Presentation on theme: "Planning for the 21 st Century Learning Outcomes Project a presentation for the College Planning Council - January 29, 2003."— Presentation transcript:
Planning for the 21 st Century Learning Outcomes Project a presentation for the College Planning Council - January 29, 2003
What is the Learning Outcomes Project? The Pew Charitable Trusts initially funded a League planning project in which community college presidents worked with consultants in higher education to define skills fundamental to the education of all community college students. In stage two of the project, 16 colleges (including SFCC) were tasked with defining, developing, delivering, and documenting these critical competencies.
SFCC Context for the Learning Outcomes Project Strategic Plan 2000 Mission: Adding value to the lives of our students and enriching our community
SFCC Context for the Learning Outcomes Project Strategic Plan 2000: Educational Programs Provide learning opportunities and academic support to ensure the highest levels of academic performance Reconsidering the general education core for the learning needs of the 21 st Century student Improving performance and results in all program areas including student retention and completion Assessing educational programs to encourage academic excellence Improving the graduation rates for all program areas
SFCC Learning Outcomes Project Management Team Jackson Sasser President Patricia Grunder Vice President, Academic Affairs Patsy Frenchman Assoc VP, Student Affairs Fran Holm Assoc VP, Technical and Applied Sciences Curtis Jefferson Assoc VP, Liberal Arts and Sciences Anne Kress Assoc VP, IMET Pat Smittle Assoc VP, Academic Foundations Karen Cole-Smith Asst VP and Director, CAPD Kim Kendall Asst VP, IMET Bill Vivian Director, Institutional Research Michael Reiner Chair, Social and Behavioral Sciences Brian Fox Programs Coordinator, Business Programs Marisa McLeod Asst Prof, Social Sciences and History
Project Objectives Define curriculum areas that encompass 21 st Century Learning Outcomes within the institution. Develop a comprehensive set of curriculum components for each of the 21 st Century Learning Outcomes. Deliver learning opportunities appropriate to the performance-based curriculum model using best practices and multiple pedagogical approaches. Document student achievement of 21 st Century Learning Outcomes using approaches that extend beyond traditional grades, credits, and degrees. Disseminate model programs, practices, and steps toward development with other institutions, educators, and policymakers.
SFCC Learning Outcomes Taskforce Karen Cole-Smith and Anne Kress, co-chairs Kathryn Baker, English Ed Bonahue, Humanities and Foreign Languages Mapi Cuevas, Natural Sciences Mark Dicks, Academic Resources Douglas Diekow, Social Sciences and History Byron Dyce, Mathematics Sture Edvardsson, Natural Sciences Zona Gale, ITE Dawn Graziani, Academic Resources Kristine Griffin, Mathematics Fran Holm, Technology and Applied Sciences
SFCC Learning Outcomes Taskforce Eugene Jones, ITE Terry Klenk, Visual and Performing Arts Leslie Lambert, Visual and Performing Arts Matthew Newell, Visual and Performing Arts Alan Pappas, Student Development Instructional Pavlov Rameau, Mathematics Diane Rankin, Nursing Michael Reiner, Social and Behavioral Sciences Bill Stephenson, English Lynn Sullivan, Student Affairs Georg Vollweiler, Social and Behavioral Sciences William Wall, English
SFCC Student Learning Outcomes Communication develop effective reading, writing, speaking, listening, and nonverbal communication skills comprehend, analyze, and evaluate written materials appropriate to program area and necessary for personal enrichment and community participation compose and revise written materials appropriate to program area and necessary for personal enrichment and community participation compose and deliver oral messages appropriate to the intended audience. indicate attention and comprehension by responding in a manner appropriate to the message and the source use, recognize, and comprehend nonverbal messages in ways appropriate to a given context select communication skills appropriate to the context
SFCC Student Learning Outcomes Community develop an understanding of diversity/pluralism in the world community and an awareness of civic and social participation and ethical and informed decision-making comprehend, analyze, and evaluate societies and cultures from a variety of perspectives understand the expectations, obligations, and processes of local and global citizenship explain the ethical and philosophical underpinnings of their ideas, and how those ideas relate to their decisions understand social and cultural conventions within their historical contexts
SFCC Student Learning Outcomes Digital Technology develop computer and Internet skills and the ability to retrieve, manage, and evaluate digital information understand and manage files on appropriate system platforms understand and evaluate web browsers and email clients as research and communication tools use a word processor as a writing tool
