ILEARN Logo - a five-pointed pinwheel with "Improving the Learning Experience Across Red Rocks Now" printed below it

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 instruction, student success, business services, student organizations, administrative units, special projects, etc. 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 operational unit to develop improvement plans that support the institutional mission and strategic goals.  ILEARN utilizes a standard assessment cycle to propel the institution forward in continuous improvement and data-driven decision-making.

Who is involved?

Each cohort consists of a combination of departments from across campus. Cohort leaders will serve as collaborative mentors meeting regularly to learn about assessment and the ILEARN process.  The cohort leaders will then work 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 operational unit participants.

How does it work?

ILEARN is divided into five phases to be carried out over the course of four years.  Cohort leaders attend monthly training sessions that focus on assessment cycles, 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:  Operational Unit Review and Continual Improvement Planning

The Operation Unit Review (program review) starts with a self-evaluation to reassure that the programs mission and goals align with the college’s mission and strategic goals.  Additionally, each academic/CTE program will be provided a data set including enrollment trends, course completion rates disaggregated by demographics, and X.  Operational Units (OU) can also utilize research and trends in the specific field.  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.

  1. Documenting student learning goals – Operational Units will identify both the content student learning goals, as well as which of the RRCC common learning outcomes are addressed through their curricular or co-curricular offerings. 
  2. Developing an assessment plan – Operational Units 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.
  3. 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, Operational Units 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, OUs 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 Operational Units to “close the loop.”  

Phase Five: Regenerating

Before starting the ILEARN process again, Operational Units 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, Operational Units 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.