Academy Report July 2013
Identify and explain any specific changes to your project scope or design since February
2013.
The project scope for the Oglala Lakota College Assessment Academy Team is to create a solid
general education framework that supports student learning at Oglala Lakota College.
General Education remains the project and scope for the Oglala Lakota College Assessment
Academy Team (OLC AAT). The First year goal focused on a cross tabulation of degree level
and institutional learning objectives/outcomes and course learning objectives, and opportunities
for assessment. The second year goal was to expand the process to all departments and degree
areas.
In February 2013, The OLC AAT attended the Assessment Academy workshop to review the
progress of the OLC General Education Project. This training assisted in identifying two key
priorities which included; to revise and refine the OLC General Education Goals and Outcomes
to reflect the mission of the College and ensure that the outcomes were measureable, meaningful,
and useable in making continuous improvements to the institution; to review the current ETS
proficiency profile and determine if it is the right tool for OLC General Education.
In April of 2013, the OLC AAT collaborated with the OLC Assessment Committee to revise the
General Education framework. The current framework consisted of seven goals and 23
objectives. Although the college emphasizes learning culture and values, this critical goal was
vague and concealed within goal seven. The HLC peer mentors recommended that OLC embrace
their unique culture and values such as Wolakokiciyapi meaning everything Lakota and use this
as the foundation for general education. Therefore, the OLC AAT identified a primary goal that
would support the Oglala Lakota College (OLC) Mission “students will exemplify
Wolakolkiciyapi”. To support this goal, 11 learning outcomes were developed they include:
Disposition – 1) Apply cultural values in a learning atmosphere. Written and Oral
Communication – 2) Communicate effectively in writing using both Lakota and English. 3)
Demonstrate oral communication skills in both Lakota and English. Quantitative Reasoning – 4)
Apply quantitative analytical skills. Critical Thinking – 5) Examine concepts and theories across
multiple contexts and disciplines. 6) Critically review resource material, 7) Develop ideas to
address contemporary issues, 8) Critically examine sovereignty. Technology – 9) Demonstrate
proficiency in the use of standard computer technologies. Diversity - 10) Examine the
importance of diversity and 11) Examine the contexts of Lakota social organizations,
communities and global networks (See Appendix A).
The development of the framework was a collaborative effort that began with the OLC AAT, and
was reviewed by the academic department chairs and faculty for feedback and concerns. Once
approved, it was then submitted to the OLC full Assessment Committee, before being forwarded
onto the approving channels of Instructional Affairs committee, the Piya Wiconi Okolakiciye,
then finally the OLC Board of Trustees. The OLC Board of Trustees, gave final approval in June
of 2013.
In addition to the revised framework (see Appendix D) the OLC AAT proposed that the OLC
assessment Committee, and Academic Departments (who house the General Education courses)
consider revising the OLC General Education Assessment plan, specifically the embedded
course assessments and assessment instrument (ETS proficiency profile) and the revised
assessment calendar to review general education course outcomes over a five year period (See
Appendix E). The revised assessment plan will be reviewed and approved by September 2013
by appropriate academic departments and the Assessment Committee. Additional assessment
methods and instruments will be reviewed for the best fit for the general education program, such
as the Degree Qualifications Profile (DQP) and the Association of American Colleges and
Universities (AAC&U) during the Fall 2013 semester (See Appendix F for an example).
Furthermore, course syllabi learning outcomes were revised to align with the new general
education outcomes.
In spring of 2013, a preliminary curriculum map was completed to support the revised general
education goals. This process helped identify areas that needed improvement. The OLC AAT
established new methods that included assessing the courses by outcome rather than by classes.
One to two outcomes would be selected per semester. Based on this new method one outcome
would be assessed during the Fall 2013 semester. The outcome to be assessed is written and oral
communication Outcome # 2“Communicate effectively in writing using both Lakota and
English.” The new curriculum map revealed that four courses fall directly under this outcome
and will be assessed during the Fall 2013 semester. The data will be available in January of
2014 and will be documented in the next report.
