2007 Core Student Outcomes Study Deena Allen and Lynda Milne Minnesota State Colleges & Universities Leadership Council Academic and Student Affairs April 1, 2008

Acknowledgements Stacy Wells, Century College Julia Curtiss, Metropolitan State University

Executive Summary All institutions responded –26 have core institution-level outcomes –4 have “program outcomes” –2 have “not yet detailed outcomes” Few have fully developed, disseminated, integrated, and assess outcomes Common –Communication –Thinking –Technology, information literacy –Diversity, ethics

Background Past discussions on the role of liberal arts, liberal education 2010 conversations Minnesota Transfer Curriculum Oversight Committee discussion on “educated Minnesotan” Leadership Council, Nov 2006: study, not more conversations

National Studies AAC&U Report, January 2007 –College Learning for the New Global Century –“Near-total public silence about what contemporary college graduates need to know and be able to do.” –Essential Learning Outcomes Wabash National Study of Liberal Arts Education, Fall 2006 –7 outcomes associated with undergraduate education

Institutional Studies Alverno College –Eight Abilities (since 1970s) Indiana University Purdue University Indianapolis –Six principles of undergraduate learning University of Alabama at Birmingham –Shared Vision for Undergraduates: 4 major areas of competency

Institutional Studies, 2 Moraine Park Technical College (Wisconsin) –7 Core Abilities promoted to all students from registration through graduation Portland Community College (Oregon) –6 Core Outcomes, including self- reflection on learning at graduation University of Minnesota (03/07) –7 Student Learning Outcomes –7 Student Developmental Outcomes

Universal Outcomes Communication –Often embracing many other outcomes (group interaction, diversity, writing, computer literacy) Thinking –Usually including problem-solving and critical thinking, but also including creativity, aesthetic appreciation, decision-making

Common Outcomes Technology and Information Literacy –From keyboarding to presentation of information Diversity, Culture, Global Awareness –Sometimes separate goals; sometimes including citizenship Ethics and Social Responsibility –Often mirrors MnTC, but may include citizenship, diversity, team work, decision-making, personal values Social Interaction, Cooperation –Distinct goal at six 2-year colleges

Common Outcomes Personal Goals, Lifelong Learning –At 11 institutions Mathematics –Sometimes includes logical reasoning, problem-solving Citizenship –Again, may include respect for diversity, social responsibility Attitudinal/developmental –Professional attitude, readiness for career, take pride in work; balance

Unique Outcomes Attitudinal/developmental –Professional attitude, readiness for career, take pride in work; balance Actively engage in creative/performing arts Learn to use the resources of the college’s academic community and its urban context for learning

Processes Related to accreditation Related to institutional mission changes Some involve faculty, staff, students; some include community or program advisory committees Some engaged external consultants Several have plans for ongoing review and revision

Assessment Several institutions have direct ties between course learning outcomes and their institutional core outcomes Several are using rubrics, WIDS One considered student and institutional portfolios Several institutions are using—or contemplating using— standardized tests at or near graduation –Collegiate Assessment of Academic Proficiency, California Critical Thinking Skills Test, California Critical Thinking Dispositions Test

Integration Commonly cited communication methods –Web site, catalog, student handbook Integration into curriculum development common Information for students less common and visible A few provide information for students at orientation; one administers an annual assessment of students

Surprises Differences among our institutions—even within sectors Science and math not universally defined as core outcomes Variations on Minnesota Transfer Curriculum

Responses to Date: CAOs / Deans Maintain Web site –Permits institutions to learn from one another –Add ways for institutions to update information –Provide additional resources for institutions Examples of assessments Process details (faculty conversations…) Do not share with Board…yet  CAOs, Deans 10/29/07

Responses to Date: CTL Steering Committee Determine implications of study for faculty development Decide whether and how follow-up work belongs in ongoing CTL Work Plan Put this PPT on Core Outcomes Web site Ask leadership to determine how the system can support coordinated, informed efforts across the system— without dictating standardized outcomes? –CTL Steering Committee 11/15/07

Questions for Leadership How can this information support common goals across system— without creating new mandates? High profile ASA initiative (like U-M)?U-M –“We educate Minnesota, we make it work: Here’s what our graduates know and can do.” –AACU/CHEA “New Leadership for Student Learning and Accountability”New Leadership for Student Learning and Accountability “Each college and university…should develop ambitious, specific, and clearly stated goals for student learning appropriate to its mission, resources, tradition, student body, and community setting.” Does progress in this area—often a result of accreditation processes—belong in the accountability framework?

Next Steps?