Linking Rigor and Learning Outcomes Group 1. Defining Rigor Courses where students work hard but are not engaged in rigid or busy work. It has to involve.

Slides:



Advertisements
Similar presentations
Ability-Based Education at Alverno College. Proposed Outcomes for Session 1. To introduce you to Alvernos approach to designing integrative general education.
Advertisements

Session Learning Target You will gain a better understanding of identifying quality evidence to justify a performance rating for each standard and each.
Program Goals Just Arent Enough: Strategies for Putting Learning Outcomes into Words Dr. Jill L. Lane Research Associate/Program Manager Schreyer Institute.
Developing an Outcomes Assessment Plan. Part One: Asking a Meaningful Question OA is not hard science as we are doing it. Data that you collect is only.
Outcomes Assessment- Full Implementation Meeting Fall 2009.
Assessing Student Learning Outcomes In the Context of SACS Re-accreditation Standards Presentation to the Dean’s Council September 2, 2004.
CORE COMPONENTS MODELS PARAMETERS School Redesign.
What is… Learner-Centered Instruction. What Is The Goal For A Learner-Centered Course? Making the student more responsible for his/her learning. 1.
Teaching Methods Related to Student Progress in Lower-level STEM Courses Steve Benton, Ph.D. Senior Research Officer IDEA Emeritus Professor, Kansas State.
IDEA What it is and How to Implement the System Texas A & M, February 2013 Shelley A. Chapman, PhD Senior Educational Consultant.
ASP 2013 Student Luncheon Workshop Tips for Preparing Teaching Portfolios for the Teaching Job Search Darlene Smucny, Ph.D. Collegiate Professor & Academic.
Cooperative/Collaborative Learning An Instructional technique in which learning activities are specifically designed for small interactive groups Collaborative.
Gateway Engineering Education Coalition Engineering Accreditation and ABET EC2000 Part II OSU Outcomes Assessment for ABET EC200.
MED  Problem of the Day: SEND +MORE MONEY.
Writing Effective Assessment Plans. Why Assessment Plans? Facilitates periodic, not episodic assessment of student learning and program outcomes Serves.
Accreditation Strategy for the BYU CE En Dept. Presentation to External Review Board October 20, 2000.
1 Southern Connecticut State University Graduate Council Academic Standards Committee Procedures for Southern Connecticut State University.
Writing Effective Assessment Plans Office of Assessment and Accreditation Indiana State University.
Your English Department Agreed to do WHAT? Dr. Thomas Polito Department of Agronomy Department of Ag Education & Studies Dr. Dave Roberts Department of.
Understanding Teaching Effectiveness and Assessment Projects.
Introduction to teaching and assessing so students will learn more using learner-centered teaching Phyllis Blumberg Warm-up activity How can instructor’s.
Initiative Changes Deletion: Develop teaching and learning strategies specifically designed to enhance online courses.
Blended Courses: How to have the best of both worlds in higher education By Susan C. Slowey.
Turning a Disciplinary Lens to Teaching and Learning Preparing Tomorrow’s Professionals for a Complex World The integrity of the discipline leads to a.
Academic Assessment Report for the Academic Year Antioch University New England Office of Academic Assessment Tom Julius, Ed.D., Director Submitted.
Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges.
INFO 637Lecture #31 Software Engineering Process II Launching & Strategy INFO 637 Glenn Booker.
Determining Essential Learnings or Essential Outcomes September 14, 2010.
Webinar: Leadership Teams October 2013: Idaho RTI.
Carolyn Holcroft, Foothill College Craig Rutan, Santiago Canyon College 2012 ASCCC Curriculum Institute.
Professional Development Day August 19, 2014 Dr. Lori Baker, Self-Study Coordinator.
