Keeping quality visible in Oregons higher education through the - - PowerPoint PPT Presentation

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Keeping quality visible in Oregon’s higher education through the Degree Qualifications Profile

PresentaGon ¡at ¡the AACU ¡Conference ¡ January ¡25, 2013 Atlanta, Georgia ¡

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Presenters

Sonya ¡ChrisGan President ¡ Bakersfield ¡College ¡ Mar Williams Dean, Career ¡Technical ¡EducaGon ¡ Umpqua Communit College ¡ Steve Adkison Provost ¡ Eastern ¡Oregon ¡University ¡ Gary ¡Brown, Senio Scholar, AssociaGo o American ¡Colleges ¡and UniversiGes ¡(AAC&U) ¡ Academic ¡Director, AssociaGo for ¡AuthenGc, ExperienGa Evidence-­‑Based ¡Learning, (AAEEBL) Associate ¡Vic Provost, Portland ¡State ¡University ¡

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Section I: Early Inklings Or Why We Need a DQP

Gary ¡Brown,

Senior Scholar, AssociaGon of American ¡Colleges ¡and UniversiGes ¡(AAC&U) ¡ Academic ¡Director, AssociaGon for ¡AuthenGc, ExperienGal & Evidence-­‑Based ¡Learning, (AAEEBL) Associate ¡Vice Provost, Portland ¡State ¡University ¡

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accountability ¡

assessment ¡for ¡improvement ¡

hIp://www.learningoutcomesassessment.org/occasionalpaperone.htm

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curio,sity for'n'npr:o, vement

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0 professionals 0 instructor 0 peers

0 self

instructor

peer

MulGple reviewers ¡can ¡give ¡feedback. ¡

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Three Assessment Goals

• 1. Establish a system of

assessment that honors individual student and academic program agency.

• 2. Establish program level assessment

(feedback) focused on improvement in

teaching and learning.

• 3. Deepen our organizational understanding of

the valuable uses (and misuses) of

assessment.

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Feedback ¡can ¡be routed ¡back to ¡mulGple audiences.

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rs

Goals/Outcomes

Yes

31% Unclear 14%

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lnfortnation

Used to Guide Change

Credible

Stakeholder

Verifiable

Feedback 26%

SoTL

Not

4%

Documented

36%

Pilot Data 24%

~

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Section I: Early Inklings Or Why We Need a DQP

One ¡minute ¡reflec=on

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Section II The Oregon Project

Sonya ¡ChrisGan President ¡ Bakersfield ¡College ¡

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24 ins=tu=ons: ¡

7 universiGes ¡ 17 community ¡colleges ¡

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Total Headco1Dlt College 2010-11 Blue MOlmtain Community College 10,604 Central Oregon Community College 18,433 Chemeketa Community College 45,528 Clackamas Community College 36,163 Clatsop Community College 6,008 Columbia Gorge Community College 5,048 Klamath Community College 5,228 Lane Community College 37,561 Linn-Benton Community College 24,288

• Mt. Hood Community College

32,432 Oregon Coast Community College 1,306 Portland Community College 93,180 Rogue Community College 18,459 Southwestern Oregon Community College 10,247 Tillamook Bay Community College 2,690 Treasure Valley Community College 9,247 Umpqua Community College 16,047 TOTAL 372,469

Headcounts for community colleges are unduplicated annual totals, and include all types of students, even those enrolled in strictly non- credit work and those who are not seeking any award (Source: Oregon Community College 2010- 2011 Profi le, OCCWD)

Fall2010 University HeadcoWlt Eastern Oregon University 4,137 Oregon Institute of Technology 3,797 Oregon State University 24,439 Portland State University 28,522 Southern Oregon University 6,443 University of Oregon 23,389 Western Oregon University 6,233 TOTAL 96,960

Headcounts for OUS schools are for 4th week of fall term, and include all types of students at all levels, even those who are non-admitted. (Source: 2010 Enrollment Reports prepared by OUS Institutiona l Research).

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Discussions Beginning In Process

Advanced 50% 42% 8% 0% 43% 29% 29% 0% Stalled 0% 0%

At which stage would you currently describe your work with the DQP?

60%~-

• OR Community Colleges
• Oregon University System

Total N = 19: 7 Oregon University System (OUS) and 12 community colleges. Data Source: Year 1 Institutional Activity Report, Oregon DQP.

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Which of the following groups are you engaging with your DQP work?

• OR Community Colleges
• Oregon University System

Students 33% 43% Employers 25% 43% Contingent Faculty 33% 43%

Total N = 19: 7 Oregon University System (OUS) and 12 community colleges. Data Source: Year 1 Institutional Activity Report, Oregon DQP.

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• Q15. What are the more and less desirable outcomes or

implications of your work with the DQP? Increased scrutiny and discussion of learning outcomes, the learning process, and assessment of learning were often mentioned as desirable outcomes of the work with DQP. Other desirable

• utcomes included better alignment and articulation among

institutions, benefits to students from such alignments, as well as from translation into the classroom and general long-term enhancement of student success that informs public conversation about the value of higher education. Institutional initiative fatigue and recognition of the amount of work that is yet to be done, with the corresponding disenchantment if DQP does not fulfill its promise, were mentioned as less desirable aspects of the work.

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Grant Proposal: How?

