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06/14/041 Ronald J. Henry Georgia State University Byron Brown Valdosta State University Jackie Thornberry Georgia Perimeter College Dee Abrahamse California.

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Presentation on theme: "06/14/041 Ronald J. Henry Georgia State University Byron Brown Valdosta State University Jackie Thornberry Georgia Perimeter College Dee Abrahamse California."— Presentation transcript:

1 06/14/041 Ronald J. Henry Georgia State University Byron Brown Valdosta State University Jackie Thornberry Georgia Perimeter College Dee Abrahamse California State University Long Beach Quality in Undergraduate Education (QUE)

2 06/14/042 QUE Framing Questions What happens if we offer resources and support for reform of the curriculum to arts and sciences faculty at public universities and two-year colleges—and ask them to work together? What if we ask them to describe what students ought to know and be able to do in their disciplines and then use that information to set standards for practice? Support provided by Pew Charitable Trusts and ExxonMobil Foundation

3 06/14/043 About QUE – Faculty-driven – Two-year/four-year partnerships - clusters – Draft, voluntary student learning outcomes and standards in a discipline – Standards at level 14 [associate degree] for major and non-major – Standards at level 16 [baccalaureate] for major

4 06/14/044 How does QUE define standards? [NPEC] ‘Learning outcome’ - the knowledge (facts, concepts, principles) and skills (processes, strategies, methods) to be learned ‘Standard’ - a predetermined criterion of a level of student performance ‘Assessment’ - the process of collecting data/evidence about student learning outcomes

5 06/14/045 Challenge of changing systems INSTRUCTIONAL PARADIGM Time held constant, learning varies Covering material Degree equals accumulated credit hours LEARNING PARADIGM Learning held constant, time varies Specified learning results Degree equals demonstrated knowledge and skills

6 06/14/046 Instructional Learning paradigm paradigm Series of individual courses Coverage of material Develop learning outcomes Set standards Integrate experiences Define how to assess Develop pedagogy and develop supports

7 06/14/047 Grades and seat-time vs. learning outcomes Limitations of grading and sorting system Assessment as a program organizing principle – Need to approach assessment as register of student progress through the program, not just in a particular course Curricular or program mapping

8 06/14/048 Conceptual Framework of QUE Stage 1: Development of each learning outcome associated with a major: What should students know, understand, and be able to do?  Learning outcomes for level 14  Learning outcomes for level 16  Disciplinary contributions to General Education learning outcomes or cross cutting literacies.

9 06/14/049 Essential Learning MathSciencesEnglish History B I O L O G Y H I S T O R Y Foundation to major Introductory core Level 1212 Social Sciences EnglishMathSciences QUE Level 14 Level 16

10 06/14/0410

11 06/14/0411 Conceptual Framework of QUE Stage 2: Development of evidence that a student has attained desirable proficiencies in a course:  Aligning assignment with learning outcome  Developing scoring guides or rubrics  Constructing performance standards for a learning outcome  Scoring student work

12 06/14/0412 Conceptual Framework of QUE Stage 3: Development of evidence that a student has attained desirable proficiencies in a program: – Analyzing program to determine learning outcomes for sequences of courses, using gap analysis or Super-matrix. – Using the super-matrix, trace assessment of learning outcome through the program – Developing aligned assessments so that a student can demonstrate growth through courses towards proficiency in the total program – How do we capture student developmental progress as s/he proceeds randomly through a series of courses that make up a program?

13 06/14/0413 Super-matrix or gap analysis  For the matrix of courses within program, comparing program outcomes:  Does the course add significantly to the learning of the program outcome?  Does the course add significantly to the assessment of the program outcome?

