Back to Basics. Evolving Program Student Learning Outcomes from Florida Curriculum Frameworks. June Presented by Michael D.

Transcription

1 Back to Basics Evolving Program Student Learning Outcomes from Florida Curriculum Frameworks June 2012 Presented by Michael D. Staley, PE, PMP Dean, School of Engineering, Design & Construction

2 Table of Contents The SACs Cycle Creating Curriculum Defining Program SLOs How and Where to Measure SLOs Questions Back to Basics 2

3 Learning Objectives At end of session, attendees will be able to: Apply methodology presented to develop program student learning outcomes based on State Curriculum Framework and other professional Standards Identify manageable program assessment strategies Back to Basics 3

4 SACS CYCLE Back to Basics 4 College-wide Outcomes Assessments Program Outcomes Specialty Accreditations Course Outcomes Curriculum Framework

5 Definitions SACS Resource Manual, revised March The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional effectiveness) educational programs, to include student learning outcomes Back to Basics 5

6 SACS Cycle Setting up the process Identifying the objectives what should the outcomes be Measuring the outcomes where are you measuring the outcomes how are you measuring the outcomes Creating an action plan Analyze the data Develop continuous improvement plan Implementing plan Document, Document, Document Back to Basics 6

7 Back to Basics CURRICULUM

8 Framework to Assessments Back to Basics 8

9 Program Framework Program Framework provides the objectives to be covered by the Program The Program Framework forms the criteria of the Program Curriculum and is informed by: Florida Dept. of Educ. Curriculum Framework Licensing Boards, Professional Accreditation Organizations, and Industry Advisory Boards. This Framework outlines the Program Objectives. Forms criteria of program curriculum Informed by: Florida Department of Education Curriculum Framework Licensing board Professional accreditation organizations Industry advisory boards Provides objectives to be achieved by program Back to Basics 9

10 Curriculum Matrix Curriculum which describes program courses, with specific topics detailed in the course syllabi Program Curriculum, developed by College Faculty, details what is being taught in the program and is approved by the College Curriculum Committee. The Curriculum Matrix shows which courses incorporate each Objective outlined in the Curriculum Framework. The Program Curriculum further defines the Student Learning Outcomes (SLOs), which include: College-wide SLOs, and Program-specific SLOs. Developed by College faculty Details what is approved by College Curriculum Committee and being taught in program Shows which courses incorporate each standard outlined in Curriculum Framework Defines student learning outcomes (SLOs), including College-wide and program-specific Describes program courses with specific topics detailed in Master Course Syllabi Back to Basics 10

11 Curriculum Matrix Program-Specific Student Learning Outcomes (PSLOs): Program Title: BAS/AS Interior Design 1. Programming & Design: The student shall illustrate proficiency in the art and science of programming, concept, and design development. Career Cluster: Architecture, Engineering and Construction 2. Presentation: The student shall illustrate proficiency in professional communication and presentation of concept and design to include visual, oral, and written modalities. Updated By: Cheryl Knodel 3. Professional Practice: The student shall illustrate proficiency in professional practice to include contract for professional services and the development of an Interior Design business plan. On This Date: 5/23/2012 DOE Curriculum Framework Alignment Where Each Objective is Incorporated Core Competencies Measurable Course Objectives 1 Identify and apply elements and principles of basic design to interior spaces. (1.0) 1 2 Describe the interrelationship between humans and their interior environments. (2.0) 1 3 Plan for space utilization and development according to identified functions. (3.0) 1 4 Select and arrange furniture, equipment, and accessories. (4.0) 1 5 Identify the appropriate use and function of interior furnishings and materials. (5.0) 1 6 Identify, research, and specify interior design materials and resources. (6.0) 1 7 Research and specify appropriate interior lighting. (7.0) 1 8 Identify interior methods and systems in building construction. (8.0) 1 Identify building codes, regulations, and legislation relating to residential and non-residential spaces. (9.0) Communicate design concepts through visual and oral presentation skills. (10.0) 2 11 Demonstrate employability skills and identify job and career opportunities. (11.0) 3 Identify business organization and development procedures and/or systems for a professional practice. (12.0) Analyze historical, cultural, and societal influences on structures, interiors, and furnishings. (13.0) Analyze the concept of readapting and/or renovating existing structures. (14.0) 1 15 Incorporate evaluation, space planning, layout, workflow, and design into a project. (15.0) 1 16 Coordinate the interior with the exterior of a building/residence where appropriate. (16.0) 1 17 Calculate the costs involved in a budget estimate of an interior project. (17.0) 3 Learn the process of preparing a complete set of working construction drawings of a residential building manually and/or electronically. (18.0) Identify the effects of sound on habitable spaces. (19.0) 1 20 Identify egress requirements. (20.0) 1 21 Design safe and universally accessible spaces. (21.0) 1 Prepare the basic agreement between the designer and the client, identifying services and responsibilities. (22.0) Program-Specific SLOs Foundation (54 credit hours) IND 1010 Design Studio I IND 1022 Basics of Int Design IND 1100 Historic Interiors I AS Interior Design Technology Demonstrate a basic knowledge of computer skills. (23.0) 2 24 Identify, research, and design sustainable interiors. (24.0) 1 Back to Basics 11 IND 1229 Design Concepts IND 1404C Technical Design I IND 1422 Interiors Estimating IND 1423 Survey of Materials IND 1429 Textiles for Interiors IND 1935C Bldg & Barrier-free Design IND 2012 Design Studio II IND 2014 Design Studio III IND 2016 Comm Design I IND 2130 Historic Interiors II IND 2221 Commercial Design II IND 2305 Int. Des. Graphic Design I IND 2424C Technical Design II IND 2460C Computer-Aided Drafting I IND 2500 Prof. Prin. & Practices IND 2523 Portfolio Review IND 2608 Sustainable Design I IND 29xx Co-operative Internship Technical Electives (6 credit hours) General Education (AS - 15 ch; BAS - 36 ch)

