Transcript www.lorainccc.edu

LCCC
AQIP Action Project No 3
Cycle 1Fall 2002/2005
Cycle 2Fall 2005/2008
Presented by
Assessment Design Team
Lorain County Community College Mission
LCCC’s Four Cornerstones
Lorain County Community
College, an innovative leader
in education, economic,
community and cultural
development, serves as a
regional catalyst for change in
a global environment through
accessible and affordable
academic and career-oriented
education, lifelong learning
and community partnerships.
education
economy
Education
Community
community
Economic
Cultural
cultural
General Education Assessment Steering
Committee- GEASC
• This committee, with ten faculty representatives from academic divisions,
counseling, and the library, was appointed in 1998.
• It was charged to develop and implement an assessment plan for the 11
General Education Outcomes (GEOs) devised in 1995.
• Subcommittees were formed for each GEO. Beginning in Fall 1999, two
new faculty subcommittees, consisting of five to seven FT faculty members,
were appointed each year by VP/LS (CAO). GEASC guided them in
developing assessment plans and piloting assessment methods. A total of 8
subcommittees were formed with 40 faculty members.
• In fall 2001, a survey was conducted to evaluate the status of faculty
perceptions on HLC defined Patterns of Assessment Characteristics and
Levels of Implementation at LCCC.
• Faculty subcommittee assessment plans, pilot test results, successes,
frustrations and unsuccessful experiences were shared periodically during
faculty annual development day meetings.
General Education Assessment Steering
Committee- GEASC cont..
• In March 2002, four GEASC members participated in the
AAHE and NCA-HLC workshop “Assessment: A Shared
Commitment” in Chicago. On return, this team proposed
an assessment action plan for GEASC for year 2002/03.
• 1. Improve faculty and administrator perceptions of
assessment characteristics and institutional processes.
• 2. Define measurable learning competencies for each of 11
GEOs.
• 3. Train faculty for improved assessment of student learning.
• 4. Increase student involvement in assessment process.
• 5. Digitize assessment data management
AQIP Accreditation Plan
• A new LCCC institutional team comprised of 8 members participated
in the AQIP strategy Forum in Lisle Illinois – June 5th to 8th , 2002.
• The team selected an Action Project entitled: “Achieve Excellence
in Learning and Teaching Through Analysis and Use of
Assessment Data.”
• The GEASC proposed assessment plan was used to establish initial
measurable “stretch targets” for this action project.
• A design team comprised of 10 academic division directors, ten
divisional faculty representatives, representatives from IEP and UP
was established to test, modify, and implement the stretch targets for
the first three-year cycle.
• An over-ambitious 8 different stretch targets were established for the
first three-year implementation plan.
• Encouraging faculty professional development in assessment was
given priority, and frustrating experiences encountered were carefully
considered for possible improvements – Next slide explains
ASSESSMENT IS FOR IMPROVEMENT
VISION
CHANGE
SKILLS
INCENTIVES
RESOURCES
ACTION
PLANS
Confusion
Anxiety
Resistance
Frustration
Treadmill
RESULTS
Disaster
ACADEMIC PROGRAM ASSESSMENT PLAN AT LCCC
Institution
Mission & Values
Community Needs &
Employers Needs
VP/CAO
Division
Directors
Academic Division
Mission & Values
Program A, B, C etc., Focused
Goals, Expected Learning Outcomes
Accreditation & Licensing
Agency Requirements
Measurable Learning Outcomes,
Performance Criteria Expectations
Program
Curriculum Design
Facilities and Technology
supports in classrooms
Resources - Faculty,
Technology, & Learning support
Division
Directors
Program
Faculty
Course faculty
[Curriculum
Course Goals
Learning Objectives
Pedagogy
Measurable Learning Outcomes
Performance Criteria
COURSE ASSESSMENT RECORD
Program Major,
Specialties &
Capstone Courses
Technical Support
& Electives
Courses
PROFESSIONAL & CAREER CLUSTERS
Basic Education
Math & English
Courses
Council
Approval]
Faculty
Teaching
Courses
General
Education
Courses
Division
Director /
Program
Coordinator
GENERAL EDUCATION CLUSTERS
Program review
Committee
PROGRAM ASSESSMENT RECORD
2002/2005 first three-year cycle
• The action project annual updates documented the successes,
modifications, barriers encountered, incremental improvements
achieved.
• Feed back evaluations were reviewed by the design team and
respective actions implemented.
•
•
•
•
Stretch Target 1 - Professional Development
Overall, 92% (89/96) of full time faculty, 80% (339/424) of adjunct faculty,
51% (11/21.5) of support staff, and 100% (9/9) of administrators attended one
or more assessment-related professional development programs.
Stretch Target 2 - Course Assessment Record (CAR)
By the end of three years, 80.8% (93) FT faculty, 44.6%(220) adjunct and part
time faculty completed CAR documentation in 43.8% (283) of courses offered
at LCCC.
Stretch Target 3 – Course Assessment Record Database (CARD) for
Measuring Student Learning
Institution-wide CARD indicated assessment of 2707 course learning
outcomes, reaching 69% of the expected learning benchmarks.
Stretch Target 4 – Program Assessment Record (PAR)
As targeted, 24% of programs, including course clusters, completed program
review reports using analysis of learning outcomes achievement through
CAR documentation.
2002/2005 first three-year cycle cont.
• Stretch Target 5 – Program/Cluster Review
In all programs and clusters reviewed, continuous improvement
plans were included pending inputs from external stakeholders.
• Stretch Target 6 – Assessment of General Education Outcomes
Pilot testing was undertaken for assessment of additional 2 general
education outcomes through student perception surveys. However,
this method was deemed unsatisfactory, and direct measure of
general education achievement was warranted.
