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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences.

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Presentation on theme: "Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences."— Presentation transcript:

1 Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences

2 Presenters Dr. Margaret M. McMenamin Executive Vice President Educational Services Brookdale Community College Maris A. Lown Dean Science & Health Science Avis McMillon Manager Public Relations Chair of Governance

3 Brookdale Community College Dr. Peter F. Burnham, President The County College of Monmouth Located along the Jersey Shore Collective bargaining environment Two-campus system >15,000 Credit students 260 Full-time faculty

4 Governance Structure Governance Forum Steering Committee Standing Committees Permanent College-wide Committees Governance Gazette

5 Governance Authority Governance does not make final decisions Aids in policy formulation & dissemination Recommends policies to President Board of Trustees approves policies

6 Steering Committee Leadership body of governance system Chair elected from among the constituent groups (administration, faculty, staff) Monitors committee membership Develops agenda for Forum meetings

7 Steering Committee, cont. Develops charges for standing committees Routes issues to appropriate committees Manages a year round agenda/meetings Conducts year end retreat

8 Voting Constituencies Full-time faculty Full-time and part-time staff Full-time and part-time administrators 14 students who serve on standing committees

9 Standing Committees Academic Council Functions as the College curriculum committee Initiates/revises programs and courses Academic Standards Addresses College wide academic regulations

10 Standing Committees, cont. Institutional Planning & Effectiveness Assesses strategic planning process Guides formulation of strategic planning Matrix Monitors Major Indicators of Institutional Effectiveness

11 Standing Committees, cont. Professional Development Guides College-wide PD initiatives Coordinates new employee orientation with HR Student Development Addresses student behavior issues Addresses student extra-curricular concerns

12 Standing Committees, cont. College Life Addresses campus environment Addresses non-academic services Diversity Council Advises on strategies to foster an open, diverse, & inclusive environment Plans & implements programs to achieve College-wide commitment to diversity

13 Reflective Practice Evaluation of experiences, beliefs and knowledge Data used in conjunction with reflection to develop and verify insights Practitioner understands and appreciates self within the context of learning Reflection used to improve practice

14 Reflective Practice Pre-reflective – knowledge is certain Quasi reflective – knowledge is uncertain but personal and interpreted by individuals Reflective – knowledge is constructed from inquiry leading to evidence based reasonable solutions

15 Reflective Practice in Governance Creates time and space for inquiry Inculcates a culture of using research and information Educates faculty and staff regarding the larger issues through committee charg. Encourages faculty and staff to apply the research and information from governance to parochial issue

16 Reflective Practice in Governance General education courses Grading system Credit to contact hour ratios

17 Governance & Assessment Middle States Mandate Governance formed ad hoc committee to develop College Core Competencies Link with Program & Course Learning Outcomes Link with General Education Institutionalize Assessment

18 Core Competency Committee Formed as ad hoc Governance Committee Developed the Core Competencies

19 Academic Council Incorporated Student Learning Outcomes into course syllabi Implemented three levels of Student Learning Outcomes Core Competencies Program Learning Outcomes Course Learning Outcomes

20 General Education Committee Linked Gen Ed requirements to Core Competencies Created rubrics for assessment of these competencies

21 Institutional Planning & Effectiveness Reviewed and revised Major Indicators of Institutional Effectiveness Created a dashboard of critical indicators Led college-wide planning & assessment efforts through Matrix development

22 Academic Leadership Student Learning Outcomes Plan Initiated by Academic Dean Developed by Division Chairs Results Initial resistance from everyone Streamlined process Increased acceptance Improved quality of the outcomes

23 Assessment Buddies Fostered faculty buy-in In-serviced on how to write SLOs Taught how to set up assessment projects

24 Educational Services Master Plan Developed collegially Includes an entire Chapter devoted to supporting assessment of SLO

25 Forum Presentations Committee reports Assessment Buddies reports SLOP dissemination by Chairs Assessment project presentations ESMP/FMP/ITSP/Matrix presentations

