Presentation on theme: "Ivy Tech and the HLC Assessment Academy Learning College Conference February 26-27, 2009."— Presentation transcript:
Ivy Tech and the HLC Assessment Academy Learning College Conference February 26-27, 2009
Ivy Tech and the HLC Assessment Academy: Where We’ve Been
Assessment Foundations Common Curriculum Many Outcomes Identified Academic Policies and Procedures Manual (APPM 13) Statewide Assessment Committee Assessment Plan Expansion of Institutional Research ½ Full Time Employee at System Level
Assessment Plan: Student Support Services Key Quality Indicators (APPM 1.6) Community College Survey of Student Engagement (CCSSE) ACT Student Opinion Survey Survey of Entering Student Engagement (SENSE) Other Student Surveys (Non-returning Student, Graduates)
Assessment Plan: Student Learning General Education Learning Outcomes Developed throughout academic program Developed through student experiences Four are measured with CAAP Program/Technical Learning Outcomes Identified by faculty curriculum committees Measured with instruments appropriate to the field of study
One Approach: Academy for Assessment of Student Learning The Academy is a series of events and interactions targeted at Understanding, Confirming and Improving Student Learning. Four year cycle. ▫One: plan action portfolio and student learning projects; ▫Two & Three: Peer and Mentor feedback analyses (twice yearly); ▫Four: Results forum.
Academy Benefits To develop institutional culture of understanding student learning; Achieve results on key action portfolios that impact student learning; Develop innovative strategies for improving student learning; Document the evidence for accreditation evaluation and follow-up; Commitment versus compliance.
Three Projects – Four Years The Organizational Overview; Identifying Student Learning Outcomes for Liberal Arts Graduates; Identifying Direct Measures for the Four General Education Outcomes with No Direct Measures.
Project One: The Organization Assess our culture; Solicit support for research-based, data driven scholarship in our strategic plan; Establish an ongoing dialogue with our campus constituencies to establish a structure about how research of our student learning can be accomplished; Data collection and turning data into information for curricular and student learning improvement.
Project Two: Identify Learning Outcomes for Liberal Arts Graduates Curriculum committees for the following six liberal arts concentrations that lead to AA and AS degrees will be formed ▫English and Communication ▫Foreign Language ▫Humanities ▫Life and Physical Sciences ▫Mathematics ▫Social and Behavioral Sciences
Specific learning outcomes (program outcomes) for Liberal Arts graduates will be identified ▫Courses from the curriculum where the outcome is achieved will be determined ▫Methods for assessment will be developed to be used on a state wide basis Project Two: Identify Learning Outcomes for Liberal Arts Graduates
Project Three: Identify Direct Measures for Four General Education Outcomes General education outcomes to be reviewed (abbreviated): ▫Acquisition and use of information ▫Recognize and understand social, political, civic and environmental responsibilities ▫Recognize and understand cultural and individual differences ▫Ethical reasoning
Task force will be developed for each outcome ▫Subject matter experts ▫Faculty representing a variety of programs ▫Staff representing various areas Task force will: ▫Determine specific indicators that show achievement of the objective ▫Identify a way to measure the achievement ▫Guide implementation into all program areas Project Three: Identify Direct Measures for Four General Education Outcomes
Project three will begin in summer 2009 One outcome will be further developed and measurement implemented in each year through 2012-13 academic year Results of student achievement will be shared with curriculum committees, regional administration, and central office staff to inform plans for improvement Project Three: Identify Direct Measures for Four General Education Outcomes