MIRAMAR COLLEGE: A CULTURE OF IMPROVEMENT

H O W I N S T I T U T I O N S M A K E M E A N I N G F U L C H A N G E W I T H O U T C O M E A S S E S S M E N T M A R C H 2 1 , 2 0 1 4

WHERE ARE WE GOING TODAY?

• Moving from a culture of “compliance” to a culture of “continuous improvement” • Case study: CSU San Bernardino’s experience making meaningful change with program level outcome assessment • Case study: Santa Monica College’s journey and use of individual student assessment for ISLO analysis • Miramar’s journey… and future

CASE STUDY: CSU SAN BERNARDINO’S QUEST FOR STUDENT CENTERED ASSESSMENT (THE FOLLOWING SLIDES ARE FROM “ELEMENTS OF DESIGN” BY DAVID W. MARSHALL, CSU- SAN BERNARDINO, ACCJC REGIONAL WORKSHOP) Write Outcomes Strategize Improvement Assessment Cycle Identify Assessments Analyze Results Gather Results

PERCEPTION OF ASSESSMENT: COMPLIANCE

Submit Reports Write Outcomes Accreditation Identify Assessments Package Results Gather Results

CULTURE OF COMPLIANCE

• Sees accreditation as an end in itself • Seeks information on what accreditors want to see • Worries about whether what they have matches accreditors’ expectations

IDEAL ASSESSMENT:

INTENTIONALLY FOCUSED ON STUDENTS Name Expectations for Learning Strategize New Student Success Plans STUDENTS Communicate Expectations to Students Determine Extent of Learning Collect Student Work

CULTURE OF INTENTIONALITY

• Is student learning-centered • Seeks information about how well students are learning • Reflects on what we teach and how we teach it • Accepts (some) responsibility for student learning • Experiments with new strategies for student success

WHAT ARE THE CONSEQUENCES?

•

Culture of Compliance

Rarely communicates SLOs to students • Files SLOs in appropriate database • Sticks with what has been done • Works on SLO assessment for accreditation •

Culture of Intentionality

Makes SLOs visible to students • Incorporates SLOs into faculty practices • Assesses SLOs appropriately • Uses SLOs for ongoing conversations about teaching effectiveness

CULTURE OF INTENTIONALITY IN ACTION

• CSU San Bernardino used the following principles to guide assessment: 1.

What do we want students to know, understand, and be able to do?

2.

Where do students learn what we expect them to learn?

3.

How well did students learn what you expected them to learn?

4.

How do we know how well they learned what we expected them to learn?

WHAT AND WHERE DO STUDENTS LEARN?

I= Introduced D= Developed M= Mastered

Course 1 Course 2 Course 3 Course 4

PLO-2: Utilize higher order thinking in applying basic research methods in psychology including research design, data analysis, and interpretation of findings, and reporting of results both in written and oral forms that are in conformance with APA format.

SLO 2.1: Identify basic research methods and ethical considerations in the study of behavior.

SLO 2.2: Analyze the results of two different kinds of personality tests and birth order for college age adults, especially introversions versus extraversion.

I D M I D M

Example: Program to course curriculum map for Psychology

HOW WELL DO THEY LEARN IT?

I= Introduced D= Developed M= Mastered PLO-1: Identify the major writers, periods and genres of British and American literature with sufficiency to explain the importance of works and genres within their historical contexts and over time.

British Literature I and II Studies in a Literary Period Studies in a Literary Theme Culminating Course SLO 1.1: Identify major writers, periods, and genres of British and American literature.

SLO 1.2: Explain the use of genres within the literary culture of a given period of British and American literature.

I Objective Exam D Wiki Project I Course Essay D Group Project M Analytical Paper M Research Paper

Example: Course to program SLO map for Literature

HOW DOES THE UNIVERSITY MANAGE ALL THE PROGRAM SLO DATA?

• • Assess a subset outcomes each year in an annual and consistent cycle Draw direct assessment samples from selected classes and randomly across sections

HOW DOES ASSESSMENT CREATE MEANINGFUL CHANGE?

