Presentation is loading. Please wait.

Presentation is loading. Please wait.

Designing and Assessing an Integrated Educational Experience: Alignment of Student Learning Outcomes across Curricular and Co-Curricular Units at Georgia.

Similar presentations


Presentation on theme: "Designing and Assessing an Integrated Educational Experience: Alignment of Student Learning Outcomes across Curricular and Co-Curricular Units at Georgia."— Presentation transcript:

1 Designing and Assessing an Integrated Educational Experience: Alignment of Student Learning Outcomes across Curricular and Co-Curricular Units at Georgia Gwinnett College (GGC) Juliana S Lancaster Georgia Gwinnett College

2 4-year, State College in the University System of Georgia Authorized by GA Legislature in May 2005, Opened in August 2006 YearEnrollmentFaculty Fall 2006Enrollment: Fall 2007 Enrollment: Fall 2011Enrollment: (305FT, 200PT) Fall 2012Estimate: 9300 Degree Programs Fall 2006: BBA Business; BS Biology, Psychology Fall 2007: BBA Business; BS Biology, Psychology, Information Technology Fall 2011: BBA Business; BS Biology, Psychology, Information Technology, Mathematics; BA English, History, Political Science; BSEd: Early Childhood Ed, Special Ed A Brief Review of GGC

3 Why?

4 Inform Senior Leadership

5 Address Accreditor Expectations The Higher Learning Commission

6 How?

7 Build a structure from the top down

8 Begin with the Vision, Mission and Strategic Plan GGC Mission Georgia Gwinnett College provides access to targeted baccalaureate level degrees that meet the economic development needs of the growing and diverse population of the northeast Atlanta metropolitan region. It emphasizes the innovative use of technology and scheduling flexibility and a variety of course delivery options. Georgia Gwinnett’s outstanding faculty and staff actively engage students in various learning environments, serve as mentors and advisors, and assist students through programs designed to enhance their academic, social, and personal development. GGC produces contributing citizens and future leaders for Georgia and the nation. Its graduates are inspired to contribute to the local, state, national, and international communities and are prepared to anticipate and respond effectively to an uncertain and changing world.

9 Begin with the Vision, Mission and Strategic Plan Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan Integrated Educational Experience Outcomes Clearly communicate ideas in written and oral form Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts Demonstrate effective use of information technology Demonstrate an understanding of diversity and global perspectives leading to collaboration in diverse & global contexts Demonstrate an understanding of human and institutional decision making Demonstrate an understanding of moral and ethical principles Demonstrate and apply leadership principles Demonstrate competence in quantitative reasoning

10 Begin with the Vision, Mission and Strategic Plan Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan Establish Program-level Student Learning Outcomes linked to Institutional Outcomes MajorIEE 1 IEE 2 IEE 3 IEE 4 IEE 5 IEE 6 IEE 7 IEE 8 Biology   Business   Early Childhood Education   English  CDAC  Intramural & Club Sports  Student Involvement      

11 Consider your institution-wide SLOs and those of an academic major or Student Affairs office on your campus (yours or another) Map connections between the two sets of SLOs How does the program support the institution’s attainment of the institutional SLOs? Share with 1-2 people near you STOP

12 Begin with the Vision, Mission and Strategic Plan Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan Establish Program-level Student Learning Outcomes linked to Institutional Outcomes Map the relationships between Program-level Outcomes and Courses

13 Begin with the Vision, Mission and Strategic Plan Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan Establish Program-level Student Learning Outcomes linked to Institutional Outcomes Select or create and implement assessments of each outcome OutcomeMeasureTarget O 1: Correct use of historical sources M 1: Common, embedded tasks in survey courses Outcome will considered as met if 60% of students scored at least 60% of all possible points on this question. O 1: Correct use of historical sources M 2: Writing assignments in upper-division courses scored by common rubrics Outcome will be considered as met if 65% of students scored at least 65% of all possible points designated to this element of the written assignment by the rubric. O 1: Correct use of historical sources M 5: Capstone/Content Methods Written Assignment Outcome will be considered as met if 70% of students scored at least 65% of all possible points designated to this element of the assignment by the rubric. Map the relationships between Program-level Outcomes and Courses

14 Think of a course or program within the major/office you thought of in Exercise 1 List your learning outcomes for the course/program Match them to the learning outcomes for the major/office Add this to your map of program and institutional SLOs Share with 1-2 people near you. STOP