MA course on language teaching and testing February 2015.
ASDP Infusing Institute Project Development of a Foundational World Languages and Cultures course  To encourage students to study non-western languages.
Helping Your Department Advance and Implement Effective Assessment Plans Presented by: Karen Froslid Jones Director, Institutional Research.
August 3,  Review “Guiding Principles for SLO Assessment” (ASCCC, 2010)  Review Assessment Pulse Roundtable results  Discuss and formulate our.
Let’s Get S.T.A.R.T.ed Standards Transformation and Realignment in Thompson.
Assessing General Education Workshop for College of the Redwoods Fred Trapp August 18, 2008.
2007 Strengthening Student Success Conference, San Jose Dr. Jack Friedlander Executive Vice President, Educational Programs Santa Barbara City College.
Curriculum Mapping: its MANY benefits of investing time and effort.
Why Collaborate?. “Why do we have to collaborate? I know my job. If I do my job and everybody else does his, we will be fine. The teachers I work with.
A free-to-share educational resource designed and presented by Stephen Nalder.
What could we learn from learning outcomes assessment programs in the U.S public research universities? Samuel S. Peng Center for Educational Research.
Assessing Your Assessments: The Authentic Assessment Challenge Dr. Diane King Director, Curriculum Development School of Computer & Engineering Technologies.
Formative Peer Review at Ocean County College. Guiding Principle “Ideally, the peer review of teaching is a critically reflective and collaborative process.
What the*!?# is an SLO? Train the Trainers Workshop Marcy Alancraig Cabrillo College
NCATE for Dummies AKA: Everything You Wanted to Know About NCATE, But Didn’t Want to Ask.
Institutional Effectiveness A set of ongoing and systematic actions, processes, steps and practices that include: Planning Assessment of programs and.
Gain an interdisciplinary perspective on how faculty from other units approach teaching and learning Expand knowledge of teaching strategies Acquire the.
Conceptual Framework Presentation, 2006, Slide 1 The Conceptual Framework for Programs that Prepare Professionals Who Work in Schools What - Why - and.
Intro to Outcomes. What is “Outcomes”? A. a statewide initiative aimed at improving learning and accountability in education B. a standing SFCC committee.
Curriculum Design & Review Process.  Understand the basic principles and elements of the Curriculum Design & Review Process (CDRP).  Using a CDRP framework,
Assessment of Course-Level Learning Outcomes in Psychology.
Beyond Discussions: Cooperative and Collaborative Interaction Online.
VISION – Vertical integration of the life science curricula at OSU across four departments (Microbiology, Integrative Biology, Botany and Plant Pathology.
Summative Assessment Lesson Planning Universal Design for Learning.
Lecture 3 TQM 311 lecturer: Noura Al-Afeef Medical Record Department 1.
Session: Instructional methods; How to prepare practical exercise/case study 24 th January 2013 Dr. Eliona Kulluri Bimbashi (University of Tirana)
CDIO: Overview, Standards, and Processes (Part 2) Doris R. Brodeur, November 2005.
Anna Parkman New Faculty Orientation ◦ ACCOUNTABILITY in Higher Education ◦ ASSESSMENT as validation of learning ◦ ASSESSMENT & ACCREDITATION ◦
Developing Effective Objectives & Lessons
Tippie RISE Colleen Opal Assistant Director, Experiential Learning
Testing Process and Data Collection
its MANY benefits of investing time and effort
Diagnostic Essay Feedback Analysis
Program Assessment Processes for Developing and Strengthening
Explore – Engage - Evaluate
Curriculum Coordinator: Marela Fiacco Date : February 29, 2015
Applied Psychology Program School of Business and Liberal Arts Fall 2016 Assessment Report
Selecting Evidence to Demonstrate Teaching Effectiveness
Presentation transcript:

Linking Rigor and Learning Outcomes Group 1

Defining Rigor Courses where students work hard but are not engaged in rigid or busy work. It has to involve both students and faculty in reflective engagement and problem solving. It also requires changing culture among students so that they take responsibility for signing up for rigorous courses and do not decide on courses solely because you can get a good grade.

Assess our current understanding of linking rigor with learning outcomes Describe the discipline-specific learning outcomes. These may already exist in Major Assessment Plans or Capstone Courses. Measure these outcomes through assessments defined by the unit, but rigor and outcomes must be linked by looking first at the outcomes and building rigor into courses to match those outcomes Describe the discipline-specific learning outcomes. These may already exist in Major Assessment Plans or Capstone Courses. Measure these outcomes through assessments defined by the unit, but rigor and outcomes must be linked by looking first at the outcomes and building rigor into courses to match those outcomes

Best Management Practices Use existing outcomes defined in Accreditation or Major Assessment Plans. These need to be authentic assessments and not just busy work. These plans need to be developed to include outcomes as well as how the faculty plan to accomplish these outcomes. The level of awareness among the faculty of these plans should be raised. Students and alumni should be asked to provide input into what they think in terms of managing the outcome measures. That information should be provided back to the faculty. Use existing outcomes defined in Accreditation or Major Assessment Plans. These need to be authentic assessments and not just busy work. These plans need to be developed to include outcomes as well as how the faculty plan to accomplish these outcomes. The level of awareness among the faculty of these plans should be raised. Students and alumni should be asked to provide input into what they think in terms of managing the outcome measures. That information should be provided back to the faculty.

Best Management Practices Determine a procedure to deal with failures in accomplishing desired outcomes by both students and faculty. This would involve answering questions like: How do you “ do over ” if students fail to meet these expectations? When should this be assessed? When should more coursework be recommended or faculty courses reviewed? The timing of assessment is key. Best Management practices must be defined by the unit. Determine a procedure to deal with failures in accomplishing desired outcomes by both students and faculty. This would involve answering questions like: How do you “ do over ” if students fail to meet these expectations? When should this be assessed? When should more coursework be recommended or faculty courses reviewed? The timing of assessment is key. Best Management practices must be defined by the unit.

Strategies for Establishing Institutional Goals I.Backward Design. 1.First determine how you as an instructor would know if students had met your learning outcomes, 2.Work backwards to define how you would assess those outcomes 3.Determine how you would get students to achieve those outcomes. I.Backward Design. 1.First determine how you as an instructor would know if students had met your learning outcomes, 2.Work backwards to define how you would assess those outcomes 3.Determine how you would get students to achieve those outcomes.

Strategies for Establishing Institutional Goals II. We need to be open in terms of transparency (include on the syllabus what we expect students to be able to do). Ideas: Pre-approval of course syllabi so that faculty define how they plan to engage students in rigorous forms of assessing learning. Faculty define how they plan to evaluate their teaching plan or style. Faculty teaching the same course should coordinate syllabi. II. We need to be open in terms of transparency (include on the syllabus what we expect students to be able to do). Ideas: Pre-approval of course syllabi so that faculty define how they plan to engage students in rigorous forms of assessing learning. Faculty define how they plan to evaluate their teaching plan or style. Faculty teaching the same course should coordinate syllabi.

Strategies for Establishing Institutional Goals 3. Hold departments to accreditation or Major Assessment Plans and encourage departments to review program more frequently in light of these goals. Look at program, see what they will be doing in each course, and make the learning outcomes easy enough to understand and specifically defined by how the students will demonstrate these outcomes (operationalize).

Strategies for Establishing Institutional Goals 4. Increase Student input into curricular decisions.

Strategies for Establishing Institutional Goals 5. Institute Peer-Mentoring: between a senior and junior faculty member. Must be non-punitive, not tied to evaluation for tenure, but rather to improvement of instruction Needs to be reciprocal. With both the senior and junior member of the pair evaluating each other. CTL could play a role in institutionalizing this process? We might be able to tap into emeritus faculty or the teaching academy should do it.We should remember the value of having someone outside your discipline evaluate your teaching. Peer consultation teams to provide support when requested either voluntarily or as an intervention. 5. Institute Peer-Mentoring: between a senior and junior faculty member. Must be non-punitive, not tied to evaluation for tenure, but rather to improvement of instruction Needs to be reciprocal. With both the senior and junior member of the pair evaluating each other. CTL could play a role in institutionalizing this process? We might be able to tap into emeritus faculty or the teaching academy should do it.We should remember the value of having someone outside your discipline evaluate your teaching. Peer consultation teams to provide support when requested either voluntarily or as an intervention.

Group Members Alison AlexanderBob Boehmer Peggy BrickmanChristopher Cook Angela FertigAnne Glass Jan HathcoteTracie Jenkins Kathy KeenanAmie Koenig Denise LewisDenise Mewborn David SmildeMatt Suber Alison AlexanderBob Boehmer Peggy BrickmanChristopher Cook Angela FertigAnne Glass Jan HathcoteTracie Jenkins Kathy KeenanAmie Koenig Denise LewisDenise Mewborn David SmildeMatt Suber