Student Learning Outcomes: Institution to Course

Candace Timpte Juliana Lancaster

Georgia Gwinnett College

Origins

• 4-year, State College in the University System of Georgia • Authorized by GA Legislature in May 2005 • President hired in September 2005 • Campus opened with 118 students and 10 faculty in August 2006 • Home of the Grizzlies!

Current Status

• •

Students:

– Fall 2006 – Fall 2007 – Fall 2010

Faculty

– Fall 2006 – Fall 2010 Enrollment: 118 Enrollment: 787 Enrollment: 5380 Total: 11 – all FT Total: 333 (196FT; 137PT) •

Degree Programs

– Fall 2006: BBA Business; BS Biology, Psychology – Fall 2007: BBA Business; BS Biology, Psychology, Information Technology – Fall 2010: BBA Business; BS Biology, Psychology, Information Technology, Mathematics; BA English, History, Political Science; BSEd: Early Childhood Ed, Special Ed

Institutional Effectiveness Starting Conditions

 Advantages of starting from scratch    Strong executive level support for and understanding of IE Limited number of programs and offices at start-up Absence of legacy or standing processes and structures  Disadvantages to starting from scratch   Absence of legacy or standing processes and structures Each individual brings a different set of assumptions and expectations  Rapid growth and hiring leads to continuous need for explanation/education

Institutional Effectiveness Initial Design (2006-07)

• In order to get “…ongoing, integrated, and institution-wide research based planning and evaluation processes…[SACS]” for we needed: – Structure and resources – Broad buy-in, consensus and agreement • Working “ground rules” – Institution-wide and pervasive – Integrated with institution’s mission & strategic plan – Faculty/staff participation and basic control – Interdisciplinary and developmental assessment of student learning

Institutional Effectiveness Initial Design (2007-07)

• Program level student learning outcomes and assessment plans • General Education curriculum designed around learning outcomes • Agreement to develop and assess for institutional learning outcomes • Agreement to integrate curricular and co-curricular learning efforts • Leading to: Integrated Educational Experience (IEE) Student Learning Outcome Goals for GGC

Institutional Effectiveness Continuing Design

Conceptual Relationships Among Outcome Goals and Objectives

Institutional Goals Integrated Educational Experience SLO Goals Student Affairs Goals Student Affairs Activity Goals Program of Study Goals Course Goals Lesson Objectives

Our Terminology

Lesson Objectives

• Define learning expectations for each unit in the course.

• Each course has defined LO shared among all sections.

• LOs ‘standardize’ multiple section courses • Students use LO as a study guide.

Course Goals

• Defined as the critical educational components of the course – “At the end of this course, you will be able to…” • Content related goals • Skill related goals • Higher-order goals • All must be assessable!

Course Goals

• At GGC, listed as course description in course catalog.

• Faculty determined.

• All faculty teaching a course must buy-in to teaching these CG.

• Living list, revise as needed.

Program Outcome Goals

• Hallmarks of student achievement in a program of study.

• Tripartite : content, skills, higher order goals • Majors with tracks have common POG + track specific POG .

– Biology tracks in Biochemistry, General Biology and Secondary education – Share 6 general POG + 3 track specific POG

Integrated Educational Experience (IEE) Student Learning Outcomes

• State the overarching knowledge, skills and attitudes that all GGC students are expected to achieve – In other words, the outcomes that the College as a whole endeavors to develop in graduates – In SACS terms: “ College level Competencies ”

Our IEE Outcomes

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2.

3.

4.

5.

6.

7.

8.

Clearly communicate ideas in written and oral form Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts Demonstrate effective use of information technology Demonstrate an understanding of diversity and global perspectives leading to collaboration in diverse and global contexts Demonstrate an understanding of human and institutional decision making from multiple perspectives Demonstrate an understanding of moral and ethical principles Demonstrate and apply leadership principles Demonstrate effective quantitative reasoning

Building the Connections

Mapping outcomes across levels creates a coherent educational plan • Course Goals to Program Goals • Program Goals to IEE Goals • Not all major-specific courses and not all program goals will map to an IEE • Some IEE Goals satisfied by General Education Courses

Exercise 1

• Take 5 minutes to think of a course you have taught and the program it was part of – List your learning goals for the course – Match them to the learning outcomes for the program • Share with two people near you.

Common Biology Program Goal 6. Know the structures and functions of biomolecules (DNA, proteins, lipids, carbohydrates).

Biol1107 Course Goals 1. Describe the structure, function, and metabolism of macromolecules.

4. Describe the molecular mechanisms that regulate gene expression from DNA to RNA to protein.

6. Apply Biological knowledge to real world problems.

Exercise 2

• Take five minutes and think now about the program outcomes you used in Exercise 1 – Which of your institution’s overall learning outcomes would those program outcomes support?

– Map your program outcomes to institutional outcomes • Share

IEE 2: Demonstrate creativity and critical thinking in inter- and multi-disciplinary contexts.

Map to IEE Goals

6. Know the structures and functions of biomolecules (DNA, proteins, lipids, carbohydrates).

1. Describe the structure, function, and metabolism of macromolecules.

4. Describe the molecular mechanisms that regulate gene expression from DNA to RNA to protein.

6. Apply Biological knowledge to real world problems.

Gathering and Aggregating Data

Course Assessment Report

• • • •

Summary

: overall grades, number of students and sections

Highlights

: teaching or activity highlights

Assessments

: – % achieved a C or better on assessment exercises – % of total points earned

Action plans

: what didn’t work, what needs improvement, equipment or supplies

Course Assessment Report

• Every semester, every course • Multi-section courses pooled • Standardized format essential – Courses used by several programs • Pass off to next instructor, alerts them to quirks of course • Use to support requests for equipment, infrastructure, improve program

Program Assessment Report

• Annually compile all course reports • Are students meeting Program Outcome Goals?

• What are faculty doing to enhance learning?

• What needs are apparent?

Program Assessment Report

Institutional Report

Measures 2 3 4 5 COMMON 1 6 7 8 Gen Bio 1 2 3 4 5 Cell Bio 1 2 3 4 5 Summary Judgment Program or Unit Outcomes: 1 2 3 Met Met Met Met Met 4 Met 5 Met 6 Met Met Met Met Met Met Met 7 Met Met Met 8 Met Met Met 9 Met Met Met Met Met Met UM Not Met Met

Institutional Report

Prg/Unit Outcomes IEE Goals 1 Met 1 2 3 4 5 6 7GB 8GB 9GB 7CB 8CB 9CB Summary Judgment Met Met 2 Met Met Met Met Met Met Met Met Met Met 3 Met 4 Met Met Met Met Met Met Met Met Met Met 5 6 Met Met Met Met Met 7 8 Met Met

IEE Goals Program / Unit Business Biology Information Tech Psychology SS Math SS English SS Reading SS EAP 1

Institutional Report

2 3 4 5 6 7 8

Advantages :

• • Students have a defined list of educational accomplishments for each course, program and general education plan • Coordinated content – multi-section courses – semester to semester with different faculty • Pass-off courses more informative • Faculty goal: educating students!

Supports formative evaluation of INSTITUTIONAL effectiveness

Pitfalls:

• Faculty view assessment as indicator of their teaching – Inflated assessment scores – 100% success in all areas is not informative • Standardized format critical • Timely submission • Assessment format – Standardized or faculty optional? Theme courses Faculty Buy-in