12 Master Course Syllabus Course Syllabi that outline course topics and measurement of student progress Course Syllabi detail the topics covered in each course of the Program Curriculum. Included in these syllabi are the Program objectives covered in that course. The Master Course Syllabus is typically initiated by the Department or Program Chair and the Classroom Instructor Syllabus is developed by the instructor, using department guidelines. The individual Course Syllabi are developed by instructors in conjunction with the Department and/or Program Chair. Details topics covered in each program curriculum course Includes College-wide and program student learning outcomes covered in course Typically initiated by Department or Program Chair Used by individual instructors to develop course syllabi based on Department guidelines Outlines measurement of student progress through assignments, quizzes, tests, etc. Back to Basics 12

13 Course Measurement Course-Specific Assignments, Quizzes, Tests Course Assignments, Quizzes, and Tests are created by the instructor to assess student progress in the course. In addition to these instruments, included in this section are two Course Analysis matrices. These matrices show how and where the assignments cover the College-wide Student Learning Outcomes and the Program Objectives. Based on Course Assessment Matrices, which show how and where course measurements cover College-wide and programspecific student learning outcomes Created by instructor to assess student progress in course Provide ongoing input for program-specific student learning outcomes Back to Basics 13

14 DEFINE PROGRAM SLOs Back to Basics 14

15 Flow of Standards to Outcomes Back to Basics 15

16 EXERCISE see handouts Back to Basics 16

17 Input Criteria Back to Basics 17

18 The Magic curriculum advisory boards professional accreditation state licensing curriculum advisory boards professional accreditation state licensing curriculum advisory boards professional accreditation state licensing curriculum advisory boards professional accreditation Technical Design Presentation of Ideas & Concepts Business/ Professional Practice Back to Basics 18

19 Program SLOs Program-Specific Student Learning Outcomes 1 The student shall illustrate proficiency in the art and science of programming, concept and design development. 2 3 The student shall illustrate proficiency in professional communication and presentation of concept and design to include visual, oral and written modalities. The student shall illustrate proficiency in professional practice to a include contract for professional services and the development of an Interior Design business plan. Back to Basics 19

20 HOW & WHERE TO MEASURE SLOs Back to Basics 20

21 Program-Specific SLOs Formative and summative assessments are performed in courses with major emphasis Major emphasis refers to courses which cover in detail those skills and topics required to achieve program-level outcome, i.e., applied mastery of knowledge/skills. Supporting emphasis refers to courses which cover those skills and topics at introductory level. Back to Basics 21

22 Program-Specific SLOs Major Code: INTDS-AS New CIP: Old CIP: Program Title: AS Interior Design Technology Updated: Jun-12 By: Cheryl Knodel Career Cluster: Architecture, Engineering and Construction Where Each Outcome is Incorporated Program-Specific Student Learning Outcomes Foundation Courses (54 credit hours) IND 1010 Design Studio I IND 1022 Basics of Int Design IND 1100 Historic Interiors I IND 1229 Design Concepts IND 1404C Technical Design I IND 1422 Interiors Estimating IND 1423 Survey of Materials IND 1429 Textiles for Interiors IND 1935C Bldg & Barrier-free IND 2012 Design Studio II IND 2014 Design Studio III IND 2016 Comm Design I IND 2130 Historic Interiors II IND 2221 Commercial Design II IND 2305 Graphic Design I IND 2424C Technical Design II IND 2460C Computer-Aided Drafting IND 2500 Prof. Prin. & Practices IND 2523 Portfolio Review IND 2608 Sustainable Design I IND 29xx Co-operative Internship Discipline Electives (6 credit hours) General Education (AS - 15 ch; BAS - 36 ch) The student shall illustrate proficiency in the art and 1 science of programming, concept and design M S S S S S S S S M M M S M S S S S S development. The student shall illustrate proficiency in professional 2 communication and presentation of concept and design to include visual, oral and written M S S S M M M M S S S M S modalities. The student shall illustrate proficiency in professional 3 practice to a include contract for professional services and the development of an Interior S S S S S S S S S M M S Design business plan. Studio and Design courses Professional Practice courses Portfolio Courses AS Degree Courses M = Major Emphasis s = Supporting Emphasis Back to Basics 22