In August of 2013, OLC implemented an Institutional Effectiveness Plan (see Appendix B). The
plan was designed to streamline the assessment process for all academic and non-academic units.
Departments began the creation of departmental strategic plans that support student learning and
the co-curricular activities. Outcomes, assessment measure, and methods were developed to
determine the effectiveness of each plan. The data will be used to improve student learning
during the spring 2014 semester, dashboard indicators will be developed, and retention to
support students is emphasized.
The Institutional Effectiveness Plan is a system/process used to determine the extent to which an
institution is accomplishing its strategic goals and objectives and it will provide OLC with a
mechanism to make improvements. The General Education Assessment Plan falls under the
Comprehensive Planning and Institutional Effectiveness plan. Faculty went through training on
August 12th and 13th. All departments worked on strategic plans which encompass academic and
non-academic assessment. Strategic Plans are due by September 30th. The institutional
effectiveness plan can be viewed at http://www.olc.edu/local_links/oiar/
What were your goals for the past six months? Did you achieve them? Why or why not?
OLC’s plans and goals for the past six months were as follows. Information regarding
achievement follows each goal.
Goal One: Gather all General Education material and house in General Education Website.
The General Education website was created during the spring of 2013. However, with the
development of the new framework, new material to support this process will be added to the
website throughout the fall 2013 semester, and continually as needed in the future. The website
will promote transparency, accessibility, and improve collaboration/communication between
departments.
Goal Two: Complete data collection and analysis from pull-out assessments.
In February 2013, data was available that aimed at supporting the previous general
education framework. However, upon review analysis, the course assessments and learning
outcomes did not align to the general education framework (goals and objectives). Therefore, the
data informed the faculty and departments, what students learned in relation to their course, but
could not be related to the general education outcomes. This revealed the need to revised and
strengthen the framework. Therefore, the structure remained the focus for the spring 2013
semester.
In June of 2013, data is available through the OLC data reporting prototype developed
using OLC reference web combined the OLC student information System JENZABAR.
However, due to the resignation of the database manager, the data is not available until
September of 2013. Therefore, the spring 2013 data will be updated and analyzed in the next
report to reflect the current general education framework.
Goal Three: Review data and compare with ETS PPE, the core assessment tool used at OLC.
The revised framework of the OLC AAT proposed that the OLC assessment Committee, and
Academic Departments (who house the General Education courses) consider revising the OLC
General Education Assessment plan, specifically the embedded course assessments and
assessment instrument (ETS proficiency profile) and the revised assessment calendar to review
general education course outcomes over a five year period (See Appendix E).
The revised assessment plan will be reviewed and approved by September 2013 by appropriate
academic departments and the Assessment Committee. Additional assessment methods and
instruments will be reviewed for the best fit for the general education program, such as the
Degree Qualifications Profile (DQP) and the Association of American Colleges and Universities
(AAC&U) during the fall 2013 semester (See Appendix F for an example).
When the appropriate committee selects either the DQP or the AAC&U, the data will be
available for comparison by spring 2014.
Goal Four: Review progress and revise the General Education Assessment Plan and calendar
In spring of 2013, a preliminary curriculum map was completed to support the revised general
education goals. This process helped identify areas that needed improvement. The OLC AAT
established new methods that included assessing the courses by outcome rather than by classes.
One to two outcomes would be selected per semester. Based on this new method one outcome
would be assessed during the Fall 2013 semester. The outcome to be assessed is written and oral
communication Outcome # 2“Communicate effectively in writing using both Lakota and
English.” The new curriculum map revealed that four courses fall directly under this outcome
and will be assessed during the Fall 2013 semester. The data will be available in January of
2014 and will be documented in the next report.
Goal Five: Locate and analyze curriculum mapping completed January of 2012 (due to
resignation of assessment coordinator if we cannot locate the map by March 1, 2013, this must
be recreated).
