Fall 2015 Opening Day
Aug 21, 2015
Brittany Applen
Alexandra Dimakos
Rebecca Eikey
Andy McCutcheon
Paul Wickline
INSTITUTIONAL EXCELLENCE
THROUGH INNOVATION
Committee for Assessing Student Learning
ePortfolio Workgroup
Overview
• ILOs: Past, Present, Future
• Signature Assignments: Why
They Rock!
• ePortolios: Why They Also Rock!
MYTHBUSTING GAME
Directions
1. Go to kahoot.it website (or link in email
sent today)
2. Enter Game Pin (will be displayed with
each question)
3. Enter a Nickname (okay to be silly)
4. Respond to question
Meeting all ILOs
New Accreditation Standard
1.B.6
Uniformity of Signature
Assignments
ePorfolio Mandate
Where do these initiatives
come from?
Overview of ILO Development
ILOs Opening Day 14 ILOs
Based on AA/AS + CTE +
Basic Skills
2008
ILO Report & FLEX
Feedback
2014-2015
2011-2012
2010
Development of
Institutional
Learning Outcomes (ILOs)
Based on IGETC/CSUGE
2012-2013
ILO
Assessment
Move towards
adopting
AAC&U’s LEAP
Outcomes
10
“A collaboration
between educators,
students, policymakers,
and business and
community leaders.”
Goal:
Raise Quality of Education
• Large-scale
collaboration
• Transformational
change
• Educational alignment
California State University system
(2011)
How is the Workplace
Changing?
“Human work will increasingly shift toward two kinds
of tasks:
• solving problems for which standard operating
procedures do not currently exist,
• and working with new information—acquiring it,
making sense of it, communicating it to others….”
Frank Levy and Richard Murnane, “Dancing with Robots” (2013)
Learning Agility
The LEAP Initiative Promotes
• Essential Learning Outcomes
A Guiding Vision and National Benchmarks for College Learning and
Liberal Education in the 21st Century
• High Impact Practices
Helping Students Achieve the Essential Learning Outcomes
• Authentic Assessments of Student Learning
Probing Whether Students Can APPLY Their Learning – to Complex
Problems and Real-World Challenges
• Seven Principles of Excellence, including
Inclusiveness
Diversity, Equity, Quality of Learning for All Groups of Students
Essential Learning Outcomes
 Knowledge of Human Cultures and the Physical and Natural World
Focused on engagement with big questions, enduring and contemporary
 Intellectual and Practical Skills
Practiced extensively across the curriculum, in the context of progressively more
challenging problems, projects, and standards for performance
 Personal and Social Responsibility
Anchored through active involvement with diverse communities and real-world
challenges
 Integrative and Applied Learning
Demonstrated through the application of knowledge, skills, and responsibilities to
new settings and complex problems
COC Mission
As an innovative institution of excellence, College of the
Canyons offers an accessible, enriching education that
provides students with essential academic skills and
prepares students for transfer education, workforce-skills
development, and the attainment of learning outcomes
corresponding to their educational goals. To fulfill its
mission, College of the Canyons embraces diversity, fosters
technical competencies, supports the development of global
responsibility, and engages students and the community in
scholarly inquiry, creative partnerships, and the application
of knowledge.
COC Mission
As an innovative institution of excellence, College of the
Canyons offers an accessible, enriching education that
provides students with essential academic skills and
prepares students for transfer education, workforce-skills
development, and the attainment of learning outcomes
corresponding to their educational goals. To fulfill its
mission, College of the Canyons embraces diversity, fosters
technical competencies, supports the development of global
responsibility, and engages students and the community in
scholarly inquiry, creative partnerships, and the application
of knowledge.
COC Mission
As an innovative institution of excellence, College of the
Canyons offers an accessible, enriching education that
provides students with essential academic skills and
prepares students for transfer education, workforce-skills
development, and the attainment of learning outcomes
corresponding to their educational goals. To fulfill its
mission, College of the Canyons embraces diversity, fosters
technical competencies, supports the development of global
responsibility, and engages students and the community in
scholarly inquiry, creative partnerships, and the application
of knowledge.
Overview of ILO Development
ILOs Opening Day 14 ILOs
Based on AA/AS + CTE +
Basic Skills
2008
ILO Report & FLEX
Feedback
2014-2015
2011-2012
2010
Development of
Institutional
Learning Outcomes (ILOs)
Based on IGETC/CSUGE
2012-2013
ILO
Assessment
Move towards
adopting
AAC&U’s LEAP
Outcomes
20
ILO Development Process
• College-wide Collaboration
– Faculty, Staff, Student, Administrators
– Committee work
– Surveys (Spring/Fall)
– Workshops
Outcomes
Build Upon Each Other
Proposed ILOs
Institutional
Program,
Degree,
Certificate
Course Outcomes
1.
2.
3.
4.
5.
6.
