Transcript Follow the Rainbow to the Pot of Gold: Embedding GE Assessment

Follow the Rainbow to the Pot of
Gold: Embedding GE Assessment
in Program Review
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Dr. Norv Wellsfry, Cosumnes River
College
Dr. Rory O’Brien, Cabrillo College
Marcy Alancraig , Cabrillo College
Dr. Janet Fulks, Bakersfield College
Breakout Description

Embedding GE assessment in Program
Review can make it both more
rewarding (financially and otherwise)
and risky for the departments involved.
Yet, assessment’s tie to planning and
budgeting is one of the key themes in
the new accreditation standards.
Three schools share their assessment
method, its role in program review and
the results of the entire process.
Breakout Flow
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15 minutes on process from 3
colleges, discussing linkages of
outcomes to planning and
budgeting
Activity: How does it work on your
campus?
Activity: What does ACCJC expect?
Beyond Program
Review
Program Overview and Forecast
“PrOF”
Cosumnes River College
Dr. Norv Wellsfry
Incentives to develop
PrOF

Perspective on ACCJC/WASC
findings
– Program Review (insufficient)
Needs to be based on data/evidence
 Informs decision making process
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– SLO’s
– Planning
– Integration of Program Review & SLO
Assessments into Planning
PrOF
Program Overview and Forecast
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Central Questions
– How to shift perspective from
reflection to projection – change the
focus to planning
– How to link Student Learning
Outcomes into Program Review and
Planning processes
– Clarify Program definitions – roles
and functions
PrOF:
Program Overview and Forecast
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Key Issues
– Utilize assessments to identify planning
initiatives
– Formalize Program SLO’s
 Development, assessments, implications
– Track Course SLO’s
– Assess progress on College-wide SLO’s
– Integrate assessments of other planning
efforts into planning
 Strategic Plan, Cultural Competence
Program Overview
and Forecast
Key Elements
I.
II.
III.
IV.
V.
VI.
Program Identification
Strategic and Cultural
Competence Plan
College-wide SLO’s
Program SLO’s
Data Review and Analysis
Curriculum Review Report
Program Overview
and Forecast
Key Elements
VII.
VIII.
IX.
a.
b.
Program Delivery & Support
Services Review
Program Strengths & Challenges
Planning Agenda & Action Plan
Near Term Forecast & Planning
Long Term Resource Planning
Implementing PrOF
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Reporting and Using PrOF
– PrOF includes a Planning Process that informs both
Unit Plans and the College’s broader Resource
Allocation Processes
– PrOF conclusions are integrated into college-wide
planning processes (Through Strategic Planning)
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Identification of universal or broad based strategies
and needs
Revision of College-wide Plans, College Strategic Plan
Institutional planning evolves as a result to PrOF to
enable response plans through expanded resources or
re-allocations
PrOF Form:
Program SLO’s
Program SLO’s
Assessment Process
Assessment Status
P-SLO 1:
P-SLO 2:
P-SLO 3:
P-SLO 4:
P-SLO 5:
P-SLO 6:
P-SLO 7:
These areas were not
required for 2005/06
Reports – will be part of
next cycle
Response Plan
Program SLO Matrix:
Health
Program SLO’s
Assessment Process
Assessment Status
Response Plan
P-SLO 1: Demonstrate an
understanding of the process of
determining the validity of health
and wellness information using
the scientific method and the
relationship between scientific
research and established
knowledge.
Assessment methods
are being
reviewed at this
time.
Assessment methods are
being reviewed at
this time.
A response plan will
be put in place
after
assessment
methods are
defined and
implemented.
P-SLO 2: Utilize knowledge to
become a self-directed learner
who has a foundational
knowledge of health promotion
and disease prevention and can
grow in this knowledge by
gathering, analyzing, and
applying accurate health
information as their needs change
through life.
Assessment methods
are being
reviewed at this
time.
Assessment methods are
being reviewed at
this time.
A response plan will
be put in place
after
assessment
methods are
defined and
implemented.
