Developing Student Learning Objectives and Metrics for Program Review NW-PULSE @ NW Bio 2018 Developing Student Learning Objectives and Metrics for Program Review Oregon Coast Community College Matthew Fisher, Marion Mann, Alyssa Squiers VISION – Attract and retain a diverse body of students and increase student success for all. MAIN GOAL– Develop multiple metrics for program-level assessment and create skill-based student learning objectives for the non-majors sequence. Photos should be at least 300dpi, but not more than 5-12 mgs each. Your poster is set to be enlarged 200% so do not change the page size to fit another poster size. Posters (3’ x 4’) will be printed at WWU using the same purchase order at the same time. Please email your poster as a PPT file to by Joann Otto at WWU by Friday, April 13, 2018, by 5 pm. Please contact Joann Otto (Joann.Otto@wwu.edu) with questions about poster printing. Also please put your institution “logo” on your poster. Please note that this template is provided to simplify your effort to prepare a poster for the NW Biology meeting. You can change the font size, colors, column widths, add photos, institutional logos, graphics, etc. This template can also be used as a starting point and you can be as creative as you want in your poster. However, we would like to have all of the posters the same size and we will be printed at the same time, at the same print shop in order to easily pay for printing with one purchase order. ACTIONS BARRIERS & CHALLENGES Products We initiated the first-ever program review for our department that will include the following assessment tools: 5 metrics geared toward tracking student achievement, retention, and perceptions across multiple demographics. 3 self-reflective metrics that monitor implementation of vision and change. We are developing skills-based outcomes for non-majors sequence. Narrowing down what we were going to do and how to do it; small team – big ideas! Coordinating schedules of team members. Competing with other college-related obligations: committee work, teaching, etc. Products: Comprehensive dataset of grades and enrollment for last 6 years, disaggregated by gender and ethnicity, for all science courses. Dataset of retention in sequence-based courses. Survey of student perceptions of course outcomes. Regular meetings by the biology department. RESOURCES & ALLIES Resources: Institutional researcher, Vision and Change report, PULSE webinar, and PULSE mentor. Allies: Dean of Instruction and PULSE fellows. SUSTAINABILITY STRENGTHS & LEVERAGE We will include all other science faculty to join our work group to create a more inclusive and diverse team. We will stay engaged by setting regular meetings and developing yearly goals. On-going training, or peer review, from PULSE and other similar groups will help us implement program review in ways that are both efficient and meaningful. Strength: A team committed to working together to develop ideas that work for our small department. Levers: Support from administration; emphasize active learning in the hiring process of new faculty; use accreditation process to forward goals. UNINTENDED CONSEQUENCES? Encouraged team members to not only think about what we are teaching, but how to be most effective at it. We have become a model for other departments as we go through the accreditation process (we are currently working on gaining independent accreditation) Systems thinking has influenced other spheres of college operation (e.g., student services, math dept). FUTURE GOALS Ongoing assessment of data to design interventions to achieve our goals and vision. Map student learning outcomes to all science courses. Table 1. 2011-2017. Sample data showing retention in the BI 101-103 sequence, a year-long sequence designed for non-majors but required for our aquarium science students. This work was supported NSF RCN UBE award # 1345033.