Cathrael Kazin, JD, PhD Chief Academic Officer

Transcription

1 AT SOUTHERN NEW HAMPSHIRE UNIVERSITY Cathrael Kazin, JD, PhD Chief Academic Officer 2012 Southern New Hampshire University. All rights reserved. 1

2 My background Assessment Almost 10 years at ETS o Led development of new assessments and competency models 5 years at National Institute of Testing and Evaluation (Israel) o Responsible for English language testing Recovering academic Former faculty member at University of Iowa English Department Experience teaching both traditional and nontraditional Lawyer specializing in higher education and employment issues Hogan & Hartson (now Hogan Lovells) US Department of Labor 2012 Southern New Hampshire University. All rights reserved. 2

3 College for America at SNHU Creation of Innovation Lab in 2011 $1 million grant from Next Generation Learning Challenges (funded by Bill and Melinda Gates Foundation) Accreditation approval by NEASC Proposal submitted to US Department of Education to offer financial aid under Direct Assessment provision 2012 Southern New Hampshire University. All rights reserved. 3

4 Our Team Kris Clerkin Executive Director Yvonne Simon Chief Learning Architect Kate Kazin Chief of Assessment Chief Academic Officer Brian Peddle Director of Technology Dan Remmes Project Coordinator Martha Rush- Mueller Director of Partnerships David MacWhinnie Product Manager PLUS Coaches & Reviewers 2012 Southern New Hampshire University. All rights reserved. 4

5 Goals 1. Radically lower price and cost - - of college 2. Create meaningful access to higher education 3. Encourage persistence leading to completion 4. Foster connections between college and workplace 5. Provide clear evidence about what college graduates know and can do 2012 Southern New Hampshire University. All rights reserved. 5

6 Here s what we did Faculty at the center Students at the center Expert teaching model Mentor, peer- to- peer, community support model High- cost content Free and low- cost content Time fixed, learning undefined Time variable, learning defined Transcript as black box Dynamic Learning Map Big- chunk courses Granular competencies Learners come to institution Learning comes to students Disconnect between higher education and workplace employers as partners in higher education 2012 Southern New Hampshire University. All rights reserved. 6

7 First offering A.A. in General Studies Extremely low cost (under $2,500 a year all- inclusive) Competency- based Online Flexible: self- paced, and self- directed Organized around 120 competencies, not courses 2012 Southern New Hampshire University. All rights reserved. 7

8 What we mean by competencies Can Do statements like: Can negotiate with others to resolve conflicts and settle disputes Can work with others to accomplish a task Can speak effectively in order to persuade or motivate Can define and use marketing terminology and concepts Can generate a variety of approaches to addressing a problem Can distinguish fact from opinion Can convey information by creating charts and graphs 2012 Southern New Hampshire University. All rights reserved. 8

9 Three categories of competencies Foundational Skills Personal and Social Skills Content Knowledge 2012 Southern New Hampshire University. All rights reserved. 9

10 9 Competency Clusters FOUNDATIONAL SKILLS Communication Skills Critical and Creative Thinking Quantitative Skills Digital Fluency and Information Literacy PERSONAL AND SOCIAL SKILLS Personal Effectiveness Ethics and Social Responsibility Teamwork and Collaboration CONTENT KNOWLEDGE Business Essentials Science, Society and Culture 2012 Southern New Hampshire University. All rights reserved. 10

11 How does the program work? Students demonstrate mastery of competencies by completing Tasks Tasks are authentic, engaging projects that enable students to learn by doing, e.g., Creating a marketing plan Analyzing an ad Developing a budget Conducting web research Writing a paragraph Students choose their own paths: Start slow with Level 1 and 2 Tasks Start with the most challenging Level 3 Tasks 2012 Southern New Hampshire University. All rights reserved. 11

12 Learning through tasks Tasks come complete with everything a student needs: Overview Detailed directions Scoring guide (rubric) Resources to complete the task Skill- building tips A trained Reviewer provides feedback based on the rubric within 48 hours Students can submit a Task until they achieve mastery 2012 Southern New Hampshire University. All rights reserved. 12

13 Sample Level 1 Task Demonstrates Mastery of 1-2 Competencies COMPETENCY Can write a paragraph TASK Write a paragraph describing an item you have recently purchased. Explain what you want this item to do. Why did you choose this particular item over others? Begin your paragraph with a topic sentence introducing your main idea. Develop the point by using supporting examples. Use correct spelling and punctuation. RESOURCES: You will find resources to help you with writing paragraphs and using correct spelling and punctuation here. CRITERIA YES NOT YET Introduces the topic or main idea using a topic statement Uses supporting examples or otherwise develops the main idea Has no or few errors in spelling and punctuation; any errors do not interfere with meaning Writing is clear and easy to understand Sentences are connected logically 2012 Southern New Hampshire University. All rights reserved. 13

