1. The Learning Evidence Team Dr. Tracy Edwards Chief Learning Officer Valencia Community College February 18, 2004

2. Team Members Faculty volunteers solicited by the Valencia Faculty Association Volunteers from among the Deans Members of my staff

3. Terms of Membership To provide continuity and facilitate the work of the team, as well as to provide for diverse viewpoints: One third of this team will serve a one-year membership One third will serve a two-year membership One third will serve a three-year membership

4. Origins of the Learning Evidence Team Rooted in the two questions used to frame decision making: How does this enhance learning? How do we know?

5. Origins of the Learning Evidence Team Strategic Plan: Goal 4 Creating “a culture in which clearly specified learning outcomes and assessments engage students as responsible partners in their learning” “College’s learning leaders can effectively create the best conditions for learning”

6. Origins of the Learning Evidence Team Four Outcomes of Strategic Goal 4 a coordinated program of learning rather than a collection of courses valid learning outcomes for every course and learning experience discipline specific/core competencies for every course assessment strategies that provide clear evidence of mastery of learning outcomes

7. Charge to the Learning Evidence Team Provide leadership for the college wide initiative to accomplish Goal 4 of the Strategic Learning Plan and foster a “culture of evidence” that improves learning at Valencia. The Learning Evidence Team (LET) reports to the Chief Learning Officer (CLO) in conjunction with the College Learning Council (CLC).

8. Goals for the Learning Evidence Team 1. Foster a “culture of evidence” at the college by answering two key questions: What do we mean by evidence of student learning? How will we document this evidence?

9. Goals for the Learning Evidence Team 2. Articulate a philosophy of assessment of student learning that will provide direction for the College in creating a coordinated program of learning centering on our core competencies: Think, Value, Communicate, and Act.

10. Goals for the Learning Evidence Team 3. Envision a long-term plan for the implementation and documentation of learning outcomes (based on the philosophy of student assessment centered on our core competencies) that will bring coordination to the program of learning at the College, that will inform curricular change, and that will improve learning at the College.

11. About These Goals Complex. Require that the team reviews and studies current literature on outcome assessment. Necessitate developing a common language to talk about teaching and learning and communicating this language to the larger college community. Require creating a philosophy of assessment and documentation from which the College can work toward program level and course level outcomes. Should include a way in which the larger college community can be draw into an effective collaboration with this team.

12. What These Goals Require: The commitment you have already demonstrated by volunteering for this complex assignment A willingness to ask difficult questions that are central to the assessment of learning A respect for the opinions and ideas of others Courage to express honestly and openly what you know, think, and feel -- a combination of mind and heart Creativity – the ability to think outside the box.

13. Assessment Responsibilities of the Learning Evidence Team It will be important that this team model techniques of valid assessment by developing a plan by which the work of this team will be assessed. These techniques should be varied and may include surveys, a learning evidence web site, a bibliography of important literature, and contributions to the Annual Learning Indicators Report, among others. This is an important part of creating a “culture of evidence” at the College.

14. Reporting Responsibilities of the Learning Evidence Team Primarily to the Chief Learning Officer Through the Chief Learning Officer to the College Learning Council To the College at large, through the Faculty Association and other appropriate vehicles (which you will determine)

15. A Few Thoughts Not just a passing fad in education, but a reexamination of the framework on which we build our curriculum. Challenging, confusing, frustrating, rewarding, thoroughly enjoyable, and definitely worthwhile.

16. Comments and Questions