This material was never recovered with the resignation of the prior assessment director. In spring
of 2013, a preliminary curriculum map was completed to support the revised general education
goals. Under the new map one outcome with four courses will be reviewed this semester (same
as above).
Goal Six: Seek feedback and approval for the revised General Education Mission.
Completed - The development of the framework was a collaborative effort that began with the
OLC AAT, and was reviewed by the academic department chairs and faculty for feedback and
concerns. Once approved, it was then submitted to the OLC full Assessment Committee, before
being forwarded onto the approving channels of Instructional Affairs committee, the Piya
Wiconi Okolakiciye, then finally the OLC Board of Trustees. The OLC Board of Trustees, gave
final approval in June of 2013 (same as above).
Goal Seven: Revise and realign the General Education Goals and Objectives
The general education framework was completed and approved by the OLC BOT. All general
education learning objectives will be reviewed after each outcome and course (s) are assessed.
Goal Eight: Align course objectives and with General Education objectives.
Same as above. We need to delete goal eight.
Goal Nine: Research appropriate measures for goals and course.
Faculty are researching and revising their course goals and learning objectives. This will be
completed during the fall 2013 semester. Faculty will either revise or create a common rubric,
which will be used to assess course artifacts from the fall 2013 selected courses.
Goal Ten: Engage faculty stakeholders of the General Education courses to assist in the
developing the criteria and measures for assessing the core academic skills for the General
Education Core
Faculty and other stakeholders were provided with the opportunity to give feedback, review,
refine, and approve the General Education mission, goals and outcomes. Faculty will assist in
developing the common rubric(s).
Goal Eleven: Decide whether or not to create and/or adopt an overall institutional student
learning assessment plan.
The college implemented a Comprehensive Planning and Institutional Effectiveness Plan in
August of 2013. Each academic department will have a strategic plan that consists of both
academic and non-academic assessment plans to meet the needs of their degree area.
Goal Twelve: Continue gathering data on a semester basis and review, analyze, and use data to
improve processes identified above. Communicate assessment results institution-wide.
The data is gathered, however, the review and analysis cannot be completed as mentioned above.
We anticipate a review and analysis of fall 2013 data will be used to make improvements in the
courses for spring 2014. We can anticipate that changes that need to be made to programing,
student support, or policy changes will be proposed in spring 2014 for the 2014-2015 academic
year.
Goal Thirteen: Review strategic plan and develop steps to keep the process moving forward.
A strategic plan is in place and will be reviewed (See Appendix A). The OLC institutional
effectiveness plan will drive the need to revise the strategic plan. We have been under a review
and have identified that proposed changes must be made to the OLC strategic plan. The strategic
plan must be revised and made measureable with performance indicators. The strategic planning
review will be initiated once all the academic and non-academic departments present their
approved unit strategic plans.
How did you incorporate the feedback that you received on your previous posting?
Previous feedback stated that OLC work was mainly structural without enough focus on using
data analysis to make improvements in student learning. Although OLC is still working on a lot
of structural material, OLC now has modified materials and created changes that will allow the
General Education program to have measurable data during the Fall 2013 semester. The 2012
and early 2013 data did not provide information that could be used to improve student learning,
but it did provide information that allowed the team to modify the plan so that future data would
be useable. The original assessment process did not work, but this has been modified in hopes
that data will lead to improvement of student learning.
Previous feedback also expressed concern that the standardized tests that OLC was using might
not be adequate. OLC decided to keep the standardized test for a few years so that we would
have something to compare to, but also decided to use course embedded assessments and
common rubrics to assess outcomes.
Reviewers stated that OLC needed to complete curriculum mapping so that outcomes, courses
and assessments could be aligned. Reviewers expressed interest in assessing Lakota values and
culture. The revised Goal and Outcomes will allow this to be done more easily than before.
Curriculum mapping was started but needs to be completed during the Fall 2013 semester.
Overall, we have seriously considered the feedback and tailored it to OLC needs.
What are your plans and goals for the next six months? What challenges do you anticipate?