SFCC Student Learning Outcomes Information Management develop the skills necessary to collect, verify, document, and organize information from a variety of sources collect information and carry out discipline-specific research using relevant and appropriate sources analyze information for usefulness, accuracy, authority, bias, currency, and coverage acknowledge sources of information in appropriate style standards synthesize collected and experienced information, ideas, and materials into original work in discipline-specific formats
SFCC Student Learning Outcomes Interpersonal develop effective leadership, teamwork, relationship management, conflict resolution, and workplace skills understand the importance of interpersonal sensitivity, and mutual respect understand and acknowledge diverse opinions, cultures, and individual differences understand the role of emotions and behaviors in building productive relationships apply productive work ethics and habits use collaboration, teamwork, and group presentation skills determine goals, develop plans, make ethical decisions, solve problems and articulate ideas with individuals and groups understand how to resolve conflict
SFCC Student Learning Outcomes Mathematical develop the skills necessary to understand and apply mathematical concepts and reasoning and to analyze and interpret various types of data analyze and interpret quantitative data verbally, graphically, symbolically, and numerically communicate quantitative data verbally, graphically, symbolically, and numerically appropriately integrate technology into mathematical processes use mathematical concepts in problem-solving through integration of new material and modeling understand and apply mathematical skills necessary to function in all phases of society
SFCC Student Learning Outcomes Personal develop an ability to understand and manage self, adapt to change, enhance wellness, and learn effectively, as well as a framework for aesthetic responsiveness manage time effectively, employ goal-setting skills, and practice self-assessment skills manifest personal resilience, tolerate ambiguity, and transfer previously acquired knowledge and skills to new situations demonstrate an awareness of the factors that promote physcial, emotional, and mental well-being foster a sense of personal value and meaning use relevant learning tools/resources and skills/strategies recognize the importance of life-long learning demonstrate an awareness of cultural values and biases, appreciate unconventional thinking, and take intellectual risk
SFCC Student Learning Outcomes Thinking and Problem Solving develop the skills necessary for analysis, synthesis, evaluation, decision-making, critical and creative thinking, and the creative process identify and define problems clearly gather, analyze, and synthesize data relevant to a problem select and assess solutions appropriate to the context evaluate consequences and revise the thinking process
SFCC Student Learning Outcomes Continued... ask and answer questions appropriate to the learning context explore alternative goals and approaches and different viewpoints apply specialized knowledge to larger contexts, make connections across disciplines, and link ideas in ways new to the thinker strive for originality pursue high intellectual and academic standards
Curriculum Inventory In Fall 2002, all departments were asked to conduct a learning outcomes inventory of their courses. The results were used to create for Santa Fe’s first “curriculum maps”—mapping how students completing AA general education or AS/AAS program requirements experienced these learning outcomes.
Curriculum Map The resulting curriculum maps will be shared with the College Senate’s General Education Committee for use in establishing the next AA-GenEd package and refining AS/AAS program curricula—assuring that all Santa Fe graduates will attain the learning outcomes through the college’s required curriculum.
Learning Outcomes Project and Institutional Effectiveness Aligning the official curriculum/program requirements with the received curriculum/program requirements, assuring quality and equity for all students Providing a framework for assessing general education Matching course outcomes to demonstrated student academic needs and upper division/workplace requirements Clarifying course goals and outcomes for students and faculty by linking course descriptions to syllabi to assignments Providing opportunities for non-traditional, flexible learning opportunities that promote access,retention, and completion (e.g., experiential learning, interdisciplinary courses, accelerated degree tracks, etc.)
Next Steps Dr. Jeffrey Seybert, Director of Institutional Research at Johnson County Community College, will be at Santa Fe on February 20 & 21 to address community college assessment strategies and the assessment of learning outcomes Curtis Jefferson, Dawn Graziani, and William Wall will represent Santa Fe at the League’s Innovations conference, presenting on Santa Fe’s approach to and success with integrating learning outcomes into the fabric of college academic life. Summer 2003, the LOT will “sunset” as a taskforce, turning over its collective body of work to the Senate’s GenEd committee as a framework for college curriculum review.