Transcript Slide 1
Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences
Presenters
Dr. Margaret M. McMenamin
Executive Vice President Educational Services Brookdale Community College [email protected]
Maris A. Lown
Dean Science & Health Science [email protected]
Avis McMillon
Manager Public Relations Chair of Governance [email protected]
Brookdale Community College
• • • • • Dr. Peter F. Burnham, President The County College of Monmouth Located along the Jersey Shore Collective bargaining environment Two-campus system • • >15,000 Credit students 260 Full-time faculty
Governance Structure
• • • • • Governance Forum Steering Committee Standing Committees Permanent College-wide Committees Governance Gazette
Governance Authority
• • • • Governance does not make final decisions Aids in policy formulation & dissemination Recommends policies to President Board of Trustees approves policies
Steering Committee
• • • • Leadership body of governance system Chair elected from among the constituent groups (administration, faculty, staff) Monitors committee membership Develops agenda for Forum meetings
Steering Committee, cont.
• • • • Develops charges for standing committees Routes issues to appropriate committees Manages a year round agenda/meetings Conducts year end retreat
Voting Constituencies
• • • • Full-time faculty Full-time and part-time staff Full-time and part-time administrators 14 students who serve on standing committees
Standing Committees
• • Academic Council • • Functions as the College curriculum committee Initiates/revises programs and courses Academic Standards • Addresses College wide academic regulations
Standing Committees, cont.
• Institutional Planning & Effectiveness • • • Assesses strategic planning process Guides formulation of strategic planning
Matrix
Monitors
Major Indicators of Institutional Effectiveness
Standing Committees, cont.
• • Professional Development • • Guides College-wide PD initiatives Coordinates new employee orientation with HR Student Development • • Addresses student behavior issues Addresses student extra-curricular concerns
Standing Committees, cont.
• • College Life • • Addresses campus environment Addresses non-academic services Diversity Council • Advises on strategies to foster an open, diverse, & inclusive environment • Plans & implements programs to achieve College-wide commitment to diversity
Reflective Practice
• Evaluation of experiences, beliefs and knowledge • Data used in conjunction with reflection to develop and verify insights • Practitioner understands and appreciates self within the context of learning • Reflection used to improve practice
Reflective Practice
• Pre-reflective – knowledge is certain • Quasi reflective – knowledge is uncertain but personal and interpreted by individuals • Reflective – knowledge is constructed from inquiry leading to evidence based reasonable solutions
Reflective Practice in Governance • • Creates time and space for inquiry • Inculcates a culture of using research and information • Educates faculty and staff regarding the larger issues through committee charg.
• Encourages faculty and staff to apply the research and information from governance to parochial issue
Reflective Practice in Governance • General education courses • Grading system • Credit to contact hour ratios
Governance & Assessment
• • • Middle States Mandate Governance formed ad hoc committee to develop College Core Competencies • Link with Program & Course Learning Outcomes • Link with General Education
Institutionalize Assessment
Core Competency Committee
• • Formed as ad hoc Governance Committee Developed the Core Competencies
Academic Council
• • Incorporated Student Learning Outcomes into course syllabi Implemented three levels of Student Learning Outcomes • • • Core Competencies Program Learning Outcomes Course Learning Outcomes
General Education Committee
• • Linked Gen Ed requirements to Core Competencies Created rubrics for assessment of these competencies
Institutional Planning & Effectiveness • Reviewed and revised
Major Indicators of Institutional Effectiveness
• • Created a dashboard of critical indicators Led college-wide planning & assessment efforts through
Matrix
development
Academic Leadership
• • Student Learning Outcomes Plan • • Initiated by Academic Dean Developed by Division Chairs Results • • • • Initial resistance from everyone Streamlined process Increased acceptance Improved quality of the outcomes
Assessment Buddies
• • • Fostered faculty buy-in In-serviced on how to write SLOs Taught how to set up assessment projects
Educational Services Master Plan • • Developed collegially Includes an entire Chapter devoted to supporting assessment of SLO
Forum Presentations
• • • • • Committee reports Assessment Buddies reports SLOP dissemination by Chairs Assessment project presentations ESMP/FMP/ITSP/
Matrix
presentations
Reflective Practice in Governance & Assessment • Reflection before action • Reflection in action • Reflection after action
Reflective Practice in Governance & Assessment • The Buddies • SLOs • The SLOP
Levels of Student Learning Outcomes
Core Competencies Program Learning Outcomes Course Learning Outcomes
Examples of Student Learning Outcomes Core Competency :
Communication
PLO:
Communicate the Economic Events in the form of General Purpose Financial Statements including Income Statements, Net Earnings Statements, Balance Sheets and Cash Flow Statements
CLO:
Analyze, measure and communicate the business transactions of a business entity to decision makers
Curriculum Maps
• Core Competency by Program • Core Competency by Course • Program Learning Outcome by Course
Foundation Assessment Questions
Level 1
: What do you want the students to
learn
?
