6/24/2009. Creating a Learning Culture and Acquiring Faculty Buy-In. There Will Be Prizes!

Transcription

1 Creating a Learning Culture and Acquiring Faculty Buy-In Dr. Rose Mince Dean of Instruction of Curriculum and Assessment Community College of Baltimore County There Will Be Prizes! This session will include a variety of creative and fun ways to increase faculty buy in and increase engagement with a learning culture. You have to attend the session to participate and earn fabulous cash prizes ; actually, there will be no cash, but there will be prizes! What is a Learning College/Culture? John Tagg A learning college is an institution that produces student learning and an institution that learns EVERYONE is a LEARNER, so 1

2 Let s Get Engaged! Make Engagement Inescapable Active and Collaborative Learning: Engagement In and Out of the Classroom Participated in a community based project Had discussion with instructors outside of class Worked with classmates outside of class to prepare class assignments Made a class presentation Make Engagement Inescapable Worked with other students during class Discussed ideas from classes with others (family members, co workers) Asked questions in class or contributed to class discussions Student engagement is an index of the nature and extent of the student s active participation in the learning process. Community College Survey of Student Engagement 2

3 More Good Ideas Give faculty a voice Help people connect to those who can support them Share stories Show them the data! Build collective responsibility Give rewards Have fun! Activity: Think, Pair, Share Revise the list of engagement strategies to include specific things that can be done at your institution to increase faculty engagement Share your list with a partner and steal all good ideas Circle your top two strategies and write when and how you can implement them What is a Culture of Evidence? Jeffrey Seybert Indicators of performance are regularly developed and data collected to inform decision making, planning, and improvement Individual id and institutional reflection and action are typically prompted and supported by data Good evidence=relevant, verifiable, representative, cumulative, and actionable 3

4 Why A Culture of Evidence? Accountability, Performance, and Outcomes Constituent Services Institutional Competitiveness Funding and Resource Allocation Security, Privacy, and Protection of Personal Information Educause Center for Applied Research (ECAR) Building a Culture of Evidence MDRC, Building a Culture of Evidence for Community College Student Success, Achieving the Dream, Lumina Foundation Colleges commit to collecting and analyzing data to improve student outcomes a process known as building a culture of evidence Identify which groups need the most help and implement strategies to improve academic outcomes Assessment in Education Definition Any way in which we judge the effect of an educational intervention Assessment attempts to answer the question Has the student learned what was intended to be learned? Assessment is the process that takes us from ideas, opinions, and, at times, confusion to understanding in a manner that is precise, predictive, valid, and reliable (McDoniel, 2009) 4

5 A Review of the Assessment Literature Peter Ewell, Assessment Update, Jan Feb, 2009 New Leadership for Student Learning and Accountability, a pamphlet jointly published by AACU and CHEA, Jan., 2008 US colleges and universities need to assume responsibility for generating credible evidence of student achievement without government bidding and put forward a set of framing principles A Review of the Literature A Culture of Evidence: Postsecondary Assessment and Learning Outcomes: Recommendations to Policymakers and the Higher Education Community ETS Carol Dwyer, Catherine Millett, David Payne, June, 2006 What is needed is a systematic, data driven, comprehensive approach (Continued) Postsecondary education today is not driven by hard evidence of its effectiveness. Consequently, our current state of knowledge about the effectiveness of a college education is limited. The lack of a culture oriented toward evidence of specific student outcomes hampers informed decision making by institutions, by students and their families, and by the future employers of college graduates. 5

6 Spellings Commission Report Change from a system primarily based on reputation to one based on performance Use the results of student learning assessments to indicate how much students skills have improved over time; this data should be made availableto students and reported in the aggregate publicly Strategic actions designed to make higher education more accessible, more affordable, and more accountable, while maintaining world class quality Activity Time: Take a Stand! Anecdote Best Practice Online Cost Effective Process Longitudinal Comparison Micro lens Collaborative Learning Impact lots of students Creativity Evidence Individual Freedom On ground Innovative and Excellent Product Making Changes to Improve Macro lens Individual Performance Personalized learning Assessment Learning College Tenets A learning college/culture Makes learning its central focus Makes students active partners in the learning process Assumes final responsibility for producing student learning Focuses on learning outcomes to assess student learning and success 6

