1. HOW INSTITUTIONS MAKE MEANINGFUL CHANGE WITH OUTCOME ASSESSMENT MARCH 21, 2014 MIRAMAR COLLEGE: A CULTURE OF IMPROVEMENT

2. WHERE ARE WE GOING TODAY? Moving from a culture of “compliance” to a culture of “continuous improvement” Case study: CSU San Bernardino’s experience making meaningful change with program level outcome assessment Case study: Santa Monica College’s journey and use of individual student assessment for ISLO analysis Miramar’s journey… and future

3. CASE STUDY: CSU SAN BERNARDINO’S QUEST FOR STUDENT CENTERED ASSESSMENT (THE FOLLOWING SLIDES ARE FROM “ELEMENTS OF DESIGN” BY DAVID W. MARSHALL, CSU- SAN BERNARDINO, ACCJC REGIONAL WORKSHOP) Assessment Cycle Write Outcomes Identify Assessments Gather Results Analyze Results Strategize Improvement

4. PERCEPTION OF ASSESSMENT: COMPLIANCE Accreditation Write Outcomes Identify Assessments Gather Results PackageResults SubmitReports

5. CULTURE OF COMPLIANCE Sees accreditation as an end in itself Seeks information on what accreditors want to see Worries about whether what they have matches accreditors’ expectations

6. IDEAL ASSESSMENT: INTENTIONALLY FOCUSED ON STUDENTS STUDENTS Name Expectations for Learning Communicate Expectations to Students Collect Student Work Determine Extent of Learning Strategize New Student Success Plans

7. CULTURE OF INTENTIONALITY Is student learning-centered Seeks information about how well students are learning Reflects on what we teach and how we teach it Accepts (some) responsibility for student learning Experiments with new strategies for student success

8. WHAT ARE THE CONSEQUENCES? Culture of Compliance Rarely communicates SLOs to students Files SLOs in appropriate database Sticks with what has been done Works on SLO assessment for accreditation Culture of Intentionality Makes SLOs visible to students Incorporates SLOs into faculty practices Assesses SLOs appropriately Uses SLOs for ongoing conversations about teaching effectiveness

9. CULTURE OF INTENTIONALITY IN ACTION CSU San Bernardino used the following principles to guide assessment: 1.What do we want students to know, understand, and be able to do? 2.Where do students learn what we expect them to learn? 3.How well did students learn what you expected them to learn? 4.How do we know how well they learned what we expected them to learn?

10. WHAT AND WHERE DO STUDENTS LEARN? I= Introduced D= Developed M= Mastered PLO-2: Utilize higher order thinking in applying basic research methods in psychology including research design, data analysis, and interpretation of findings, and reporting of results both in written and oral forms that are in conformance with APA format. SLO 2.1: Identify basic research methods and ethical considerations in the study of behavior. SLO 2.2: Analyze the results of two different kinds of personality tests and birth order for college age adults, especially introversions versus extraversion. Course 1I Course 2I Course 3DD Course 4MM Example: Program to course curriculum map for Psychology

11. HOW WELL DO THEY LEARN IT? I= Introduced D= Developed M= Mastered PLO-1: Identify the major writers, periods and genres of British and American literature with sufficiency to explain the importance of works and genres within their historical contexts and over time. SLO 1.1: Identify major writers, periods, and genres of British and American literature. SLO 1.2: Explain the use of genres within the literary culture of a given period of British and American literature. British Literature I and II I Objective Exam I Course Essay Studies in a Literary Period D Wiki Project D Group Project Studies in a Literary Theme M Analytical Paper Culminating CourseM Research Paper Example: Course to program SLO map for Literature

12. HOW DOES THE UNIVERSITY MANAGE ALL THE PROGRAM SLO DATA? Assess a subset outcomes each year in an annual and consistent cycle Draw direct assessment samples from selected classes and randomly across sections

13. HOW DOES ASSESSMENT CREATE MEANINGFUL CHANGE? If students meet learning expectations: Identify area as program strength Consider increasing expectations Raise standard of attainment Survey students about their experience in program If students do NOT meet learning expectations: Curricular Ensure PLOs/SLOs are clear Review teaching and learning methods Review and revise course content Revise or establish pre-requisites Structural or Administrative Develop advising system for students Appoint coordinators and guidelines for multi-section courses Build systems for communicating expectations