15 Integrated Educational Experience SLOs Institutional Vision, Mission, Strategic Plan Course Objectives Student Affairs Outcomes Program of Study Outcomes Activity Objectives Result: An overall integrated structure linking all levels of the institution Assessment Measures The Integrated Educational Experience

16 Aggregate Results from the bottom up

17 Reports submitted on all individual measures in each program. English2011 Achievement Status Details: Met (16) Outcome/ObjectiveMeasureFindingStatus O 1: Critical and Theoretical Approaches M 4: ENGL 3040 test 97% of all ENGL 3040 students scored "competent" on a test of their objective knowledge of critical and theoretical approaches to the study of the English language. Met O 1: Critical and Theoretical Approaches M 5: Capstone Assignment 80% of seniors scored at or above "Competent' on the rubric component(s) for understanding critical and theoretical approaches. Met

18 Review data to determine achievement status of each program outcome Reports submitted on all individual measures in each program. English 2011 Summary Outcome/ObjectiveStatus of individual Measure Status of Outcome O 1: Critical and Theoretical Approaches Met O 1: Critical and Theoretical Approaches Met O 2: Interpret / EvaluateMet O 2: Interpret / EvaluateMet O 2: Interpret / EvaluateMet O 2: Interpret / EvaluateMet O 2: Interpret / EvaluateMet

19 Review data to determine achievement status of each program outcome Reports submitted on all individual measures in each program. Compile summary of unit level achievement in general MetPartially MetNot MetData Not Available Academic & Educational Support Units Administrative Units in Academic & Student Affairs Advancement Units Resource Units Educational Technology Units Facilities and Operations 2010 Totals

20 Compile overall dashboard- style view of achievement status of each institutional outcome Review data to determine achievement status of each program outcome Reports submitted on all individual measures in each program. Compile summary of unit level achievement in general

21 Compile overall dashboard- style view of achievement status of each institutional outcome Review data to determine achievement status of each program outcome Reports submitted on all individual measures in each program. Compile summary of unit level achievement in general Compile summary of action plans including resources needed UnitAction Plan StatusAction Plan Focus NeedHaveBudget Content or Process StaffMaterials Modify Plan X X X X None Listed X XX X XX$1000X X XX None Listed X XX X X XX X X XX X

22 Integrated Educational Experience SLOs: Institutional Patterns Institutional Vision, Mission, Strategic Plan Student Affairs Results and Responses Program of Study Results and Responses Result: An institution- wide, strategic perspective on academic effectiveness Assessment Findings The Integrated Educational Experience

23 What resources do you have or would you need to produce a similar aggregation? What value might a structure like this have for your office or institution (if you are not already doing something similar)? What would be the major challenges for your office or institution? Share with 1-2 people near you. STOP

24 Benefits

25 A comprehensive and integrated perspective on the institution’s success toward its vision & mission Institutional Outcomes PlansResultsResponses

26 Supports Student Learning

27 Explicit, defined list of expected outcomes for each major or general education course and for degree program For Students Coordinated content for multi-section courses Ease of communication between faculty teaching multi-section courses More clarity on expectations in course sequences For Faculty Supports formative evaluation of INSTITUTIONAL effectiveness For Institution

28 Supports strategic planning and decision making

29 Identifies where in institution there may be a lack of commitment to assessment Participation rates Identifies those with strong plans and those needing assistance – provides assessment of assessment office Evaluation of Assessment Plans Identifies large-scale strategic issues on which institution is either doing well or for which coordinated, concentrated focus beyond the individual unit might be needed Compiled Institutional Results & Outcome Status Identifies commonalities in responses Consolidates all budget/resource requests in one place, supporting prioritizing or combining Alerts leadership when units are not considering resource implications of their responses Response Plan & Resource Need Summary

30 Challenges

31 Faculty may view assessment as indicator of their teaching Potential for Inflated assessment scores 100% success in all areas is not informative Must address concerns over academic freedom Assessment processes are difficult to establish Need to establish consistency in embedded assessments and standards across course sections Need to establish and adhere to timelines for submission of assessment results from courses Need to build processes and provide time for compilation and consideration of results within academic disciplines and student affairs offices Compiling and interpreting to the institutional level requires time.

32 Thanks for your time and attention! Questions?


Download ppt "Designing and Assessing an Integrated Educational Experience: Alignment of Student Learning Outcomes across Curricular and Co-Curricular Units at Georgia."

Similar presentations


Ads by Google