From Mapping to Assessment at Rogue Oregon Community College Assessment Institute October 27, 2017 Lori Sours, Ph.D. Outcomes and Assessment Strategist, Rogue Community College www.roguecc.edu/oa

NWCCU Accreditation Standards 2.C.4. Degree programs… demonstrate a coherent design with appropriate breadth, depth, sequencing of courses, and synthesis of learning…

2.C.11 The related instruction components of …programs …have identifiable and assessable learning outcomes that align with and support program goals or intended outcomes.…

4.B.2 The institution uses the results of its assessment of student learning to inform academic and learning-support planning and practices that lead to enhancement of student learning achievements….

How do we … Design curricula that have clear coherence, sequencing, and synthesis of learning? Show the alignment of learning outcomes? Create a system that clearly uses the results of assessment to inform planning practices?

Being able to think in visual images reveals connections and relationships that are difficult to communicate through text. Stiehl, R. and K. Telban (2017) The MAPPING Primer: Mapping the Way to Learning Outcomes, Corvallis, OR: The Learning Organization.

DEPARTMENT ≠ PROGRAM

RCC Graduation Guide Medical Assistant Certificate Program

Where do we see SEQUENCES, CONNECTIONS, and ALIGNMENT WITH LEARNING OUTCOMES …. the curriculum as a SYSTEM?

VISUAL CURRICULUM MAPS FOR ALL DEGREE AND CERTIFICATE PROGRAMS Our approach: VISUAL CURRICULUM MAPS FOR ALL DEGREE AND CERTIFICATE PROGRAMS

Connections, relationships between learning experiences Program Learning Outcomes (PLOs) EXTERNAL STAKEHOLDER INVOLVEMENT Left-to-right flow into and through program “The Learner’s Journey” Learning Experiences Core Course PLO Assessment Points “Real-world” roles Elective Prere-quisite Co-Curric- ular Exper-ience Connections, relationships between learning experiences

WHAT do they look like at the end of a mapping session ? HOW are the maps created? WHO builds the maps? WHAT do they look like at the end of a mapping session ?

Faculty/Staff Engagement and Ownership Early Childhood Education AAS Medical Assistant Certificate

Dental Assistant Certificate Context and Flow Dental Assistant Certificate

Business Technology AAS Redundancies and Gaps Business Technology AAS

OR ALL HERE (as late in program as possible)? Medical Assistant Certificate Generation 2 Map 1/15/16 Program Learning Outcomes (PLO) OR ALL HERE (as late in program as possible)? PLO Assessment Points HERE?

ALL HERE (as late in program as possible)

What about the system of assessment?

“The key to avoiding the last-minute rush to prove we are accountable is creating a steady, continuous flow of evidence.” -R. Stiehl

RCC DIESEL TECHNOLOGY AAS Steps to an Assessment Plan: RCC DIESEL TECHNOLOGY AAS

Work within OSHA, RCC and current industry safety guidelines and standards to promote a safe working environment. Read wiring diagrams and schematics, measure voltage, amperage and resistance with common industry equipment, evaluate and troubleshoot wiring, charging and starting problems. Evaluate, troubleshoot and repair diesel engines, heavy-duty brakes, suspension and steering, power train assemblies, air conditioning and basic hydraulics. Evaluate and troubleshoot computerized systems on the chassis, engine, brakes and suspension, evaluate fault codes and make repairs as needed. Work in a cohesive group on a collective project from beginning to end, producing high quality work while adhering to safety and lab procedures. PLO#1 best assessed here.

Course: Course Learning Outcomes (CLOs): PLO: DS260 Hydraulic Systems CLO#2 Describe the seven safety hazards of working with hydraulics and hydraulic systems. 1.Work within OSHA, RCC and current industry safety guidelines and standards to promote a safe working environment. The assessment of this CLO is the assessment of the PLO.

Course Adjustment Planning Tool Evidence Action Plan for Making Course Adjustments Comments Direct: Attach and analyze any displays of direct learning evidence that suggests cause for course changes/adjustments. Indirect: Attach and analyze any displays of indirect learning evidence that suggests cause for course changes/adjustments. Adapted from Stiehl, R. and L. Null (2017), The ASSESSMENT Primer: Assessing and Tracking Evidence of Learning Outcomes Corvallis, OR: The Learning Organization.

Building Assessment Plans: Align PLOs with CLOs (course-level). Collect assessment data at the course level. Adjust the course curriculum based on that evidence. Repeat 2-3 (Close the loop.)

Program Learning Outcome Assessment Cycle “Closing the Loop” PLO Assess Adjust Re-assess PLO 1 2017-18 2018-19 2019-20 PLO 2 PLO 3 2019-2020 2020-21 Etc…….

For Rogue, this is a work in progress. Program Review revisions starting 2016-17 include: All degree/certificate programs have maps PLO assessment cycle planned PLO assessment data collection in progress A new peer review process

Next for RCC Mapping transfer degrees Mapping Gen Ed Learning Outcomes in programs Adding Guided Pathways features (e.g., critical courses, milestones)

Visual tools give us the power to: Think more strategically Build and represent coherence, sequencing, and synthesis of learning See the alignment of course and program learning outcomes Keep the learner in mind….

It’s the learner’s journey.

Lori Sours, Ph.D. Outcomes and Assessment Strategist Rogue Community College Lsours@roguecc.edu www.roguecc.edu/oa 541-245-7803