuous improvement and data-driven decision-making.

Who is involved?

When we first launched ILEARN, each cohort consisted of a combination of departments from across campus. Cohort leaders served as collaborative mentors meeting regularly to learn about assessment and the ILEARN process.  The cohort leaders then worked with their colleagues to develop and implement continuous improvement plans and student learning assessment initiatives. Ultimately, everyone at Red Rocks Community College will be either directly involved in the ILEARN process as cohort leaders or departmental participants.

How does it work?

ILEARN is divided into five phases to be carried out over the course of four years.  Cohort leaders can access information and support from the Assessment Council and the Co-curricular Council which assists them to learn about and improve assessment cycles, departmental mission and goals, data analysis, improvement plans, budget, and student learning assessment.  Cohort leaders then take the information back to their constituents to begin planning and implementing improvement plans and student learning assessment.

Phase One:  Department or Program Review and Continual Improvement Planning

The department or program review starts with a self-evaluation to reassure that the program’s mission and goals align with the college’s mission and strategic goals.  Academic and CTE programs are encouraged to look at enrollment and equity data (ABC completion rates, etc.) as a starting point for their improvement projects.  Student Affairs and Administrative Services departments should dlook at their internal data or external benchmarks for direction on where to improve. Departments and programs can also utilize research and trends in their specific fields to identify areas of innovation or growth. These data sets or research will be utilized to create a continuous improvement plan (CIP).  Participants will work with supervisors to establish improvement plans and budgetary needs.

Phase Two:  Assessment of Student Learning, a three-step process.

Documenting student learning goals – Programs identify both the content student learning goals, as well as which of the RRCC Common Learning Competencies (CLCs) are addressed through their curricular or co-curricular offerings.

Developing an assessment plan – Programs and departments will develop strategies for assessing student learning and identify which methods they will utilize for collection of this data.  Additionally, they will map out when and where student learning outcomes will be assessed and establish any budgetary needs in order to carry out their student learning assessment.

Establishing baseline data – During year two of the ILEARN process, operational units will collect initial data on student learning.  This will allow them to determine appropriate areas for improvement and identify strategies for improving student learning to carry out in the next phase – Implementation.

Phase Three:  Action Plan Implementation

In year three of the ILEARN process, departments and programs will analyze the data collected on student learning during year two and develop strategies to improve student learning.  The action plan will depend on identified student learning needs, and may include curriculum review, formative assessments, teaching strategies, or modification/development of co-curricular programming.  As these new approaches are implemented, programs will continue to collect student learning data in order to assess the impact of these adaptations and determine their ongoing viability in service of student success.

Phase Four:  Sharing with Larger Community

Because ILEARN is a comprehensive and collaborative approach to program review, sharing with the larger community is an imperative part of the process.  Participants will have opportunities to present either their continuous improvement results or student learning assessment results with cohort partners, at campus events or through online posts.  Documented evidence of ILEARN processes will be posted on the ILEARN page.  This sharing of information also serves as a platform for departments and programs to “close the loop.”

Phase Five: Regenerating

Before starting the ILEARN process again, departments will have scheduled time to recognize a job well-done, celebrate success and learning, and enjoy time to regenerate before starting the process again.

Where ILEARN and the Budget Meet

During planning phases I, II, and implementation III, departments will request budgetary needs to complete or carry out continuous improvement plans, student learning assessment plans, or action plan implementations.  Cohort leaders will discuss budgetary needs with their supervisors who will then forward funding requests by February for the next fiscal year.  Not all requests will be met; however, discussion and negotiation will uncover potential funding sources and align requests with the strategic direction of the college.