OLC has two main goals for the 2013-2014 semester.
1. Assess written and oral communication Outcome # 2“Communicate effectively in writing
using both Lakota and English.” The following courses ENG 103, ENG 113, Lak 103, Lak 233
by fall of 2013.
2. Institutional effectiveness plans approved by October 2013.
3. Strengthen academic and non-academic unit outcomes to include OLC mission of
Wolakolkiciyapi (Tribal, Community, Academic, and Cultural)
4. Work with retention director to develop co-curricular activities that support student
learning.
5. Hold two institutional wide professional development sessions (including Faculty
Development for incorporating Wolakolkiciyapi)
6. Use data to make changes to syllabi, learning outcomes, and/or programing by spring
2014.
7. Finalize curriculum mapping and sustain process until each outcome is reviewed in five
year cycles.
8. Academic departments and assessment committee will approve schedule of assessment
by fall 2013 (sample attached).
9. Identify multiple measures to assess the general education outcomes (Choose and or
adapt DQP or AAC&U rubrics or create an OLC specific rubric) by fall of 2013.
10. Upload rubrics, syllabi and assessment matrices for these courses to Gen Ed website by
June 2014.
11. Revise Gen Ed Assessment Plan to meet the OLC institutional effectiveness plan.
Appendix A
General Education Strategic Plan
Goal 1: Coherent sustainable assessment process by May 2015
Objective 1.a: Create an assessment organizational chart that complements OLC’s assessment
system
Strategy: 1.a.1. –define the roles and responsibilities of the stakeholders in the
assessment structure
Objective 1.b: Create a framework to identify performance indicators for institutional
effectiveness by May 2014
Strategy: 1.b.1: Develop OLC performance indicators
Objective 1.c: framework for program level assessment by December 2013
Strategy: 1.c.1: Develop OLC performance indicators
Objective 1.d: framework for course level assessment by May 2013
Strategy 1.d.1: Develop OLC performance indicators
Objective 1.e—create a Gen Ed framework that supports the mission of OLC by Dec 2013
Strategy: 1.e.1: Develop OLC performance indicators
Objective 1.f: Create a framework for nonacademic units by May 2014
Strategy 1.f.1: Develop OLC performance indicators
Goal 2: Implement the assessment process by September 2014
Objective 2.a Create an implementation plan
Objective 2.b Create policies and procedures to support the implementation plan
Objective 2.c Implement the assessment plan
Strategy 2.c.1: To collect the data from all curricula and noncurricular department that
support student learning.
Strategy 2.c.2: To evaluate
Strategy 2.c.3: To disseminate
Objective 2.d: To develop a professional development plan and related documents by
September 2013
Strategy 2.d.1: To have professional development training on Assessment by October
2013
Goal 3: To collect, evaluate, disseminate and use data to make change
Goal 4: Evaluate the impact of the assessment process each year
Appendix B
Comprehensive Planning and Institutional Effectiveness Model
STRATEGIES
1. OLC Vision
Statement
ACTIVITIES
5. Unit-Level
Vision
Statement
6. Unit-Level
Mission
Statement
2. OLC Mission
Statement
10. Institutional Effectiveness Process
Use Data to
Improve
Implement
Plans
Plans
7. Unit-Level 35 yr. Strategic
Plans
8. Unit-Level
Annual Action
& SLO
Plans
3. OLC Strategic
Plan
ASSESSMENT PROCESSES
9. Unit-Level
Annual Budget
Plans
10. Ancillary
Data Gather
Gathering
Collect/Analyze Data
OUTPUTS
11. Assessment Data To
Determine:
-Overall Institutional
Effectiveness
-Inform Development of
Policy & Practice/
--Continuous Program
Improvement
-Progress of Strategic
Plans
-Student Learning
Outcomes
-Co-curricular
assessment
-Budget Planning
Efficiency
-Retention, Persistence,
Completion
-Broad Range of
Institutional/Unit/Progra
m-Level Performance
Indicators
-Effectiveness of
Academic Programs
-Effectiveness of
Administrative Units
-Engage Faculty, Staff,
and all College
Constituents in Planning
& Assessment Process
- Peer Comparisons
OUTCOMES
12. Results
-Annual Institutional
Effectiveness/Assess
ment Report
-Third Party Data
requests
-Documentation
-Peer institutions
Comparisons
Appendix C
General Education Mission
The Oglala Lakota College General Education Core provides opportunities for students to acquire and
apply the skills and disposition necessary to become life-long learners and contributing members of their
diverse local and global communities through Wolakolkiciyapi.