14 Sample Level 3 Task Demonstrates Mastery of Multiple Competencies COMPETENCIES Can use logic, reasoning and analysis to address a business problem Can write a business memo Can use a spreadsheet to perform calculations Can synthesize material from multiple sources Can evaluate information and its sources critically TASK Your boss has asked you to write a formal memo evaluating two potential vendors for a new vending machine for the employee lounge. Recommend one vendor to your boss and justify your reasoning. Read and analyze the relevant material and perform any necessary calculations. Use correct spelling and grammar and spellcheck your work before submitting it. RESOURCES: You will find proposals from the potential vendors, as well as advertising brochures and the results of an employee opinion survey, here. You will find resources to help you with writing business memos and using spreadsheets here Southern New Hampshire University. All rights reserved. 14

15 Student Dashboard Priority activity Scheduled Tasks Recent activity Who s online Progress meter

16 Community Students have multiple sources of support: SNHU Coach, who help students set their pace An Accountability Partner whom students choose A mentor from the student s workplace A reviewer who evaluates tasks and gives feedback College for America community (including other students in the program) 2012 Southern New Hampshire University. All rights reserved. 16

17 Costs We are piloting the program beginning in January 2013 Free for pilot participants through August 2013 Feedback actively encouraged and solicited When the program launches in September 2013, the price will be less than $2,500 a year, all- inclusive 2012 Southern New Hampshire University. All rights reserved. 17

18 Competency- Based Assessment at a Connec1cut Community College Michael A. Rooke, Ph.D. Dean of Academic Affairs

19 Tunxis CC Ability- Based Educa1on AFer our NEASC review in 2001, the college began reviewing possible outcome assessment methods Received Title III grant, 2004 Goal to create a culture of academic assessment Electronic porqolio was important element Variety of means of assessment, locally developed

20 Ability- Based Educa1on Over three summers, more than 30 faculty auend Alverno Summer Ins1tute Intensive review of the Alverno Model of assessment Adapted to fit community college model

21 Current Model: Ten Abili1es Communica1on; Cri1cal Thinking; Informa1on Literacy; Technology Literacy; World Cultures and Perspec1ves; Aesthe1c Engagement; Quan1ta1ve Reasoning; Scien1fic Reasoning; Ci1zenship, Values, and Ethics; Teamwork and Interpersonal Skills

22 NEASC Visi1ng Team Remarks (2011) The thoughqul and thorough ability- based educa1on program and assessment of general educa1on abili1es are strongly posi1ve features of the educa1onal program at Tunxis Community College.

23 Current Status Every course has between 1-3 general educa1on abili1es embedded All degree programs have assessed program abili1es Ability groups review Gen. Ed. assessments voluntarily submiued each semester Many degree programs require Capstone Electronic PorQolio Assessment Ability Assessment Team, with faculty assessment coordinator, provide oversight of the process Spring 2012 we had over 60,000 student assessments

24 Grades and Last Best Ability Scores Not Sa1sfactory Sa1sfactory Dis1nguished A B C D F W

25 Lessons Learned Successfully built culture of assessment Agreeing on the abili1es was the easy part Designing good assessments is Hard! Inevitable faculty resistance when the hard work really begins Create a painless (i.e web- based) way to collect assessment data Ideally, make assessment data evidence- based How do you build buy- in of adjunct faculty? How easily will students make sense of this?

26 Value of Competency- Based Assessment? Assessment opens up dialog/sharing among faculty What is good assessment? Takes 1me, but opens a window to what students have truly learned upon gradua1on, Very handy for ins1tu1onal assessment, program review Student e- porqolios provide amazing reflec1ve insights from students on their journey E- porqolios will make it much easier to demonstrate student competency for transfer

27 Competency Based Assessment in CT January 2011 newly formed Board of Regents proposes statewide transfer ar1cula1on policy for 17 public ins1tu1ons March 2011 new policy is approved by the Board of Regents for Higher Educa1on Not course- to- course ar1cula1on, but competency- based alignment

28 CT Board of Regents Policy Each Connec1cut Community College shall have a credit transfer associate degree At least 36 credits of transferrable general educa1on liberal- arts core Earning that degree will grant recipient junior status at each of the Connec1cut State Universi1es and Charter Oak State College Successful comple1on of the transfer associate degree will offer the student guaranteed admission and junior status at the receiving university without course by course transfer.

