Steve Hurlbut, Assistant Professor of Management

The Ideal Learning Goals First: These are the foundation of EVERYTHING. Assessment Second: HOW will we determine if the students have learned what we want them to learn? Curriculum Design Third: The classes are the BRIDGE. Does the material in the classes address the learning goals, and is it consistent with the assessment method?

The Reality At many schools, the curriculum is based on a model that has existed since the 70’s: Some skills based classes (English Writing, College Algebra, Speech, etc.), Some content based (one from Natural Sciences, one from Social Sciences, etc.). Some more innovative additions (learning communities, living arts, etc.

The Reality (Part 2) Learning Goals (along with the Mission Statement) get reviewed every 5-7 years: Generally by a task force of trustees, administrators, faculty, staff and students. Then affirmed by the subgroups represented on the task force. Usually, without substantial changes to the Curriculum; it is harder to change graduation requirements, because the “the devil is in the details.”

The Reality (Part 3) Many schools are latecomers to authentic Assessment Accreditation bodies have more specific requirements than in the past The literature on assessment theory and practice has only recently made major advances

Westminster College Example 13 of our 16 liberal education categories are substantially unchanged since the 80’s Our Mission, Vision, and Learning Goals were reviewed and substantially changed in 2006 This year is a pivotal year for Assessment: Faculty just approved the use of Portfolios for assessment in February, 2011.

The Big Question: Learning Goals, Curriculum Design, and Assessment are supposed to be closely inter-related, but many schools treat each of the three as a separate entity. But we can’t try to do all three at the same time. HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?

ANSWER: PORTFOLIOS

The Steps = A Cycle Portfolio artifacts = Learning Goals Student Inventory and Reflection Faculty Audit and Review Learning Goal Review/Revision Curriculum Review/Revision

Artifacts and Learning Goals Most Liberal/General Education requirements are content area-based (Fine Arts, Social Sciences, etc. Most Learning Goals are Skill-based (Critical Thinking, Effective Communications, etc.) Has your school thought through which General Education requirements will result in which Learning Goal? If not, this will be evident when the first student portfolios are completed.

Student Inventory and Reflection When do students learn about Portfolios? When do they first reflect on what they have? When do they last reflect on what they have? Who guides this process?

Faculty Audit and Review Who will review? How many to review? When? How to record findings/conclusions?

Learning Goal Revision and Review How to report findings of portfolio reviewers? Do the portfolio artifacts affirm the value of the learning goals? Do some of the learning goals seem to be neglected in the portfolios? Are any of the Learning Goals frequently represented by artifacts that don’t apply, or by artifacts that don’t effectively represent the skill?

Curriculum Review and Revision Are some classes heavily (perhaps over-) represented in student portfolios? Are some classes rarely (or never) represented in student portfolios? Are some professors noticeably over- (or under-) represented in student portfolios? Do some frequent gaps in student portfolios suggest major course revisions, or new course requirements?

The Finish Line There isn’t any finish line... However, the cycle of Portfolio evaluation, Learning Goal review, and Curriculum audit becomes the most powerful tool we have to addressing the Big Question: HOW DO YOU BEGIN THE PROCESS OF TRULY INTEGRATING ALL THREE?