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Degree Qualifications Profile

DEGREE OUTCOMES Associate Degree Bachelor Degree Discipline

Associate of Arts Oregon Transfer {AAOT) Associate of Science/ Transfer in Business {ASOT: Bus) Associate of Arts (AA) Associate of Applied Science (AAS) Associate of General Studies {AGS) Associate of Science {AS) Bachelor of

Art

{BA) Bachelor of Science {BS) Bachelor of Applied Science (BAS)

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Degree

Qualifications

Key features of the

Profile in Oregon

Oregon Project

Building on past work. Integrating with present work Documenting by the systematic use of technology Being ''open'' with content and technology

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Importance of visual ¡ representa=on of data

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Minard’s rendering of Napoleon's army

hIp://en.wikipedia.org/wiki/File:Minard.png

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• Dashboard at Arizona State University

Arizona ¡State ¡University ¡ hIp://www.asu.edu/dashboard/dashboardvideo.html

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Visual representation of Degrees at Lane CoiDmunity College

Applied Applied Civic Specialized Specialized Civic Broad Intellectual Broad

• Intellectual

AAOT

AAS

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Visual representation of Degrees at Lane Community College

AAOT ¡and AAS

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Section II The Oregon Project

One ¡minute ¡reflec=on

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Section III Integrating the work within the context of an institution’s journey with learning outcomes: A perspective from Eastern Oregon University

Steve Adkison ¡ Provost ¡ Eastern ¡Oregon ¡University ¡

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Learning Outcomes and Assessment Framework:

What Should EOU Students Know and Be Able To Do?

"Give ¡Students a Compass" ¡Ini=a=ve ¡

Degree ¡Program ¡ Co-­‑ General Educa=on Curriculum ¡ Core ¡ Pathway/Gateway

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Curriculum Mapping at EOU

• Where are university learning outcomes occurring in the

academic and co-curricula?

• Do students have opportunities to develop, practice and

perform these learning outcomes through Gen Ed, degree, and co-curricula?

• Do all students have access to these opportunities?
• How does the institution collect, monitor, and store learning
• utcome assessment data?

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Curriculum Ma En lish/Writin

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Concenb·a tions Concentl·ations Concentmtions

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409 Concentl·ations : ENGUWR : ENGLIWR : ENGLIWR : ENGI1WR : ENGLIWR : ENGUWR 407 403 403 403 403 403 300-Level

Lit: ENGL 322,

Lit: ENGL 322, Lit: ENGL 322, Lit: ENGL 322, Lit: ENGL 322, Lit: ? Lit: ENGL 322, 399, 390, 395, 339, 390, 395, 339, 390, 395 339, 390, 395 , 339, 390, 395, WR: WR320, 257, 390, 395, 422, 436, 446, 403, 407, 409, WR: WR 3 16, 422, 436, 446, 422, 436, 446, 330?, 341 or 446 448 422, 436, 446, 320 or 330, 328, 448 448 342, 351 WR: WR316, WR: WR316, 448 331, 341, 342, WR: WR316, WR: WR316, DS: WR320; 320, 331 , 351, 320 or 330, 328, WR: 316, 320 351 320 or 330, 328 , 341 , 342, 351 , 330? 341 or342 328 331, 341 or 342,

• r 330, 328,

DS: ENGL 316, 331, 341 , 342, 441 or442 DS: ENGL 3 16.

• 351. 441 or 442

331 , 341,342. 390; WR316, 351 DS: ENGL 390; 390 DS: ENGL316, 351 320 or 330; 328, DS: ENGL316, WR 316, 320 or 390; WR316, DS: ENGL 390; 341 or 342, 441 390; WR316, 330; 328, 341 or 320 or 330; 328, WR 316, 320 or

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320 or 330; 328, 342 341 or 342 330 ; 328, 341 or 341 or 342 342 200-Level Cot-e: ENGL Core: ENGL Cot·e: ENGL Core: ENGL Core: ENGL Core: WR230, Core: ENGL 201 , 239, 205 or 201 *; WR 222, 201 ; WR 222*, 201, 239, 205 or 201 , 239, 205 or 241 , 242 201 ; 206; WR 254, 206* or 230, 241 , 242, 230, 241, 242, 254, 206 or 207; 254, 206 or 207; DS: WR220 220, 230, 206 207; WR222, 243 243 WR222. WR222, 230, 230, 241, 242, 241 , 242, 243 243 Lit : ENGL 257 DS: WR220 100-Level Pre-reqs: Pre-reqs: WR

Pre-nqs:

Pre-reqs: Pre-reqs: WR ENGL 104, 107, 121 ENGL104, WR ENGL104, WR 121 108, 109 121 131 Pt·e-College P re-reqs: WR 115

EASTERN OR EGON

UN I VP,RSI 'r Y

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TracDat @ EOU

hIp://www.eou.edu/assess/general-­‑educaGon-­‑ assessment/ hIp://www.eou.edu/assess/academic-­‑program-­‑ assessment/

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The Essential Learning Outcomes

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LEAP ¡& DQP: DQP compentency ¡categories ¡at the degree/program ¡level ¡correspond ¡

to ¡the LEAP ¡essen5al ¡learning ¡outcomes ¡categories ¡at the university ¡level ¡. . . .

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Section III Integrating the work within the context of an institution’s journey with learning outcomes: A perspective from Eastern Oregon University

One ¡minute ¡reflec=on

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Section IV DQP as a descriptive tool, course level to degree level. The transformative power of visual representation of learning

• utcomes.

Mar Williams Dean, Career ¡Technical ¡EducaGon ¡ Umpqu Community College ¡

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Spider web mapping hIps://oregondqp.lanecc.edu/spidergraphs

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Section IV DQP as a descriptive tool, course level to degree level. The transformative power of visual representation of learning

• utcomes.

One ¡minute ¡reflec=on