14. CASE STUDY: SANTA MONICA COLLEGE’S JOURNEY OF INDIVIDUALIZED STUDENT ASSESSMENT FOR ILO ANALYSIS (FOLLOWING SLIDES FROM “SLO COURSE TO PROGRAM TO INSTITUTIONAL DEVELOPMENT, ASSESSMENT AND USE”, BY OIFER AND LAWLER, SANTA MONICA COLLEGE, ACCJC REGIONAL WORKSHOP) 20062007200820092010201120122013 SLO Task Force Established ILOs adopted Core competencies written Flex Day Events on ILOs ISIS ILO Portal Web tools developed Task force disbanded Academic Senate/ Joint ISLO Committee Established 20142005 Data reports produced Name and scope of SLO/ILOs changed to IE ILOs modified and added ILO #5 SLOs integrated into new program review

15. COURSE SLO TO ISLO MAPPING: FOCUS ON COURSE LEVEL ASSESSMENT PHILOS 1 SLO #1 SLO #2 CC 1: Self- Discipline CC 2: Academic Honesty CC 4: Self Confidence CC 11: Critical Thinking ILO #1: Personal Attributes ISLO #2: Analytic and Communication Skills Course SLOsCore Competencies Institutional Learning Outcomes

16. MIRAMAR’S JOURNEY: CONTINUOUS IMPROVEMENT 200620072008200920102011201220132014 Instructional SLO Facilitator PR/SLOAC Subcommittee Course, Program and 5 ILOs adopted Course/ program SLOs mapped to ILOs SLOJet established for course tracking Taskstream for assessment and campus wide planning Campus wide SLOAC Facilitator Outcome dialogue included in PR reports ILOs revised (to include service areas) Program Review Process

17. Surveys Quantitative data Qualitative data Etc. Service Unit Outcomes Administrative, Student Services, Instructional Support Services Program Outcomes Unit Outcomes (may or may not be the same as the service program area outcomes) Course SLOs Exam questions Portfolios Exhibits Reports Etc. Instructional Program SLOs (PSLO) Licensing Exams Job Placement Student portfolios Student surveys Degree course content Course SLOs Miramar’s ILOs ILO1: Knowledge of Cultures, Physical and Natural World ILO 2: Intellectual and Practical Skills ILO3: Personal and Social Responsibility ILO 4: Integrative and Applied Learning MIRAMAR’S INTEGRATED SLO PICTURE: A COLLEGE-WIDE PROCESS

18. WHAT’S IN OUR FUTURE… MORE CONTINUOUS IMPROVEMENT Create alignment maps that highlight connections between levels of assessment, between disciplines and in service areas Create curriculum maps to examine how courses support learning in programs Use Taskstream to simplify our reporting and assessment of outcomes  USE OUTCOME ASSESSMENT TO IMPROVE OURSELVES, OUR STUDENTS AND THEIR SUCCESS

19. A SNEAK PEEK AT IMPROVEMENT: COURSE SLO TRACKING AND MAPPING Course workspace provides areas for: SLO statements SLO assessment plans Assessment findings Action plans Mapping to program and institutional SLOs

20. A SNEAK PEEK AT IMPROVEMENT: SERVICE AREA TRACKING AND MAPPING Service area workspace provides for: Area outcome statements Outcome assessment plans Assessment findings Action plans Mapping to institutional SLOs

21. A SNEAK PEEK AT IMPROVEMENT: PROGRAM SLO TRACKING AND MAPPING Program SLO workspace provides for: PSLO statements Outcome assessment plans Assessment findings Action plans Mapping to institutional SLOs Curriculum maps

22. A SNEAK PEEK AT IMPROVEMENT: PROGRAM CURRICULUM MAPS

23. A SNEAK PEEK AT IMPROVEMENT: PROGRAM OVERVIEW REPORTS

24. A SNEAK PEEK AT IMPROVEMENT: AT A GLANCE ADMINISTRATIVE REPORTS

25. A SNEAK PEEK AT IMPROVEMENT: INSTITUTIONAL OUTCOMES MAPPING