Incorporating Institutional Learning Outcomes into Course Curriculum Regional Community College Assessment Conference Adam Borth Director of Research and Assessment
Overview Objectives of the session Background Review institutional outcomes • Trend data • Approach Simple formative mapping • Why? • Activity
Institutional Profile FTE: approximately 1,200 Programs: 45 Demographic: • 75% of total enrollment under age 23 • 48% Hispanic (Fall 2015) Located in Liberal, KS
Objectives Provide examples to make everyone consider: • Different ways of providing formative assessment in the classroom • Explicitly addressing the relationship to these and more summative assessments • Leaving today with an idea for yourself (or to pass on to a faculty member) for correlating institutional learning outcomes into course curriculum
Institutional Outcomes at SCCC Nine different outcomes Very typical of many comprehensive community colleges Broad base of what we all desire our students to learn (especially those earning a credential)
Institutional Outcomes at SCCC Critical Reading Writing Oral Communication Quantitative Literacy Critical Thinking Information and technology literacy Diversity Civic Responsibility Workplace Skills http://www.sccc.edu/academics/assessment/Inst_outcomes.cfm
Measured in a variety of ways CAAP SSI’s (Noel -Levitz & CCSSE) Pre/Post comparative data Program assessment results Artifact Scoring (using standardized rubrics)
Summative Measurements These are great – do they check progress along the way? Linking SLO’s at the institutional level, to those within a course takes a more formative approach • Many assignments can be linked to not only a core outcome for the course/program, but, also an institutional outcome Idea of content mastery outweighing an institutional skill set is becoming antiquated, and is a disservice to our students
Graduate Assessment Data – CAAP Reading
Graduate Assessment Data - Writing
Graduate Assessment Data - SAILS
Oral Communication Institutional Outcome #3 Communicate ideas clearly and proficiently in speaking • appropriately adjusting content and arrangement for varying audiences, purposes, and situations.
Data Set – Two Questions Need • Focus on delivery Should this be exclusive to Public Speaking courses? Can delivery be improved in different courses across program and general education curriculum?
Oral Communication Rubric – Delivery
Oral Communication Rubric – Delivery 1: Does Not Meet Expectations
Oral Communication Rubric – Delivery 2: Partially Meets Expectations
Oral Communication Rubric – Delivery 3: Meets Expectations
Oral Communication Rubric – Delivery 4: Exceeds Expectations
Major Points 43% (of the target 60%) in 2014 were reaching the 2.8 rubric baseline score • The majority of students are not meeting expectations (of what could be considered a fairly low benchmark) This institutional outcome could be reinforced in course curriculum in a multitude of ways
Oral Communication Deliver message with specific purpose Audience present Speaker has a reason to be speaking Speaker is focal point Requires preparation/practice usually
Assignment Examples History: Presentation about historical event Auto Tech: Explain to classmates functionality of a multimeter Business Admin: Pitch the economic impact of a business Math: Demonstrate how to use the quadratic formula to solve a quadratic equation Nursing: Any practical demonstration with explanation
Creative Development Identify one student learning outcome from your institution Apply it in a course • What is the course? • How would it be beneficial to the students? • What is the end result? • How do we know? Discuss this idea with someone near you • Practical ideas?
Concluding Thought These may not be flagship assessments for the institution as a whole It is contributing to the student learning experience, and increasing the likelihood of leaving the institution with the skill set Continuous improvement of student success is what drives us all
Questions? Adam Borth adam.borth@sccc.edu Office: 620.417.1600 Cell Phone: 316.249.8555
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