Introductions Representing Alverno College Faculty Zita Allen –Professor of Nursing Judeen Schulte –Professor of Nursing;

At your tables, introduce yourself, explaining How long in MNSCU? Discipline? Type of program in which teach? Goals for workshop? Experience with online learning? At end, plan to have someone report out the goals identified at the table

Learning Community Development Workshop Learning Community Development Workshop Minnesota State Colleges and Universities Representing Alverno College Faculty Zita Allen and Judeen Schulte December 5 and 6, 2002

Workshop Outcomes Identify components of the Alverno Learning Process that could be adapted to the MNSCU e-learning community Discuss Alverno’s Diagnostic Digital Portfolio (DDP) Collaborate to set direction for the Minnesota pilot e-learning community project

Alverno College, 2002 One of about 76 US women’s colleges Two time frames: Weekday, Weekend About 2000 students, about 40 % ethnic diversity, 56 % first generation students, 88 % receive financial aid Ability-based curriculum WDC Majors with largest enrollment: Nursing; Education; Business and Management; Psychology, Biology WEC Majors with largest enrollment: Business and Management; Professional Communication; Communication, Management and Technology

An Integrated Liberal Learning/ Professional Program ALVERNO COLLEGE

Mission of Alverno College Alverno College exists to promote the personal and professional development of women, with four purposes –Creating a curriculum –Creating a community of learning –Creating ties to the community –Creating relationships to higher education

Alverno Impact Tape Used with permission Actual students First speaking sample is from the initial communication assessment

Selected Educational Principles at Alverno College Education goes beyond knowing to doing what one knows Assessment is an integral part of learning The effectiveness of assessment for everyone depends on the existence of a total dynamic system that contributes to the coherence and continuous improvement of the curriculum

Mission Academic Administrative Structures Curricular Structure Faculty/Staff Development & Responsibilities Educational Principles Student Assessment Practice Teaching Learning Practice Evaluation Institutional/Program Assessment Learning Assessment Learning Assessment Student Development of Abilities Integrated with Content

Ability-based Education Ability-based education is focused on learner ability and learner competence as its outcome. At Alverno, we believe abilities: involve the whole person are teachable can be assessed transfer across settings are continually re-evaluated, re-defined

Alverno’s Eight Abilities / Outcomes Communication (reading, writing, speaking, listening; quantitative, media, & computer literacy) Analysis Problem-Solving Valuing in Decision-Making Social Interaction Developing a Global Perspective Effective Citizenship Aesthetic Responsiveness

Communication Speaking Writing Listening Reading Quantitative Literacy Media Literacy Computer Literacy

Analytic Capability

Problem Solving Ability

Valuing In Decision Making Contexts

Effective Social Interaction

Developing a Global Perspective

Effective Citizenship

Aesthetic Engagement

Teaching/Learning Design Process

Definition of Outcomes A set of statements that describe what a student can do with what she/he knows. Alverno Faculty, 1994  The general statements that refer to characteristics graduates must acquire by the end of the program. Billings, D. M. & Halstead, J. A. (1998). Teaching in nursing: A guide for faculty. Philadelphia: W. B. Saunders Company.

A Model for Clarifying Learning Outcomes From: “Rethinking and Implementing Outcome Clarification,” Marlene J. Evans, Georgine Loacker, Ernest G. Palola, New Directions for experiential Learning, 12, 1981.

Professional Context: Commission on Collegiate Nursing Education (CCNE) : Standard III: Program Quality: Curriculum and Teaching-Learning Practices The curriculum is developed in accordance with clear statements of expected results derived from the mission, philosophy, and goals/ objectives of the program with clear congruence between the teaching-learning experiences and expected results.

National League for Nursing Accrediting Commission (NLNAC) (2002) Standard 12: Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes.

FOR LEARNER Institutional Criteria Program or Major Criteria Course Criteria Assessment Criteria Behaviors as Evidence INSTITUTIONAL OUTCOMES PROGRAM OR MAJOR OUTCOMES COURSE OUTCOMES ASSESSMENT OUTCOMES MOST GENERIC MOST SPECIFIC CONTINUUM OF INCREASING SPECIFICATION OF ABILITY IN CONTEXT

Student-Focused Course Planning What ability(ies) will my students develop in relation to course content? How will course content and experiences offer opportunities for students to develop these abilities? What assignments will be meaningful and contribute to the development of the abilities and knowledge?

Student-Focused Course Planning What type of assessment best relates to evaluate the integration of the student’s knowledge and abilities? What criteria appropriately express the expected behaviors (integration of knowledge and abilities)? What self assessment and feedback processes will facilitate student’s ongoing development?

Nursing Example: Social Interaction Institutional Outcome: Develop facility for social interaction Institutional Criterion: Level 1: Identify own interaction behaviors utilized in a group problem solving situation Program Outcome: Interacts in an effective goal-directed manner Foundations Level Outcome: Uses models of interaction and knowledge of the effects of behavior of self and others to interact effectively.

Outcome Examples, continued N 279 Course Outcome: Uses models of interaction and knowledge of the effects of behavior of self and others to interact effectively. N 279 Assessment Outcome: Use Brammer-MacDonald helping interaction framework accurately in the provision of nursing care Assessment Criterion: Engages in effective interactions that are goal focused and demonstrate respect and regard for the individuality of the client

Coming Attractions! Introduction to the Alverno College DDP Group Work Report Out Planning Next Steps

Participant Discussion Explain how these outcomes are similar to or different from those expected in MNSCU.

Criteria for Designing Outcomes Is it multidimensional? Is it something students can use in personal and/or professional situations in life? Is it appropriate to the mission/aims of your institution or program? Is it stated so that it would be applicable to varied contexts? Does it embody potential levels of development? Is it richly complex rather than simply directive?

Lunch!

Alverno DDP See separate handout

MNSCU Working as a member of the e-learning community, identify some common outcomes that STUDENTS could be expected to demonstrate.

For our “next act” Individual reading of the level descriptions of abilities in the center of the Alverno Ability–based Learning Program Learn about Alverno’s DDP Read and discuss the MnSCU Transfer Goals and, at your table, select the one or two your group will work with

Group Work In implementing the e-portfolio, what are some key performances you could create? (yellow) What strategies could be used for online performance-based assessments, integrating content and abilities? (blue & green) How might learner self assessment strategies be used online? (pink) What teacher strategies might you use to promote learner self assessment? (purple)

Criteria for Performance(s) or Strategy(ies) Effectively reflects MnSCU Transfer Learning Goal(s) Can be implemented in the e-folio Can be implemented in multiple programs, across the system Feasible for implementation

Next Steps What support do you need for faculty development?