Effective Communication
Critical Thinking
Collaboration
Information Literacy
Quantitative Literacy
Community Engagement &
Global Responsibility
7. Creative & Innovative
Thinking
8. Lifelong Learning
COC ILO Survey Results
Invited to
Responses
Participate
Overall
Response
Rate
122
844
15%
Adjunct Faculty
64
595
11%
Full-Time Faculty
37
179
21%
College Planning
Team
6
22
27%
Division Deans
4
7
57%
Learning Resources
6
8
75%
Student Services
5
16
31%
In General - Average Response Rate for Email Surveys = 24.8%
COC ILO Survey Results
Survey Prompt
Response
Familiar with proposed ILOs?
44% = yes
56% = not
Satisfaction with proposed ILOs?
~70% = satisfied or very satisfied
Agreement that ILOs reflect COC?
~80% = agree or strongly agree
Consider remaining categories?
~20% = yes
Areas missing in the ILOs?
~15% = yes
Outcomes
Build Upon Each Other
Proposed ILOs
Institutional
Program,
Degree,
Certificate
Course Outcomes
1.
2.
3.
4.
5.
6.
Effective Communication
Critical Thinking
Collaboration
Information Literacy
Quantitative Literacy
Community Engagement &
Global Responsibility
7. Creative & Innovative
Thinking
8. Lifelong Learning
What’s Next?
• Another survey
• More workshops
– Definitions of ILOs
– Rubric development
• College-wide consensus
QUESTIONS?
Please write any questions on the colored notecards and pass in.
ACCJC Standard 1.B.6
“The institution disaggregates and analyzes
learning outcomes and achievement for
subpopulations of students. When the
institution identifies performance gaps, it
implements strategies, which may include
allocation or reallocation of human, fiscal and
other resources, to mitigate those gaps and
evaluates the efficacy of
those strategies.”
ACCJC Standard 1.B.6
• Equity & Inclusive Excellence
– Campus-wide discussion
• Define “subpopulations” of students
• Potential tool - MyCanyons
Signature Assignments
What Are Signature
Assignments?
• An assignment that best displays the knowledge or
skills essential to the learning outcomes of a course.
Other coursework should build toward the
completion of the course 'signature' assignment.
• Signature assignments have the potential to help us
know whether student learning reflects “the ways of
thinking and doing of disciplinary experts.”
• A generic task, problem, case, or project that can be
tailored or contextualized in different disciplines or
course contexts (can be collaboratively designed).
Examples of Signature
Assignments
Salt Lake Community College (SLCC)
• Political science class: students analyze
campaign finance data and write papers about
recent elections in Utah.
• Quantitative reasoning class: students analyze
arguments they’ve found on TV or the
Internet for logical fallacies, making diagrams
to help map the process.
Characteristics of Signature
Assignments
• Course-embedded assessment
• Well aligned with Learning Outcomes
• Authentic in terms of process/content, “real world”
application
• Include student reflection component
• Designed individually or collaboratively by faculty
– Can follow a theme across curricular and cocurricular experiences
Why Signature Assignments
Rock!
• They make learning more visible, both for
students and instructors.
• They encourage student ownership of course
and program work.
• They enhance student learning and foster an
attitude of life-long learning.
Why Signature Assignments
Rock!
• They chronicle the learning process and offer
artifacts of rich qualitative data that help
instructors measure their own effectiveness
through more authentic assessment.
• They can be easily developed from existing
assignments, especially ones that already
possess some characteristics of Signature
Assignments.
ePortfolios
• An electronic platform where students can
complete assignments using multi-media
• An account on a platform (Digication or
Pathbrite)
• A tool to highlight student success
• An excellent way for students to track their
own progress
Why ePortfolios?
Student Centered (Batson)
– Students are stewards of their own learning
– They own the space, it is their information,
and they control who can view it
– “As the transcript and the diploma lose
credibility with employers, the eportfolio gains
credibility. It is a fuller and more palpable
picture of what learners can do.”
Why ePortfolios?
Faculty Benefit
– Diversity
– Students becoming more creative
– Deeper critical thinking
– Creates a stronger connection
between the students and the world
around them
How can you implement
ePortfolios in your courses?
• ePortfolios are a tool, but they must be
used appropriately in order to be effective
• Application in the classroom:
– Class discussions
– Grading
– Class participation
– Artifacts
– Assignments
Is a course redesign
required?
• This is up to you, it can happen on a large
scale or a small scale
• You can redesign your entire course or
you can require students use the
ePortfolio platform for a single assignment
or project
• Assign credit: 5% of grade? 30% of
grade?
The Future
The Institutional Aspect of ePortfolios
– We are excited about the implications this has
for our student’s growth within our classes
and throughout their experience at our college
– This is an excellent tool for assessment
– Signature Assignments:
• The importance for each course and the
importance on an institutional level
ANY QUESTIONS?
Breakout Sessions
10:45 – 11:30
• ePortfolios Session with Brittany Applen &
Alexa Dimakos
– Hasley 204
• Signature Assignments with Rebecca
Eikey & Andy McCutcheon
– Hasley 206
• WebEx Session with Regina Blasberg
– Video conferencing
– TBA