21 st Century Learning Outcomes Project Management Plan: Introduction/Rationale

Transcription

1 21 st Century Learning Outcomes Project Management Plan: Introduction/Rationale The mission, goals, values, and initiatives in the SFCC Strategic Plan 2000 and the college s institutional effectiveness requirements are collectively a mandate for significant institutional change. Therefore, the college is in process of developing and implementing strategies and plans to enhance its effectiveness as a learning centered institution in the 21 st century. That is, an institution whose primary focus is student learning enriched and facilitated by academic and professional development opportunities for faculty and staff. Careful attention will continue to be given to providing excellent educational programs and services. The fundamental measure of institutional effectiveness will always be student learning. Characteristics of an excellent learning centered institution include clear statements of outcomes and measures; assessment and evaluation implemented within the context of commitments to improve; students, faculty and staff involvement and collaboration in the process of change. The college s General Education program has been given high priority in the change process because of its role in the preparation of students to function in today s society. At this time, the program relies on traditional, disciplinebased course selections. Students must choose courses from five academic disciplines (Creative Arts and Humanities, English, Natural Sciences, Mathematics, and Social Sciences and History) to complete their General Education requirements. There are no clear definitions of learning outcomes, and no consistent methods of assessing General Education outcomes and institutional effectiveness. Additionally, the program and policies do not provide flexibility for use of innovative learning strategies

2 that include interdisciplinary learning, learning communities, and multi-mini semesters. The need for a more effective General Education program will be addressed by developing and implementing initiatives that will result in a researchbased learning environment that is outcome oriented. This result is expected to have significant measurable positive impact on student learning and achievement. Goal /Objectives The 21 st Century Learning Outcomes Project is a strategy and plan to improve effectiveness of the General Education program. The project is implemented within the framework of the college s mission, educational programs, instructional delivery, and learning goals and objectives, as outlined in SFCC Strategic Plan 2000 and the college s institutional effectiveness requirements (see attachment). The following is the project s goal and five objectives. Goal: Define and document the acquisition of critical competencies students need to succeed in the workplace, transfer education, and in today s society. Objective 1: Identify a set of core competencies that encompass 21 st Century Learning Outcomes and assess the status of development and use of new standards for learning. Objective 2: Develop a set of curriculum components for the 21 st Century Learning Outcomes with (a) specific learning outcomes for each competency, (b) levels of performances that students should meet, (c) concrete indices of student work to demonstrate each level, and (d) assessment strategies for measuring student achievement at each level. Objective 3: Identify and implement best practices and multiple models for instructional delivery and support of 21 st Century Learning Outcomes. Objective 4: Develop nontraditional methods for documenting student achievement of 21 st Century Learning Outcomes beyond traditional grades, credits and degrees.

3 Objective 5: Disseminate model programs, practices and steps toward development with other institutions, educators and policy makers. Implementation Strategies (August 2000 June 2001) A Project Team has been selected to provide leadership and coordinate project activities (see attachment). The purpose and goal of SFCC s general education program are fundamentally consistent with those of the 21 st Century Outcomes Project. Therefore, the team has agreed that SFCC s general education outcomes will be called 21 st Century Learning Outcomes, as recommended in the League for Innovation s report, Learning Outcomes for the 21 st Century: Report of a Community College Study. These are the outcomes/skills that every adult should possess to function successfully in society today; and these skills are equally valid for all students, whether they transfer to a four-year college or university or pursue a career path after leaving the college. Additionally, the team has recommended acceptance of the eight categories of core skills resulting from research and planning in Stage One of the project. The categories may be modified as a result of extensive discussions with faculty and staff. The college has initiated a program funded in part by Title III that includes activities to develop and implement interdisciplinary courses in the Associate of Arts General Education program. The success of these activities and the 21 st Century Learning Outcomes Project is highly dependent upon clear definitions of learning outcomes and measures. Therefore, activities in the two major institutional initiatives are complementary and will be appropriately integrated. Objectives 1, 2, and 3 A taskforce will be established that includes the General Education Committee of the college s governance system and other members of the college community. The taskforce activities will be coordinated by the Project Team. The taskforce will be co-chaired by Assistant Vice President, Center of Academic and Professional Development and Activity Director/Coordinator, Title III.

4 The taskforce will be involved in discussions that include college mission, statements of values, goals and initiatives; characteristics of an excellent learning-centered institution; strategies for creating an institutional climate that supports learning; principles of good practice in undergraduate education; and strategies to involve all faculty in agreeing on 21 st Century Learning Outcomes; and the value and importance of assessing and documenting learning. The taskforce will be divided into subgroups that correspond to the following categories of core skills: Communications skills Mathematics skills Critical thinking and problem solving skills Community skills Interpersonal skills and Personal skills Information management skills Technology skills Project Activities Each subgroup will be led by the appropriate department chair or director to accomplish the following activities: By April 16, 2001, 90% of taskforce members will participate in 21 st Century Learning Outcomes survey. By May 1, 2001, review and modify SFCC General Education Learning Outcomes within context of 21 st Century Learning Outcomes. Prepare draft for distribution to all college personnel. By September 1, 2001, review, modify and confirm SFCC 21 st Century Learning Outcomes. By November 1, 2001, audit college curriculum to determine discipline responsible for teaching/learning each outcome. By January 2002, define/identify characteristics of each competency.

5 By March 2002, identify courses and program in the college that assess learning outcomes in non-traditional ways. By December 2002, for each competency, determine skill levels students should attain by graduation. By May 2003, determine assessment strategies for each competency. By August 2003, prepare template for each learning outcome that includes skill levels and assessment strategies and share with all faculty. By November 2003, select faculty to integrate specific skills development in course contents and instructional delivery strategies. By Fall 2004, implement learning outcomes initiatives in the SFCC General Education Program. A president s retreat will be held April 16 th to facilitate the work of the taskforce. Timelines for the objectives may be modified after the retreat. External and internal consultants will be used throughout the year to facilitate discussions and processes to effectively implement project activities. Consultants planned for use this year include: Dr. Susan Hatfield, Winona State University Departmental Assessment: Steps Toward the Assessment of Student Progress/Learning Dr. Susan Hill, Florida Community College Jacksonville Let s Talk About Teaching Series: Cooperative Learning and Learning Communities Dr. Stuart McRae, Santa Fe Community College Let s Talk About Teaching Series II: Peer Tutoring as a Successful Teaching Strategy Dr. Dabney Parks, Performance.

6 Institutional Effectiveness, Planning, and Assessment Dr. Karine Siplon, Central Florida Community College Assessing Student Learning Styles: Awareness & Application in the Classroom Dr. Vincent Tinto, Syracuse University Retention Strategies: Cooperative Learning, Learning Communities and Supplemental Instruction The Project Team will assess progress related to accomplishment of program objectives in March and June Results will be used as part of a framework for the development of plans for the second and third years of the project.