Level 2
: What
tools
are you using to assess achievement of learning outcomes?
Level 3
: What
data
have you gathered regarding achievement of learning outcomes?
Level 4
: What
changes
have you made to your instruction/curriculum based on assessment data?
Level 5
: What
evidence
do you have that changes you made improved student learning?
Core Competency Data Sources
• • • • Graduate Surveys Employer Surveys Advisory Committee Surveys Threaded assessment of CCs in the Career and General Education Courses
PLO Data Sources
• • • • • • Employer Surveys Advisory Committee Surveys Student Program Evaluations Threaded assessment through CLO Assessment tools in capstone courses Embedded questions in comprehensive examinations
CLO Data Sources
• • • Internally developed rubrics Link instructional strategies to CLOs • • Thread assessment though CCC & PLO assessments “Blueprint” exams to reflect CLOs Standardize exams across the department
Artifacts
• Course Products – Exam blueprints – Rubrics – Research papers – Data • Memorialized in Division Offices and in the office of the Dean of Academic Affairs
Reflective Practice in SLO Assessment • Action Research – planning, action, reflection • Creates an inquiry culture • Integrates theory with practice • Researching while teaching
Reflective Practice in SLO Assessment • Speech – deconstruction • Human Services – social inquiry • Nursing – qualitative dialogue
Speech Assessment Project
• • •
Level 1: CLO
• Deliver demonstrative, informative, persuasive speeches
Level 2: Assessment Strategies/Tools
• Rubrics for the three types of speeches
Level 3: Data
• Data showed that grades on each speech decreased from the first speech to the third speech •
Level 4: Curriculum Change
• Speech sequence changed to informative, persuasive, demonstrative
Speech
• Does changing the speech sequence result in better grades?
• Will students take the assignment more seriously?
• Will students confidence improve?
Speech
Level 5:
Improved student ability to deliver demonstrative, informative, persuasive speeches Changing the sequence resulted in • Improved student performance in each type of speech • • • Grades improved with each attempt Confidence levels of students increased Students took the speeches more seriously
Human Services Assessment Project • • • •
Level 1
: CLO • Conduct an effective client interview
Level 2
: Assessment Tools • Simulated interview/Rubric
Level 3
: Data • Students scored lower on “Exploratory Questions”
Level 4
: Curriculum Change • Increased instructional time devoted to question development
Human Services
• • Are students effectively conducting simulated initial Client/Counselor sessions?
Will the use of Bloom’s taxonomy foster the use of exploratory questions?
Human Services
Level 5:
Awaiting fall 2008 results of student interview assessments to determine impact of increased instructional time devoted to question development
Nursing Assessment Project
• • • • •
Level 1: CLO
• Collaborate with clients, significant others, and members of the healthcare team to evaluate the achievement of client outcomes
Level 2: Assessment Strategies/Tools
• Focus groups
Level 3: Data
• Students will evaluate information for patterns and themes
Level 4: Curriculum Change Level 5: Did it work
Nursing
• Do individuals who work with entry level practitioners perceive that graduates have met program learning outcomes?
• Will students perceive that this learning experience strengthened their leadership skills?
• Will students confidence improve?
Future Projections on Assessment
• Engagement of Students • Narrative Inquiry • Qualitative Strategies • Triangulation • Dashboard/Top Box Model • Standardized Testing and Mandated Metrics
Deliverables: Shared Governance System
• • • • Results in demonstrable outcomes Improves documentation of student learning & institutional effectiveness Produces better assessment process Ensures buy-in from critical constituents
Deliverables: Shared Governance System
• Develops practitioners whose “knowledge of ill-structured problems is constructed from inquiry which leads to reasonable solutions based upon evidence currently available.” (King & Kitchener) • Builds a learning organization. (Senge)