General Education Goal and Outcomes
OLC’s unique mission is evident in the general education goal and outcomes. The general education
program has a primary goal which filters through all aspects of the general education core.
General Education Goal: Students will exemplify Wolakolkiciyapi.
General Education Outcomes: OLC has eleven general education outcomes. The general education core
encourages students to develop the knowledge, skills and dispositions to be successful in their degree
programs. The learning outcomes are grouped into six areas under Wolakolciciyapi: written and oral
communication, quantitative reasoning, critical thinking, technology, disposition, and diversity. The
outcomes state that upon completion of a degree program, the student should be able to:
Disposition
1.
Apply cultural values in a learning atmosphere.
Written and Oral Communication
2.
Communicate effectively in writing using both Lakota and English.
3.
Demonstrate oral communication skills in both Lakota and English.
Quantitative Reasoning
4.
Apply quantitative analytical skills.
Critical Thinking
5.
Examine concepts and theories across multiple contexts and disciplines.
6.
Critically review resource material.
7.
Develop ideas to address contemporary issues.
8.
Critically examine sovereignty
Technology
9.
Demonstrate proficiency in the use of standard computer technologies.
Diversity
10.
Examine the importance of diversity.
11.
Examine the contexts of Lakota social organizations, communities and global networks.
Appendix D
Admission
Foundational Studies
ENGL O83 and ENGL 093
Math 083 and Math 093
Accuplacer
General Education
General Education Mission
The Oglala Lakota College General Education Core provides opportunities for students to acquire and apply the skills and disposition necessary to
become life-long learners and contributing members of their diverse local and global communities through Wolakolkiciyapi.
General Education Goal and Outcomes
OLC’s unique mission is evident in the general education goal and outcomes. The general education program has a primary goal which filters through
all aspects of the general education core.
General Education Goal: Students will exemplify Wolakolkiciyapi.
General Education Outcomes: OLC has eleven general education outcomes. The general education core encourages students to develop the knowledge,
skills and dispositions to be successful in their degree programs. The learning outcomes are grouped into six areas under Wolakolciciyapi: written and
oral communication, quantitative reasoning, critical thinking, technology, disposition, and diversity. The outcomes state that upon completion of a
degree program, the student should be able to:
Disposition
1.
Apply cultural values in a learning atmosphere.
Written and Oral Communication
2.
Communicate effectively in writing using both Lakota and English.
3.
Demonstrate oral communication skills in both Lakota and English.
Quantitative Reasoning
4.
Apply quantitative analytical skills.
Critical Thinking
5.
Examine concepts and theories across multiple contexts and disciplines.
6.
Critically review resource material.
7.
Develop ideas to address contemporary issues.
8.
Critically examine sovereignty
Technology
9.
Demonstrate proficiency in the use of standard computer technologies.
Diversity
10.
Examine the importance of diversity.
11.
Examine the contexts of Lakota social organizations, communities and global networks.
