knowledge and application of principles for planning, assessment, and the use of data for both. Implementation and Assessment Procedures (USDE, pg. 61) Objective as per Grant Implementation Strategies actual 2000 Baseline as per Grant Criteria as per Grant Data Elements as per Grant Data Collection Procedures actual Analysis Procedures as per Grant Course Designs Develop Outcomes Design Assessment Design Learning Activities Zero 14 per year 68 total Number of core courses with Outcomes Project Spreadsheet Overview & Process Guidebook GenEd Rationale Final Report Form Comparative Analysis Active Learning Strategy Design Professional Development and Training Knowledge Sharing ≧30% 20% and 60 core courses Application Usage Course Materials Syllabus Checklist SLO/LA Database Master Syllabus Policy GenEd Competency Matrix Workshop Presentations Functional Audit Comparative Analysis Core courses with outcomes and active learning strategies ≧70% 20% Faculty satisfaction and Course Evaluations Final Pilot Reports Areas of Impact Table Best Practice Analysis Test of significance Comparative Analysis All Zero 100% Funding, governance, and structure Program Audit Comparative Analysis Process Data elements for evaluating the process component of the Activity are listed in the grant as “documents of accomplishments, such as manuals and guides developed to support the implementation process, schedules and rosters developed to support the
Appendix A Implementation Recap Summer/Fall2006 Spring/Fall2007 Fall2007-Spring2008 Spring2008-Fall2008 Fall2008-Spring2009 *4 consultants hired for summer workshop series, focused on instructional design, active and collaborative learning, using learning theory in the classroom, and learning assessment *Met one on one with each cohort to review expectations, revised syllabi, and pilot plans. *Interviews become data elements *Title III pilot faculty present results of their work to colleagues at spring Convocation and 25 faculty are recruited for the 2nd cohort, extending beyond GenEd to include faculty and courses from several academic programs. *Faculty participate in a modified, online version of the previous summer’s series on instructional design, active/collaborative learning, learning theory, and learning assessment. *Online discussion forum becomes data element *Met one on one with each cohort instructor *As 2nd cohort pilots in the fall, the 3rd cohort begins the course component of the program with newly upgraded materials, self-assessments, guidelines, and small group presentations of topics from the text book *3rd cohort pilots 17 courses in the spring *Meet one on one with each cohort instructor *Note the need for deeper understanding of terms and application in writing SLOs – some of the previous cohort did not get it *Other instructors report transformations in their teaching and student learning *As 3rd cohort pilots in the spring, the 4th cohort begins course component of the program *4th cohort pilots ___ *Meet one on one with each cohort instructor *Note the need for statement of assessment principles, methods, and process, as per confusion relayed by faculty and staff *As 4th cohort pilots in the fall, the 5th cohort begins course component of the program *5th cohort pilots ___ *Meet one on one with each cohort instructor *Note the need to define course SLOs within a context of the bigger picture, not in isolation
*Defined and implemented pilot plans and outcomes for 15 GenEd courses, including CCSS, in the Fall. *Defined and implemented SLOs for Orientation *Note confusion as to what courses are actually GenEd courses, determine that our developmental and ESL courses counts as GenEd courses for the purposes of implementing the grant objectives *Defined and implemented sample master syllabi, using outcomes-oriented methodology for 25 courses *Presented rationale for involving T3 Task Force in institutionalization of course SLOs, Assessments. Task force does not meet again. *Focused cohort on revising and piloting outcomes-oriented master syllabus template as a purpose for their work *Cohort further modifies the master syllabus template *Pat Roux and I present to the deans for approval and are told to pilot the template further *SLO work done on some courses still not included on new courses going through curriculum, still using old format *As per faculty feedback and to use in implementing their pilots, proposed and was approved for 3 classrooms to be outfitted as seminar rooms, in conjunction with learning principles of small class size. The rooms provided for this were not appropriate for the purpose; some teachers did not want *Cohort further modifies master syllabus template *Instructors ask for assistance on rubrics *Note the need to re-assess outcomes for Orientation and assessment methods *Request to serve on DLIT planning committee, specifically to build a competency model for online faculty that can be used to align all faculty development along defined streams of knowledge, however, some confusion by team members on terms and how to use the model. Suggests, again, the need for a consistent set of principles and guidelines for determining the impact of an initiative and the reasons for doing it. *Final cohort product is presented to curriculum for use in all future master syllabus revisions, results in policy change and first documented institutionalization of cohort work *Request for assistance with assessment piece for LTC linkage *Request for assistance with PDA outcomes/assessment plan *Request for assistance with Service Learning Outcomes and Assessment *Request for assistance with QEP assessment plan *Request for assistance with individual instructors’