7 Learning College Tenets Creates a holistic environment that supports student learning Ensures that every member of the college community is a learner Evaluates all areas of the college by the ways they foster student learning Terry O Banion Learning Culture=Assessment A Learning College succeeds only when improved and expanded learning can be documented for its learners What does this learner know? What can this learner do? institutional assessment efforts should not be concerned about valuing what can be measured, but, instead about measuring that which is valued. ----Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W. (1996) 7

8 Accreditation is about: Mission Continuous Improvement Ensuring that the Curriculum leads to Student Learning The Community College of Baltimore County 22 The Community College Of Baltimore County A winner of the 2006 Council for Higher Education Accreditation (CHEA) award for Institutional Progress in Student Learning Outcomes, based on: Articulating and providing evidence of outcomes Providing evidence of success with regard to outcomes Informing the public about outcomes Using outcomes for institutional improvement A winner of the 2008 Community College Futures Assembly Bellwether Award for Institutional Programs and Services The Community College of Baltimore County 23 LOA Booklet CCBC Guide to Learning Outcomes Assessment and Classroom Assessment Techniques 24 8

9 Learning Outcomes Assessment (LOA) LOA Web page: Assessment is a natural and ongoing component of the instructional process. All members of the institution s hare responsibility for student learning during their tenure at the College. Continuous improvement of learning is a collective enterprise upon which the success of instructional units depends on the organized support and cooperation of others. Learning Outcomes Assessment Advisory Board CCBC s Outcomes Assessment Philosophy Faculty driven Formative Risk free environment Research based Rose Mince, CCBC 26 CCBC Assessment Definition Purposeful, systematic, and collaborative process Driven by the institution s desire to improve student learning Deliberate course of action that defines expected student achievement in terms of learning outcomes and core competencies Measures actual student achievement using pre determined internal standards and external benchmarks 27 9

10 CCBC s Outcomes Assessment Philosophy Natural, ongoing part of instruction Consistent with traditional instructional practices Designed to meet specific objectives Can serve multiple purposes Risk free environment 28 Assessment: Promotes a culture of accountability Informs decisions for continuous improvement of learning Assessment should ldbe: Meaningful = faculty designed and coordinated Manageable Flexible Truth seeking/objective/formative 29 Five Stages of Assessment at CCBC 1. Design and Propose an LOA Project 2. Implement the Design; Collect and Analyze the Data 3. Redesign the Course to Improve Student Learning (Intervention stage) 4. Implement Course Revisions and Reassess Student Learning 5. Report Final Results 30 10

11 Interventions=Most Critical Stage Rose Mince, CCBC 31 CCBC Assessment Home Page CCBC Learning Improvement Pages (CLIP) Preparing Students for Academic Challenges Engaging Students in Active and Collaborative Learning Making Cultural Connections to Enhance the Learning of All Students Encouraging Faculty/Student Interaction Developing Management Strategies to Improve Learning 32 Professional Development Transforming lives through teaching and learning 33 11

12 Timeline of Assessment Before During After Formative and Summative Assessments Before Formative During Formative After Summative The Chef and the Soup Analogy Formative assessment of the soup Summative assessment 12

13 Formative and Summative Assessment Purpose Time of assessment Formative Monitor and guide a process while still in progress Summative Judge the success of a process at it s completion During the At the end or after the class/course/learning / unit class/course/learning / unit Assessment techniques Informal observation Tests, projects and term papers Use of assessment information Improve teaching and learning while still in process Judge how much students have learned Airasian, P. (1991). Classroom Assessment. New York: McGraw Hill. 13

14 Example Formative Assessment Method Critical Incident Questionnaire (CIQ) (Brookfield, 1995) Short questionnaire Administered weekly Summarized or highlighted at next class Adapted CIQ Please answer these 5 questions as they relate to this session: At what point in the session did you feel most engaged with what was happening? At what point in the session did you feel most distanced from what was happening? What action that someone took during this session did you find most helpful or affirming? What action that someone took during this session did you find most puzzling or confusing? What about this session surprised you most? How Can You Use This information? Ideas? Adaptations for your institution? Other thoughts that occur to you? 14

15 Thank You for Attending Rose Mince