Implementing PrOF
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Mapping of the Alignment of Program
SLO’s and Course SLO’s
– Courses will be aligned with the Program
SLO’s that are supported by individual
courses
– Courses will be identified as to the level of
intensity that they address/satisfy Program
SLO’s
Introduction
 Practice and reinforcement
 Mastery
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PrOF Form:
Program SLO’s
Alignment
Program Student Learning Outcomes
Courses/
Activities
P-SLO 1:
P-SLO 2:
P-SLO 3:
P-SLO 4:
P-SLO 5:
P-SLO 6:
P-SLO 7:
Program SLO Alignment:
Biology
Program Student Learning Outcomes
Courses/
Activities
P-SLO 1:
I = Introductory
A = Advanced
D = Further
development
Demonstrate
understanding
of the
processes of
science
P-SLO 2:
Clear
writing or
speaking
about
Biology
P-SLO 3:
Demonstrate
both content
knowledge
and test
skills
P-SLO 4:
Use
appropriate
laboratory
techniques
proficiently
P-SLO 5:
P-SLO 6:
Evaluate
biological data
and recognize
ethical
implications
Employ
informatio
n
gathering
tools
Majors courses:
400
A
A
A
A
A
A
410
D
D
D
D
D
D
420
D
D
D
D
D
D
307
I
I
I
I
I
I
310
I
I
I
I
I
I
GE courses
Laboratory:
Program Overview
and Forecast
Description of Elements
V.
Data Review and Analysis
– Data Descriptions
Program Demographics
 Program Characteristics
 Student Achievement Data
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PrOF Form:
Data Review & Analysis
DATA CATEGORY
DESCRIPTION/
COMMENT
Program Demographics:
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Gender:
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Ethnicity:
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Language:
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Other relevant factors:
Program Characteristics/Access:
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Enrollment
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Productivity
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VTEA Core Indicators
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Other Data (identify)
Student Achievement Data:
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Course
Completion/Success

Course Progress
(sequence persistence)
DATA TRENDS/
ANOMOLIES
IMPLICATIONS
OF TRENDS
Data Review & Analysis:
Accounting
Program Characteristics/Access:
DATA CATEGORY
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Enrollment**
Productivity**
VTEA Core Indicators**
Other Data (identify
other data utilized by
program)
DESCRIPTION/
COMMENT
DATA TRENDS/
ANOMOLIES
IMPLICATIONS OF
TRENDS/
ANOMOLIES
Enrollment – highest in
ACCT 301/311;
Accounting enrollment
is between 4.5% and
4.83% of college
unduplicated
enrollment.
Productivity – Fall 2005 –
526.53; Spring 2006 –
484.66.
VTEA Core Indicators –
Skill attainment –
Performance is above
state performance, at or
slightly below
performance achieved
by other colleges in the
Los Rios district, and
at or slightly below
negotiated federal
standard.
Enrollment - Enrollment
is flat, with Spring
2005 the lowest in
six semesters.
Productivity Productivity in
Accounting
consistently above
Business & Family
Science division, and
other business
disciplines.
Productivity also
exceeds college as a
whole.
VTEA Core Indicators Overall, performance
in skill attainment is
adequate to good.
While the college
continues to grow,
enrollments in
accounting tend to be
relatively flat. As a
result, the percentage
of students is
declining as a
percentage of total
students. This is a
troubling trend that
needs to be
addressed.
Productivity in business is
significantly below
that in accounting.
Data implies that
enrollments in
accounting are
supporting overall
business program
productivity.
Program Overview
and Forecast
Description of Elements
VI. Curriculum Review Status
Report
– Status of Curriculum Review (status
Matrix)
– Status Report on Course SLO’s
(Matrix)
Identification of Course SLO’s
 Assessment Process for Course SLO’s
 Analysis of effectiveness of Course SLO’s
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PrOF
Issues and Challenges
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Response rate: (all programs done at same
time) – some reports still being submitted
Complexity: Program SLO development was
concurrent/integral to first review cycle
Data availability: Initial data was based on
TOP codes –programs identified required more
discrimination/detail
FORMS: Too many? Redundancy and
reiteration
Diversity of required responses: Strategic Plan,
Cultural Competence, College-wide SLO’s, and
Program specific data
Communication: More needed about the
process and the “Why’s” of the information
requested
Program Overview and
Forecast
PrOF
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For Additional Information contact:
Dr Norv Wellsfry
Cosumnes River College
8401 Center Parkway
Sacramento, CA 95823
[email protected]
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PrOF Forms and guidelines are
available at the program review link in
the College’s research site:
– http://research.crc.losrios.edu/
– You will also find SLO information in this
area.
