College documentation of PROGRESS toward achieving project objectives College documentation of PROGRESS toward achieving project objectives Draft of YEAR 2 PLAN - emphasizing Draft of YEAR 2 PLAN - emphasizing – assessment of student learning – project evaluation & documentation – advocacy College assessment of the IMPACT the project is having on College assessment of the IMPACT the project is having on – the organization – student learning Workshop Outcomes Workshop Outcomes

College identification of MODEL or approach to learning outcomes College identification of MODEL or approach to learning outcomes College ACCOMPLISHMENTS & NEEDS College ACCOMPLISHMENTS & NEEDS Review of CALENDAR, REPORTING expectations Review of CALENDAR, REPORTING expectations Stronger COMMUNITY OF LEARNERS Stronger COMMUNITY OF LEARNERS Workshop Outcomes Workshop Outcomes

ARIZONA Trend Analysis Cindy Miles

The college MISSION is learning The college MISSION is learning Learners are equal PARTNERS Learners are equal PARTNERS EVERYONE’s job is student learning EVERYONE’s job is student learning Multiple LEARNING OPTIONS Multiple LEARNING OPTIONS SUCCESS is measured by learning outcomes SUCCESS is measured by learning outcomes

“Does this XXX improve & expand Learning?” “How do we KNOW…?” “Does this XXX improve & expand Learning?” “How do we KNOW…?”

GOAL: To increase the capacity of community colleges to define & document acquisition of the critical competencies that students need to succeed in the workplace, in transfer education, and in today’s society.

 ID Project Colleges, Facilitators, Evaluator  Establish College Teams  Develop Project Support Network

 Implement Institutional Projects (5 D’s)  Develop Resources  Monitor & Evaluate Progress  Disseminate

TRADITIONAL insulation from accountability for individual student learning at classroom level... resistance to self-assessment in higher education... external requirements for accountability, funding, and policy that are rarely tied to individual student learning... perception that some important learning outcomes are not measurable

LACK OF collaboration among disciplines & other college groups... knowledge about assessment processes & tools... awareness of the need for outcomes-based education Increasing demands and constricting resources that leave little time or incentive for educational reform efforts of this magnitude

1. DEFINE  Most colleges completed 1 st Objective & are developing pilot programs to implement 2 nd objective  Some revisited existing “core competencies”  Some developed NEW ones

2. DEVELOP (set of curriculum components for each competency w/levels of performance, concrete indices of student work for each level, & assessment strategies)  Various stages of development, from 2 still defining to 2 w/comprehensive rubrics /matrices

3. DELIVER— 4 MODELS : 1. In DISCRETE COURSES (MOST implementing at course level) Butler – “scholarship of assessment” summer speech pilot, 8 fall classes Kingsborough – Virtual Enterprise,ESL, chem. 2. In SOME PROGRAMS/AREAS – Foothill – CIS & Language Arts Skagit –program level assessment plans updated to include 21 st CLOs

3. DELIVER (cont.) 3. ACROSS the CURRICULUM Hocking – Core Comp. Map for each discipline (starting w/communication) Inver Hills & Waukesha (WCTC – levels tied to Bloom’s taxonomy) 4. OTHER San Diego Miramar – college strategic plan shifting from institutional to student outcomes Mesa –annual assessment week

4. DOCUMENT (beyond grades, credits, certificates, degrees)  Waukesha – Critical Life Skills Transcript (working on eTranscript)  Inver Hills – web-based Skills Profile  Schoolcraft – ePortfolio pilot in business department

5. DISSEMINATE - presentations  LOP WEBSITE/16 college LOP sites  Midlands – So Carolina State Board  Hocking –board of trustees, Ohio Assessment Forum  WCTC – Inver Hills, Schoolcraft,2 state assoc. mtgs  Butler & Johnson – KS State Board of Regents, Heartland Alliance  Facilitators/Directors – Pew Forum, CC League of CA, Innovations, NISOD, Accrediting Assoc. Mtgs

5. DISSEMINATE – publications  College brochures (Inver Hills, Butler)  WCTC – “Documenting Critical Life Skills” Learning Abs.  R. Baker - “Educational Cartography: Mapping the Learning Outcomes Frontier” Michigan CC Journal, Spr 2001  M. Hjelm & R. Baker - “Evaluating Individual Student Learning: 4 Models of Assessment” Learning Abstract (new)  In PROGRESS…. J. Warren – article

More than just a project — a catalyst for major institutional change More than just a project — a catalyst for major institutional change “This project brings together assessment work we’ve been doing for the last three years with a focus on preparing our students to succeed in the global economy.” In some cases — a complete shift in approach In some cases — a complete shift in approach “This is a brand new way of thinking for us.”

Year One reflects measured success!