short piece to help students, faculty, and the community understand the purpose of GenEd inconsistencies between the principles behind promotion/performance appraisal and those behind the mission outcomes, divisions between City Park/West Bank courses and the program/discipline) *Many instructors voice concern at the possibility of not having a support person for outcomes/assessment *Wrote communication plan, web content, and marketing plan for faculty recruitment *Created marketing brochures, presented Title III program at departmental meetings and on 3 campuses *Modified online course to be offered as an alternative to workshops *Brought in MaryEllen Weimer to discuss learning-centered teaching *Begin to work with Learning Community Faculty on integrated course outcomes *Note the need for institutionalization support, perhaps in committee charters *Assessed first cohort experience and dramatically modified the development program and pilot process *Assessed second cohort experience, revised course content, went back to face to face meetings as per feedback on the benefits of collaboration. *Course evaluations and final pilot reports become data elements *Assessed third cohort experience, revised course texts, binder material, and created PowerPoint presentation to accompany workshop sessions *Met with 3rd cohort mid-way through pilot, as per feedback on the necessity for support during the pilot. Grant *Assessed forth cohort experience, revised binder material, structure of the workshop sessions, times and locations *Met with 4th cohort mid-way through their pilot to discuss assessments and support they might need. Feedback focused on the challenges of implementing a course design after a week of hurricane evacuation. face
Rubrics http://its.monmouth.edu/facultyresourcecenter/rubrics.htm Student Services http://css.rpgroup.org/ Discipline-specific resources Science, Math, Technology Developmental English General Teaching Reference Community College Reference http://www.diversityweb.org/ Manual on Learning Outcomes/Assessment How to interpret and respond to assessment feedback
Part 2: Assessment of Student Learning What methods did you use to determine whether students were learning/had learned? Student Learning Outcomes - (What are students able to do as a result of learning in this course – same as in the above table) Learning Assessment Method - (What assessment methods were used to monitor learning and determine achievement of this SLO?) Explanation of Use - (How did students demonstrate the learning outcome? Was this an effective measure of student learning? Why/why not?) Part 3: Conclusions and Recommendations for Master Syllabus – To Department and Colleagues who also teach the course. (What are your conclusions from the pilot and recommendations for the Master Syllabus of this course? What do you feel the next step should be in building consensus on SLOs/Assessments for this course? In piloting the Master Syllabus SLOs/Assessments with colleagues?)
Sharing experiences with colleagues 8 Due to the pilot 4 Awareness/perspective shift 21 Already using some 5 Due to collaboration with other disciplines 8 Lean toward methods that were used on us 3 Takes a while to get 5 Improvement in instruction 31 Interactions with students and colleagues 7 Inspired to do more 8 Due to the quality of program 5 Need time to focus on classroom learning to improve 11 Critical reflection on teaching methods 10 Assessments, peer review 4 Methods and process, creative and effective 6 Observations of others 5 Some resistant 5 Beliefs about teaching 16 Helping students overcome obstacles to education 2 Teaching, not methods, is where teachers learn to teach 3 Students need to know they matter 2 More than content, need to teach them what’s being asked of them in the workforce 3 I want them to love reading 1 I want them to be more confident 3 I want them to be able to make decisions about their well being 2 Lack of excitement 2 TrackDat boxes and jargon 1 Conforming to whatever 1 Beliefs about organization 14 May need to change our rules about general education 1 Skepticism that what’s being asked to do will not matter 3 No one believes this will change the master syllabus 1 Some faculty will never change 3 New initiatives mean new buzz words, that’s all 2
Department meetings talk about administration, not learning 4 Appreciation 7 Someone cares about what I’m doing 2 Talking with colleagues 5 Recommendations for specific activities and assessments – 9 Student-designed assignments 2 Visual diagrams 1 Interconnections of things 1 Oral reports 1 Demonstration of learning to others 1 Group assignments followed by individual assignments on same thing 1 Kinesthetic – building models 1 For explaining concepts 1 Take-home practice exams 1 Monthly faculty collaboration meetings 1 Build time in course for critical reflection and discussion 1 Appendix R Functional Areas Impacted by Title III with Related Services and Activities Title III Obj Outcome Assesmt Consult Documentation Guidelines Best Practice Research Consult Training Curric Design Course Design Method Compet. Model Design Program Devel. Facilitation Business Process Mapping
Math Dept X X Individual Instructors X X X X Convocation Planning X X X X X X X X Online Professional Development Program X X X X X Program Review X X X X X Leadership Connection X X X X X X Title III X X X X X X X X X X