Saddleback College Degree Qualifications Profile Project. Webinar Presentation Presented by Heidi Ochoa and Claire Cesareo June 18, 2014

Transcription

1 Saddleback College Degree Qualifications Profile Project Webinar Presentation Presented by Heidi Ochoa and Claire Cesareo June 18, 2014

2 College Participants Education Planning and Assessment Committee (EPA): Claire Cesareo Educational Planning and Assessment Coordinator and Project Lead Heidi Ochoa Program Review/AUR Coordinator and Speech Faculty Project Lead June Millovich Student Learning Outcomes/ AUOs Coordinator and Child Development Faculty Project Lead Caroline Durdella Director of Planning, Research and Accreditation

3 Sponsorship of Project Degree Qualification Profile Project sponsored by Accrediting Commission for Community and Junior Colleges (ACCJC) with support from the Lumina Foundation

4 Project Description The Saddleback College project intended to work towards improving employer, community and student understanding of associate degrees by: 1. Aligning Institutional Student Learning Outcomes (ISLOs) with the DQP; and 2. Creating a signature assignment within two pilot programs (one transfer and one CTE) that would enable the assessment of multiple ISLOs and PSLOs at or near the end of a student s degree completion.

5 Project Process Discussion of DQP outcomes Revision of college ISLOs to align with the DQP Revision of pilot program PSLOs to align with the DQP and linkage to revised ISLOs Revision of identified course- level SLOs and linkage to revised ISLOs and PSLOs Creation and implementation of signature assignments Signature projects assessment Evaluation of findings Plan for future institutionalization

6 Alignment with the DQP The college s ISLOs were evaluated in relation to the DQP ISLOs were rewritten as needed The DQP incorporates ISLOs, PSLOs, and, in some cases, course- level SLOs (Specialized Knowledge, for example, is at the program- level; Board Integrative Knowledge is at the course- level) Much of the language of the DQP was not used verbatim, but was adapted to fit our college culture.

7 Overview of Child Development Pilot The DQP helped the Child Development faculty validate the efforts of the statewide development of California Competencies for Early Education Educators. The DQP was also useful in revising some course- level SLOs where gaps had been found and in assessment practices. Although a practicum capstone course already existed for the program (The Student Teaching Experience), participation in this project enabled them to develop a comprehensive assignment to assess multiple ISLOs and PSLOs, especially those related to applying what they learned while in the program.

8 Overview of Speech Program Pilot Two Signature Assignments were written to align with all Course- level SLOs that map to both PSLOs and ISLOs. Each participating student completed a survey to help identify influential variables, such as: degree information, the number of speech courses taken at Saddleback, number of speech courses taken at other colleges, etc. Students were assessed (not graded) using a rubric containing each of the Course- level SLOs. The department used the results to discuss the potential of revising PSLOs and SLOs, lecture materials, and supplemental materials.

9 Key Learnings of the Project Programs, such as Child Development, which have a capstone course that all students must take to finish the program can more easily assess the cumulative and retained knowledge of its students. Other programs within community colleges, such as Speech, which do not have a particular sequence or a capstone course, have a more difficult time in assessing the depth of knowledge that students obtain from the program and the integration of that knowledge.

10 Future Plans Our hope is to find a way for all programs to be able to assess the cumulative learning of students who obtain a degree or certificate through the use of either capstone courses/projects, exit exams, or e- Portfolios. In the fall 2014, we will be organizing seminars and workshops for faculty based on our experiences in the DQPP.

11 Conclusions The DQP framework was useful in helping the college to further develop and expand upon our institutional- level outcomes and to revise program- level and course- level outcomes as needed. It also enabled us to highlight a central problem for community colleges in being able to truly understand the value of our degrees and certificates.

12 Contact Information For more information, contact: Claire Cesareo Heidi Ochoa June Millovich