23 Supporting & Major Emphasis Back to Basics 23

24 Definitions Formative Assessments: Evaluate student learning throughout program, utilizing course quizzes, pre and post-tests, term papers, etc. Frequently used to gather periodic feedback about student learning occurring in program, enabling educator to adjust instruction accordingly Summative Assessments: Evaluate student mastery of competencies and ability to apply knowledge upon completion of degree-required coursework Frequently assessed in program capstone or portfolio courses Back to Basics 24

25 Measuring Outcomes e.g., IND2523 Design Portfolio e.g., IND2014 Studio III e.g., IND2012 Studio II e.g., IND1010 Studio I Back to Basics Formative: - Incremental learning - Trajectory to clear SLO Summative: Incremental learning is no longer good enough have we mastered all the knowledge and skills can we apply knowledge 25

26 Triangulating Assessments Direct Back to Basics Direct Indirect 26

27 Triangulating Assessments Programming and Design: The student shall illustrate proficiency in the art and science of programming, concept and design development. Pre and Post Tests Capstone / Portfolio Rubrics Surveys End of course Advisory Creativity Design: Applies Elements & Principles of Design Time and Effort Included All Components Aesthetics Excellent Average Poor Selections and board design reflect an exceptional degree of student creativity in their creation and/or display Swatches, labels, sketches, renderings, graphics or pictures are arranged well; Care has been taken to balance the pictures and swatches across the board; Excellent size swatches; good variation in sizes Class time was used wisely. Much time and effort went into the planning and design of the collage. It is clear the student put in a lot of time and effort outside of class time. A few creative ideas, but no bold or comprehensive concepts. The arrangement of items is not very attractive. It appears there was not a lot of planning of the item placement. Most swatches are too small. Class time was not always used wisely, but student put some additional work at home. Student did not demonstrate creativity in selections or board design; a simple restatement of project information provided to student. It appears little attention was given to designing the board. Class time was not used wisely and/or the student put in no additional effort. All specified rooms Programming included. and All Design: required rooms One or more rooms All items labeled; The several student shall illustrate included; proficiency items labeled; in the art and science missing; of all programming, items not concept and sketches, renderings, design development. few sketches, renderings, labeled; no sketches, graphics or pictures included illustrating Creativity design style; library included Comments: although not required. graphics or pictures to illustrate design style. renderings, graphics or pictures to illustrate 1 2 design style. 3 Excellent transition of color with excellent contrasts and connections within rooms and from room to room. Good balance Comments: of color(s). Fabric selections, textures, and patterns create harmonious feeling. Average transitioning, contrasts and balance of color. Need more Poor color connections within and between rooms. Need more Design: Applies Elements variation & in Principles color, texture, of Design contrasts and 1 balance 2 in 3 and/or patterns. Some colors. A very selections work well disconnected feeling. together; others do not. Time and Effort Comments: Included All Components Comments: Aesthetics Comments: Back to Basics 27

28 SACS Cycle tudent Learning Outcomes (SLOs) defined for program easure SLOs nalyze Data ontinuous Improvement (Action) Plan ontinue the Cycle Back to Basics 28

29 QUESTIONS? Back to Basics 29

30 Thank you! Michael Staley, P.E., P.M.P. Back to Basics 30

31 References Back to Basics Allen, M. J. (2004). Assessing Academic Programs in Higher Education. Bolton, MA: Anker. Angelo, T. A. "Reassessing (and Defining) Assessment." The AAHE Bulletin, 4B (2), November Angelo, T. A. & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass. Banta, Trudy W. and Palomba, Catherine A. (1999). Assessment Essentials, Planning, Implementing, and Improving Assessment in Higher Education. Jossey-Bass. Cross, K. P. & Steadman, M. H. (1996). Classroom Research: Implementing the Scholarship of Teaching and Learning. Jossey-Bass. Leskes, A. (2002). Beyond Confusion: An Assessment Glossary. American Association of Colleges and Universities. Maki, P. (2004). Assessing for Learning: Building a Sustainable Commitment Across the Institution. Sterling, VA: Sterling. Marchese, T. J. (1987). Third Down, Ten Years to Go. AAHE Bulletin, 40, 3-8. Nichols, J. (2005). The Administrative Unit Assessment Handbook: Measuring Student Support Services and Administrative Objectives. Retrieved July 26, 2011 from the University of Central Florida Web Site: Stevens, D.D. & Levi, A. J. (2005). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus. Suskie, L. (2004). Assessing Student Learning: A Common Sense Guide. San Francisco, CA: Josey-Bass. Walvoord, B.E., (2010). Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco, CA: Josey-Bass. 31