Lakota Studies
Humanities &
Math &
Business GE
Applied
GE Courses
Social Science
Science GE
Courses
Science GE
Lak 103
GE Courses
Courses
Econ 203
Courses
Lak 233
Engl 103
Math 103
OMath 113
LSoc 103
Engl 113
Math 134
TMath 123
LHist 203
Geog 213
MIS 113
OEd 103
LLit 103
HISA 203
Bio 103
LMus 203
HISA 213
Bio 113
LPol 213
HISA 233
LArt 103
HISA 243
Lpol 223
Pols 203
Psy 103
SoSc 103
Art 103
Art 153
Hum 143
Hum 203
Hum 213
Lit 203
SpCm 103
General Education Assessment
Proficiency Profile AND Outcome Assessment using Artifacts/Rubrics
Entrance
Entrance
Entrance
Entrance
Entrance
Entrance
Entrance
Entrance
To degree
To degree
To degree
To degree
To degree
To degree
To degree
To degree
Professional
Professional
Professional
Professional
Professional
Professional
Professional
Professional
Courses
Courses
Courses
Courses
Courses
Courses
Courses
Courses
Lakota studies
Humanities and
Math and
Education
Business
Social Work
Applied
Nursing
Social Science
Science
Science
Exit
Exit
Exit
Exit
Exit
Exit
Exit
Exit
requirements
requirements
requirements
requirements
requirements
requirements
requirements
requirements
Entrance requirements
Graduate Studies
Exit Requirements
Appendix E
Example of an assessment schedule based on assessing outcomes
Outcome
Communicate effectively in writing using both Lakota and
English.
Apply quantitative analytical skills.
Courses Aligned with
Outcome (Courses to be
assessed)
Engl 103
Engl 113
Lak 103
Lak 233
Math 103
Math 134
Bad 143
OMath 113
TMath 123
Semester Assessed
Fall 2013
Spring 2014
Demonstrate oral communication skills in both Lakota and
English.
Spring 2014
Critically review resource material.
Fall 2014
Examine the contexts of Lakota social organizations,
communities and global networks.
Fall 2014
Critical Thinking: Examine concepts and theories across
multiple contexts and disciplines.
Spring 2015
Develop ideas to address contemporary issues.
Spring 2015
Demonstrate proficiency in the use of standard computer
technologies.
Fall 2015
Examine the importance of diversity.
Fall 2015
Critically examine sovereignty
Spring 2016
Apply cultural values in a learning atmosphere.
Spring 2016
Appendix F
General Education Outcome Assessment
Student Outcome: Communicate effectively in writing using both Lakota and English.
Performance
Indicators
Strategies
Assessment
Method(s)
Source of
Assessment
Time of
Data
Collection
Fall 2013
Assessment
Coordinator
Evaluation
of Results
Produces
college level
essay
Engl 103,
Engl 113
Essay/rubric
Engl 103
Kim B.
Dept.
Asmt.
Comm.
Assmt. Dir.
Demonstrates
understanding
of writing
conventions.
Produces
personal
narrative
written in
Lakota
Wolakolkiciyapi
Engl 103,
Engl 113
Essay/rubric
Fall 2013
Kim B
Lak 103,
Lak 233
Narrative/rubric
Fall 2013
Kim B
Karen LH
Engl 103,
Engl 113
Lak 103,
Lak 233
Rubric
Fall 2013
Karen LH
Results (Direct Measures) Fall 2013:
Second Cycle Results Fall 2017:
Appendix G
General Education Outcome Assessment
Student Outcome: Apply quantitative analytical skills.
Performance
Indicators
Strategies
Assessment
Method(s)
Source of
Assessment
Define a
problem
Math 103
Math 134
Bad 143
OMath 113
TMath 123
Math 103
Math 134
Bad 143
OMath 113
TMath 123
Math 103
Math 134
Bad 143
OMath 113
TMath 123
Math 103
Math 134
Bad 143
OMath 113
TMath 123
Exam
Math 103
Bad 143
Identify
strategy.
Propose
solution/
hypothesis
Wolakolkiciyapi
Exam
Exam
Exam
Results (Direct Measures) Fall 2013:
Second Cycle Results Fall 2017:
Time of
Data
Collection
Fall 2013
Assessment
Coordinator
Evaluation
of Results
Hannan
Julie
Dept.
Asmt.
Comm.
Assmt. Dir.