14 06/14/0414 Super-matrix or gap analysis Course 1Course 2Course 3Course 4Course 5Total Outcome Outcome Outcome

15 06/14/0415 Quality in Undergraduate (Humanities) Education Designing Standards in the Humanities Using Standards to... Reconfigure Curriculum Transform Classrooms Empower Students

16 06/14/0416 Phase 1: Defining Standards for Change St ă n d ə rd (a): “A flag, banner, or ensign... bearing heraldic devices distinctive of a person or corporation.” St ă n d ə rd (b): “An acknowledged measure of comparison for quantitative or qualitative value; a criterion.”

17 06/14/0417 Phase 2: Using Standards to Reconfigure Our Curriculum Phase 2: Using Standards to Reconfigure Our Curriculum Writing on the Palimpsest of History Setting Expectations for Student Progress Gateway Courses ENGL 2060 (Introduction to English Studies) ENGL 3060 (Literary Research and Writing) Capstone Course ENGL 4900 (Senior Seminar)

18 06/14/0418 Phase 3: Implementing Standards-Based Instruction Challenging, Purposeful Assignments Explicit, Transparent Performance Standards Clear, (Student-Designed?) Scoring Rubrics

19 06/14/0419 Phase 4: Internalizing Standards within Students Student-developed Portfolios (to demonstrate proficiency in each standard) Reflective Introductions to Portfolio Selections (to give students ownership of the assessment process) A Senior Thesis (to address weaknesses, reinforce essential skills, and produce a writing sample for graduate school admission)

20 06/14/0420 Two-year/Four-year interaction and student transfer Difference in culture Importance of administrator involvement Sustained attention to relationships Common faculty concern for success of transfer students

21 06/14/0421 Discussion Topics - mathematics Course alignment for transferability Tests, projects, handouts, portfolios Textbook selection End of course assessment

22 06/14/0422 Outcomes Mathematical Modeling College Algebra/Precalculus Calculus Sequence

23 06/14/0423 Embedding Assessments in History Performance standards in history: focus on historical thinking and skills at survey, transfer and major levels Shared standards, rubrics, student work, assessments in rich conversations about historical thinking and learning “Transparency” as a theme

24 06/14/0424 Level 14 standards in American and World History (Salisbury) Broad standards, types of assignments tied to each standard (example: interpreting primary and secondary documents)

25 06/14/0425 Gateway Courses: Historical Methodology (CSULB) Assessable competencies published to all students Assignments agreed on among sections Enforced as prerequisite to further courses in major Work forms basis of portfolio

26 06/14/0426 Portfolio Assignments (Begun in Gateway) - CSULB Self-reflective essays: gateway and capstone Examples of work: (2-4 pieces each category) – Historiography, theory papers – Analytical work (primary source analysis, websites, etc)

27 06/14/0427 Portfolio (continued) – Mechanical skills (research proposal, computer literacy) – Presentation: oral presentation tape, Power Point, teaching unit Portfolio advisor meets with students throughout major Capstone seminar: Research paper and presentation, portfolio review and assessment

28 06/14/0428 Work in Progress Theory and Historiography course (gateway pt 2) Aligning assignments in other courses (portfolio demonstrates shortages in rest of curriculum)

29 06/14/0429 Lessons Learned Focus on sharing ideas about learning in the discipline, with others in the field Quality of learning improves – brings other faculty in It’s intensive, and committed faculty need support to do it Institution needs to be clear about its value in reward system

30 06/14/0430 Connecting Public Audiences to our work Expectations made explicit Better coherence of degree Student/parent better understanding of progress through course and towards degree A baccalaureate degree represents both a broad liberal education and specialized learning

31 06/14/0431 Accomplishments of QUE Intentionality of curriculum Importance of systematic alignment among learning outcomes, assignments, assessments, and program Value of expanded community of judgment Set standards that provide common referent point for evaluating student work beyond limits of grades

32 06/14/0432 Ronald J. Henry Georgia State University Byron Brown Valdosta State University Jackie Thornberry Georgia Perimeter College Dee Abrahamse California State University Long Beach Quality in Undergraduate Education QUE


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