Departmental Processes
Course SLO
Assessments
Program SLO
Assessments
PrOF
(Program Overview and Forecast
UNIT PLAN
Institutional Processes
UNIT PLAN
BUDGET
PROCESS
STRATEGIC
PLAN
PrOF
CLASSIFIED
STAFFING
FACULTY
PRIORITIZATION
OTHER
NEEDS
PrOF
Reports
Planning Committee
•Comment on report
•Identification of
College-Wide
Implications
•College Dialog
•Internal Assessment
and Response by
Department
•Inclusion in Unit
Planning Processes
Budget &
Planning
Committees
•Resource
Allocation
Planning
•Planning
Implications
College-Wide Dialogue
•Implications of Program SLO’s
•Discussion of College-Wide SLO’s,
Strategic Plan, and CC&E
BAKERSFIELD
COLLEGE
JANET FULKS
Student Learning
Outcomes guide
curriculum and
assessment
Modify
Curriculum,
course offerings,
and department
plans
Support and
Communication
regarding the impact
of outcomes
Justify SLOs and
Outcomes to
justification for
Faculty and
Classified hires
Department Chairs &
Directors - prioritize
Annual Unit Plans
Created collegially by
departments. Reports
display SLOS &
assessment outcomes
to act as evidence to
support needs and
requests.
Link SLOs to
requests for
staffing, faculty,
equipment and
supply budgets
BC Budget Criteria
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Student Centered
Fair
Understandable
Stable
Living Document
Production Based
Efficient and Effective
Priority Driven: The allocation model supports
cooperative budget priorities as developed through
cooperative strategic planning processes.
Because this is priority driven, our planning drives
budgeting rather than budgeting driving planning
Attempt to Link
Budget subcommittee analyzes data and
informs people. The committee drives
prioritization which is reviewed by
stakeholders
 Directors and chairs are educated on the
use of data – data drives prioritization
 Directors and Chairs prioritize budget
based on a rubric of budgeting priorities
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Cabrillo College
Dr. Rory O’Brien
Marcy Alancraig
Cabrillo Guiding Principle
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Kiss method
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Keep It Simple, Sweetheart
Key Decisions
Course-embedded method
 Does not require extra work from students
or (mostly) faculty
 Adjuncts and full-time faculty participate
 Is part of the Departmental Review
process
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College Core Competencies
Communication
 Critical Thinking and Information
Competency
 Global Awareness
 Personal Responsibility and Professional
Development
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Cabrillo’s Core 4
SLOs for AA and AS degree
 SLOs for General Education Program
 SLOs for all campus departments, even
those that only indirectly aid instruction
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Assessment Method: The Small
Picture
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Faculty choose 1 assignment in 1 class
Create rubric to measure it
Grade the assignment using rubric
Analyze the results:
 How
well are students achieving this outcome?
 What student needs and issues are revealed?
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Faculty member alters classroom teaching or
assignment if necessary
Method: Bigger Picture
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Assignment, rubric and results
shared in a department meeting
Department analyzes: what are the student
issues occurring across all courses?
How can they be addressed?
Results of discussion recorded on simple form
Analysis used as basis for funding requests in
departmental review
Method: Biggest Picture
All department results forwarded to SLO
Assessment Review Committee
 Identifies campus trends, overall student
issues and needs; writes yearly report
 If necessary, initiates campus dialogue on
a pressing issue or need
 Archives everything for accreditation
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Revolving Wheel of Assessment
in Program Planning
Year One: Assess course SLOs
 Year Two: Assess course SLOs
 Year Three: Assess 2 core competencies
 Year Four: Assess 2 Core competencies
 Year Five: Write Program Plan
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Program
Planning
Write
Program
Plan
Dialogue
Present Plan
to CIP – ask
for $
Assess SLOs
College Planning Council
and other budgetary
committees- $ allocation
–Review by
ARC
College
Planning
Process
Faculty and
Staff Hiring
Prioritization
Process
College,
Facilities,
Technology,
College Mission and
Watsonville
Core 4
Master Plans
College
Planning
Council
Accreditation Self Study
Activity
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Draw a flow chart of the Program Review
process on your campus
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Insert where the SLO assessment might go
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Insert where the $$ allocation process might link
to assessment
Activity
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Assess your school’s program review
process using the new rubric from the
ACCJC