•

If students meet learning expectations:

• • • • Identify area as program strength Consider increasing expectations Raise standard of attainment Survey students about their experience in program •

If students do NOT meet learning expectations: Curricular

• • • Ensure PLOs/SLOs are clear Review teaching and learning methods Review and revise course content Revise or establish pre-requisites • • • •

Structural or Administrative

Develop advising system for students Appoint coordinators and guidelines for multi-section courses Build systems for communicating expectations

CASE STUDY: SANTA MONICA COLLEGE’S JOURNEY OF INDIVIDUALIZED STUDENT ASSESSMENT FOR ILO ANALYSIS (FOLLOWING SLIDES FROM “SLO COURSE TO PROGRAM TO INSTITUTIONAL DEVELOPMENT, ASSESSMENT AND USE”, BY OIFER AND LAWLER, SANTA MONICA COLLEGE, ACCJC REGIONAL WORKSHOP) SLO Task Force Established ILOs adopted Core competencies written ISIS ILO Portal Web tools developed SLOs integrated into new program review Flex Day Events on ILOs Task force disbanded Academic Senate/ Joint ISLO Committee Established Data reports produced Name and scope of SLO/ILOs changed to IE ILOs modified and added ILO #5

COURSE SLO TO ISLO MAPPING:

FOCUS ON COURSE LEVEL ASSESSMENT CC 1: Self Discipline SLO #1 ILO #1: Personal Attributes

PHILOS 1

SLO #2 CC 2: Academic Honesty CC 4: Self Confidence

Course SLOs

CC 11: Critical Thinking

Core Competencies

ISLO #2: Analytic and Communication Skills

Institutional Learning Outcomes

MIRAMAR’S JOURNEY: CONTINUOUS IMPROVEMENT

Program Review Process Course, Program and 5 ILOs adopted Course/ program SLOs mapped to ILOs Outcome dialogue included in PR reports ILOs revised (to include service areas) Instructional SLO Facilitator PR/SLOAC Subcommittee SLOJet established for course tracking Campus wide SLOAC Facilitator Taskstream for assessment and campus wide planning

MIRAMAR’S INTEGRATED SLO PICTURE: A COLLEGE-WIDE PROCESS

Miramar’s ILOs ILO1: Knowledge of Cultures, Physical and Natural World ILO 2: Intellectual and Practical Skills ILO3: Personal and Social Responsibility ILO 4: Integrative and Applied Learning Instructional Program SLOs (PSLO) Administrative, Student Services, Instructional Support Services Program Outcomes Licensing Exams Job Placement Student portfolios Student surveys Degree course content Unit Outcomes Service Unit Outcomes outcomes) Exam questions Portfolios Exhibits Reports Etc.

Surveys Quantitative data Qualitative data Etc.

WHAT’S IN OUR FUTURE… MORE CONTINUOUS IMPROVEMENT

• Create alignment maps that highlight connections between levels of assessment, between disciplines and in service areas • Create curriculum maps to examine how courses support learning in programs • Use Taskstream to simplify our reporting and assessment of outcomes 

USE OUTCOME ASSESSMENT TO IMPROVE OURSELVES, OUR STUDENTS AND THEIR SUCCESS

A SNEAK PEEK AT IMPROVEMENT:

COURSE SLO TRACKING AND MAPPING Course workspace provides areas for:

• SLO statements • SLO assessment plans • Assessment findings • Action plans • Mapping to program and institutional SLOs

A SNEAK PEEK AT IMPROVEMENT:

SERVICE AREA TRACKING AND MAPPING Service area workspace provides for:

• Area outcome statements • Outcome assessment plans • Assessment findings • Action plans • Mapping to institutional SLOs

A SNEAK PEEK AT IMPROVEMENT:

PROGRAM SLO TRACKING AND MAPPING Program SLO workspace provides for:

• PSLO statements • Outcome assessment plans • Assessment findings • Action plans • Mapping to institutional SLOs • Curriculum maps

A SNEAK PEEK AT IMPROVEMENT:

PROGRAM CURRICULUM MAPS

A SNEAK PEEK AT IMPROVEMENT:

PROGRAM OVERVIEW REPORTS

A SNEAK PEEK AT IMPROVEMENT:

AT A GLANCE ADMINISTRATIVE REPORTS

A SNEAK PEEK AT IMPROVEMENT:

INSTITUTIONAL OUTCOMES MAPPING