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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences
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Transcript of Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences
Exploring Evidence-Based Outcomes Through Self Reflection on Teaching
Experiences
Presenters
Dr. Margaret M. McMenaminExecutive Vice President Educational Services
Brookdale Community [email protected]
Maris A. LownDean Science & Health Science
Avis McMillonManager Public Relations
Chair of [email protected]
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
Governance Structure
• Governance Forum
• Steering Committee
• Standing Committees
• Permanent College-wide Committees
• Governance Gazette
Governance Authority
• Governance does not make final decisions
• Aids in policy formulation & dissemination
• Recommends policies to President
• Board of Trustees approves policies
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
Steering Committee, cont.
• Develops charges for standing committees
• Routes issues to appropriate committees
• Manages a year round agenda/meetings
• Conducts year end retreat
Voting Constituencies
• Full-time faculty
• Full-time and part-time staff
• Full-time and part-time administrators
• 14 students who serve on standing committees
Standing Committees
• Academic Council• Functions as the College curriculum committee
• Initiates/revises programs and courses
• Academic Standards• Addresses College wide academic regulations
Standing Committees, cont.
• Institutional Planning & Effectiveness• Assesses strategic planning process
• Guides formulation of strategic planning Matrix
• Monitors Major Indicators of Institutional Effectiveness
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
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
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
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
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
•
Reflective Practice in Governance
• General education courses
• Grading system
• Credit to contact hour ratios
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
Core Competency Committee
• Formed as ad hoc Governance Committee
• Developed the Core Competencies
Academic Council
• Incorporated Student Learning Outcomes into course syllabi
• Implemented three levels of Student Learning Outcomes• Core Competencies
• Program Learning Outcomes
• Course Learning Outcomes
General Education Committee
• Linked Gen Ed requirements to Core Competencies
• Created rubrics for assessment of these competencies
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
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
Assessment Buddies
• Fostered faculty buy-in
• In-serviced on how to write SLOs
• Taught how to set up assessment projects
Educational Services Master Plan
• Developed collegially
• Includes an entire Chapter devoted to supporting assessment of SLO
Forum Presentations
• Committee reports
• Assessment Buddies reports
• SLOP dissemination by Chairs
• Assessment project presentations
• ESMP/FMP/ITSP/Matrix presentations
Reflective Practice in Governance & Assessment
• Reflection before action
• Reflection in action
• Reflection after action
Reflective Practice in Governance & Assessment
• The Buddies
• SLOs
• The SLOP
Levels of Student Learning Outcomes
Core Competencies
Program Learning Outcomes
Course Learning Outcomes
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
Curriculum Maps
• Core Competency by Program
• Core Competency by Course
• Program Learning Outcome by Course
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?
Core Competency Data Sources
• Graduate Surveys
• Employer Surveys
• Advisory Committee Surveys
• Threaded assessment of CCs in the Career and General Education Courses
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
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
Artifacts
• Course Products– Exam blueprints– Rubrics– Research papers– Data
• Memorialized in Division Offices and in the office of the Dean of Academic Affairs
Reflective Practice in SLO Assessment
• Action Research – planning, action, reflection
• Creates an inquiry culture
• Integrates theory with practice
• Researching while teaching
Reflective Practice in SLO Assessment
• Speech – deconstruction
• Human Services – social inquiry
• Nursing – qualitative dialogue
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
Speech
• Does changing the speech sequence result in better grades?
• Will students take the assignment more seriously?
• Will students confidence improve?
SpeechLevel 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
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
Human Services
• Are students effectively conducting simulated initial Client/Counselor sessions?
• Will the use of Bloom’s taxonomy foster the use of exploratory questions?
Human Services
Level 5:
Awaiting fall 2008 results of student interview assessments to determine impact of increased instructional time devoted to question development
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
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?
Future Projections on Assessment
• Engagement of Students
• Narrative Inquiry
• Qualitative Strategies
• Triangulation
• Dashboard/Top Box Model
• Standardized Testing and Mandated Metrics
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
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)