29 Competency Based Transfer Policy Faculty from 17 ins1tu1ons formed a steering commiuee Charged with agreeing on what are the essen1al competencies of a rising junior

30 Transfer Competencies Transfer Competencies WriUen communica1on Oral communica1on Scien1fic Reasoning Scien1fic Knowledge/Understanding Quan1ta1ve reasoning Cri1cal Analysis/Logical Thinking Capacity for cri1cal learning/informa1on Literacy Historical Knowledge/Understanding Social Phenomena Knowledge/Understanding Apprec. Aesthe1c Dimensions of Humankind Apprec. Ethical Dimensions of Humankind Mapped Tunxis Abili1es Communica1on Ability Communica1on Ability Scien1fic Reas. Ability Scien1fic Reas. Ability Quan1ta1ve Ability Cri1cal Thinking Ability Informa1on Literacy Ability World Cultures Ability Teamwork Ability Aesthe1c Engage. Ability Ci1zenship, Values & Ethics

31 The Liberal Education Program Southern Connecticut State University Marianne Kennedy, Ph.D. Interim Provost and Vice President for Academic Affairs

32 Guiding Principles Clearly ar1culated goals and key elements (competencies) Curricular coherence and integra1on Ongoing assessment, review and oversight Dynamic, amendable and flexible

33 Goals and Structure TIER 1: FOUNDATIONS Intellectual Competencies What should an educated ci/zen be able to do? TIER 2: EXPLORATIONS Areas of Knowledge & Experience What should an educated ci/zen know? TIER 3: CONNECTIONS Discussions of Values With what values should an educated ci/zen be conversant?

34 Framework

35 Key Characteristics 24 Goals; 3 Tiers; 48 Credits Primarily non- discipline specific Combina1on of courses and embedded competencies; recursive Affinity groups develop and implement assessment

36 Sample Purpose and Key Elements: Cultural Expressions Purpose: To develop students understanding of and aesthe1c apprecia1on for influen1al cultural objects and tradi1ons. This understanding will enable students to expand their own aesthe1c sensibili1es and to enhance their encounters with cultural works. Key Elements (Goals) 1) Aesthe1c evalua1on encountering historical and/or contemporary genres of cultural expression. 2) Analy1cal skills thinking cri1cally and analy1cally about cultural expressions 3) Cultural significance examining social, historical, and aesthe1c contexts of cultural expressions.

37 Core Criteria Interpreta1on Rela1on to other works of art Broader Context Descrip1on of structure and formal elements Applica1on of principal features to the unknown Insight Sample Rubric: Cultural Expressions Acceptable Developing = 3; Competent = 4 Student s presenta1on offers simple explana1ons of how the medium creates meanings. Student somewmes or oxen establishes meaningful and accurate connec1ons among works of art. Student demonstrates a command of the circumstances of ar1s1c produc1on and some of its dimensions (e.g., historical, cultural, regional, and chronological). Student considers a few formal elements of a work of art or similar (e.g., composi1on, light and shade, pictorial space, technique, tonality). Student demonstrates understanding of the formal, stylis1c, and contextual rela1onships between the unknown and the known. Student tentawvely demonstrates crea1ve autonomy in the analysis of the known and the unknown.

38 Sample Rubric: Cultural Embedded Interpreta1ve and crea1ve thought Criteria formed and defended Informa1on Literacy Thesis/Central claim Organiza1on Mechanics and usage Expressions Acceptable Developing = 3; Competent = 4 Student demonstrates metaphorically and analy1cally, and somewmes has the verbal or graphic language to express those thoughts. Student iden1fies work of art that he/she likes and is able to somewhat ar1culate the reasons why. Student somewhat defines a research ques1on, accesses a limited amount of appropriate informa1on, and somewhat successfully uses that informa1on for a specific purpose. Student s posi1on on the issue is clear and arguable but not thoughzul or imaginawve. Student s points somewmes come in logical order and relate to one another; transi1ons tend to be uneven. Student oxen demonstrates linguis1c control and flair. The presenta1on has clearly been proofread or similar.

39 Assignments Scored with Common Rubric Must demonstrate key elements Paper, project, or demonstra1on One or more assignments Instructors apply rubric and submit score Affinity group members score samples Feedback and revision

40 Sample Results

41 Sample Results

42 Sample of Cultural Expressions Courses ART 104, 105 History of Western Art I, II ENG 217 Introduc1on to Literature (various topics) GEO 200 Human Geography MUS 110 Music History THR 100 Introduc1on to Theatre

43 Where are we now? Cri1cal mass of faculty buy- in Locally developed rubrics, tests Commercially available tests for some areas Exploring technological solu1ons Each affinity group has own dynamic The devil is truly in the details Mapping LEP onto transfer competencies

44 Questions? Comments?