• Stretch Target 7 - Students’ Understanding of Assessment
Students’ participation and understanding of assessment process
were far from satisfactory, and this stretch target was modified as
“communication strategies” for the next three-year cycle.
• Stretch Target 8 - Student retention
Since no clear understanding of this target existed for two years,
Institutional Effectiveness and Planning (IEP) implemented CCSSE
and CCFSE and after analysis of the results, this target was revised
to “student engagement” in the next three-year cycle.
What kind of CARs did we get
in the first cycle?
2005/2008 second three-year cycle
• The AQIP Assessment design team selected an action
project - Helping Students Learn: Improving General
Education, Program Benchmarking,
Communication, and Engagement.
• Six Performance Targets were identified and, for each,
three phases with corresponding action plans, persons
responsible for implementation and dates for completion
were outlined.
• Progress was monitored by the design team at the bimonthly meetings, and necessary modifications to the
performance targets were incorporated.
• Feedback evaluation reports on the previous Systems
Portfolio and annual updates were reviewed, and action
plans were refined continuously.
2005/2008 second three-year cycle cont.
• Performance Target 1 –General Education Revision
Two ten-member faculty committees drafted a general education purpose
statement and a mixture of five infused general education outcomes and
five core course outcomes. These were reviewed and refined by the Design
Team, discussed by FSEC and approved by the faculty senate. Transition
to new GEO is in progress and anticipate completion in courses by end of
April and in programs by end of December.
• Performance Target 2 –General Education Assessment
A new ten-member GEASC was charged to develop assessment plan for
the new general education outcomes. Difficulties were experienced in
defining infused gen. ed. outcome statements, identifying measurable
criteria, and developing a set of assessment tools and methods that could
be adapted by teaching faculty.
• Performance Target 3 –Communication of Assessment Results
A subcommittee has worked to plan and implement communication
strategies and to disseminate assessment information via newsletter, web
portal, student assessment guide, faculty reference guide, assessment
documentation forms, a tutorial video, and a Student Success Plan.
2005/2008 second three-year cycle cont.
• Performance Target 4 – Student Performance Benchmarks
Following a survey of comparable institutions, performance indicators were
identified. Benchmarks were established and data was collected for the AS
degree program. Similar benchmarks were established for the AA degree,
and data collection is in progress.
• Performance Target 5 – Student Engagement
CCSSE and CCFSE survey results were analyzed and shared with faculty.
19 faculty volunteers are pilot-testing their selected student engagement
activities to enhance retention and improve learning.
• Performance Target 6 – Institutional Alignment
The AQIP Design Team and Curriculum Council have successfully
developed and implemented a plan for aligning documentation, guidelines,
and procedures. Course Description with Students Outcomes (Curriculum
Council document) is now consistent with CAR, PAR and CARD (AQIP
documents).
2005/2008 second three-year cycle cont.
•
Achievements:
– All effective practices, including CAR, PAR, and CARD are being
continued, including ‘closing the assessment loop’ information.
To improve adjunct participation, assessment is now a condition
of employment.
– The innovative practice of assessing student learning outcomes
in all sections of one course has been continued each year:
ACTG152, ENGL 162, BIOG 122, and PSYH 151.
– A new ten-member faculty team participates in the assessment
workshop or annual conference sponsored by HLC annually.
– A faculty sponsored General Education Conference is held
annually.
– New workshops and tutorials are being presented to new and
adjunct faculty on the use of CAR documentation in their courses
including web delivery courses.
Continuous Quality Improvements
• The assessment documentation forms CAR- PAR, and CARD were
updated to record results of learning accomplished through
improvement activities implemented in courses when evaluated a
second and third time. [See improved forms next]
• An academic culture for documenting assessment of student
learning for institutional improvement and accountability has grown
at LCCC.
• Budgetary support for education and training in assessment
processes for new, adjunct, and part-time faculty should be
established for future success.
• Vision
Success
?
Change
The Revised CARD
LORAIN COUNTY COMMUNITY COLLEGE
COURSE ASSESSMENT RECORD DATABASE (CARD)
Revised 2007
Performance
Criteria
Achieved?
Other (describe briefly)
Presentation, Performance
Journal, Portfolio, Project
Practical, competency
General Tools
(e.g. muddiest point,
minute paper)
Test Item Analysis
1=yes
2=no
3=partial
achievement of
criteria
Assessment Tools/Methods Used
("x" all that apply)
Pre/Post-Test
Gen Ed #11(lifestyle)
Gen Ed #10 (multicultural)
Gen Ed #9 (critical thinking)
Gen Ed #8 (math concepts)
Gen Ed #7 (spoken commun)
Gen Ed #6 (writing)
Gen Ed #5 (hist'y,soc,econ,poli)
Gen Ed #4 (arts & humanities)
Gen Ed #3 (scientific inquiry)
Gen Ed #2 (tech literacy)
Gen Ed #1 (prof competence)
Outcomes
(indicate with an "x" all that apply)
Course Specific Outcome(s)
First and Last
Names
(e.g., 03-15)
0=BUS
1=AF
2=ALHN
3=HPER
4=AHUM
5=SSHS
(e.g.,
6=ET
HSTR 162
7=SM
or
8=ECS HSTR 162 I)
2=Adjunct
Course
(indicate
Internet
courses
with I after
CMDS
course
Faculty Member Year &
number.) Completing the CAR Term
1=Full Time
Divison
Extension:
Academic year:
Rubric
Contact Person:
Date Submitted:
Summary of Faculty
Recommendations
Summary of Results of
Implementing
Recommendations
(if available)
Division
Director
Comments
(optional)
Celebration!!!!
• 2nd AQIP three-year
Cycle Completes in
August 2008!!
• Happy Birthday for
new culture of
assessment for
student learning for
institutional
improvement !
at LCCC