26 Reflective Practice in Governance & Assessment Reflection before action Reflection in action Reflection after action

27 Reflective Practice in Governance & Assessment The Buddies SLOs The SLOP

28 Levels of Student Learning Outcomes Core Competencies Program Learning Outcomes Course Learning Outcomes

29 Examples of Student Learning Outcomes Core Competency : Communication PLO: Communicate the Economic Events in the form of General Purpose Financial Statements including Income Statements, Net Earnings Statements, Balance Sheets and Cash Flow Statements CLO: Analyze, measure and communicate the business transactions of a business entity to decision makers

30 Curriculum Maps Core Competency by Program Core Competency by Course Program Learning Outcome by Course

31 Foundation Assessment Questions Level 1: What do you want the students to learn? Level 2: What tools are you using to assess achievement of learning outcomes? Level 3: What data have you gathered regarding achievement of learning outcomes? Level 4: What changes have you made to your instruction/curriculum based on assessment data? Level 5: What evidence do you have that changes you made improved student learning?

32 Core Competency Data Sources Graduate Surveys Employer Surveys Advisory Committee Surveys Threaded assessment of CCs in the Career and General Education Courses

33 PLO Data Sources Employer Surveys Advisory Committee Surveys Student Program Evaluations Threaded assessment through CLO Assessment tools in capstone courses Embedded questions in comprehensive examinations

34 CLO Data Sources Internally developed rubrics Link instructional strategies to CLOs Thread assessment though CCC & PLO assessments Blueprint exams to reflect CLOs Standardize exams across the department

35 Artifacts Course Products –Exam blueprints –Rubrics –Research papers –Data Memorialized in Division Offices and in the office of the Dean of Academic Affairs

36 Reflective Practice in SLO Assessment Action Research – planning, action, reflection Creates an inquiry culture Integrates theory with practice Researching while teaching

37 Reflective Practice in SLO Assessment Speech – deconstruction Human Services – social inquiry Nursing – qualitative dialogue

38 Speech Assessment Project Level 1: CLO Deliver demonstrative, informative, persuasive speeches Level 2: Assessment Strategies/Tools Rubrics for the three types of speeches Level 3: Data Data showed that grades on each speech decreased from the first speech to the third speech Level 4: Curriculum Change Speech sequence changed to informative, persuasive, demonstrative

39 Speech Does changing the speech sequence result in better grades? Will students take the assignment more seriously? Will students confidence improve?

40 Speech Level 5: Improved student ability to deliver demonstrative, informative, persuasive speeches Changing the sequence resulted in Improved student performance in each type of speech Grades improved with each attempt Confidence levels of students increased Students took the speeches more seriously

41 Human Services Assessment Project Level 1: CLO Conduct an effective client interview Level 2: Assessment Tools Simulated interview/Rubric Level 3: Data Students scored lower on Exploratory Questions Level 4: Curriculum Change Increased instructional time devoted to question development

42 Human Services Are students effectively conducting simulated initial Client/Counselor sessions? Will the use of Blooms taxonomy foster the use of exploratory questions?

43 Human Services Level 5: Awaiting fall 2008 results of student interview assessments to determine impact of increased instructional time devoted to question development

44 Nursing Assessment Project Level 1: CLO Collaborate with clients, significant others, and members of the healthcare team to evaluate the achievement of client outcomes Level 2: Assessment Strategies/Tools Focus groups Level 3: Data Students will evaluate information for patterns and themes Level 4: Curriculum Change Level 5: Did it work

45 Nursing Do individuals who work with entry level practitioners perceive that graduates have met program learning outcomes? Will students perceive that this learning experience strengthened their leadership skills? Will students confidence improve?

46 Future Projections on Assessment Engagement of Students Narrative Inquiry Qualitative Strategies Triangulation Dashboard/Top Box Model Standardized Testing and Mandated Metrics

47 Deliverables: Shared Governance System Results in demonstrable outcomes Improves documentation of student learning & institutional effectiveness Produces better assessment process Ensures buy-in from critical constituents

48 Deliverables: Shared Governance System Develops practitioners whose knowledge of ill-structured problems is constructed from inquiry which leads to reasonable solutions based upon evidence currently available. (King & Kitchener) Builds a learning organization. (Senge)

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