Homework Report
• How does Program Review
compare to SLOACs?
• What benefits/ disadvantages
would there be for revising
Program Review to incorporate
some/all SLOAC data-driven
decision making?
2.15.05
Module 3
Building
Institutional
Capacity
for Student Learning
Choose
Improvement
Take
Stock
Norm
Student
Learning
Outcomes
BUILD
INSTITUTIONAL
CAPACITY
C y c le of
Inqu iry
Make
Improvements
and
Evaluate
Norm
Assessments
Identify
Improvement
Strategies
An Institutional Cycle of
Learning about Learning
• Reach consensus about methods to
sample student population based on
what a program wants to learn
• Identify occasions to collect evidence
through student assessment
• Score, analyze results
• Collectively interpret and make
decisions about improvement strategies
• Re-enter the assessment cycle to
evaluate efficacy of improvements
A Collective Commitment to
Assessment for Learning
Includes:
• Structures, processes, decisions,
channels and forms of information
• Resources and support- human,
financial, technological
• Campus practices that manifest an
institutional commitment
Structures, processes, decisions,
channels and forms of information:
GOVERNANCE
Student Assessment Learning Team assures that:
- faculty, staff and administrators use and act on
interpretations of assessment results to improve
student learning
- Interpretations of assessment results are
channeled into short- and long-term institutional
planning and budgeting to focus institutional
decisions and planning on student learning
- Institution- and program-level educational
practices evolve based on what is learned from
cycles of inquiry
Resources and support- human,
financial, technological: PEOPLE
• Assessment Coordinator may have
partial release time
• A team of faculty might receive a
stipend
Resources and support- human,
financial, technological: TIME
• Departmental planning time —
availability and agenda!
• Planning faculty non-instructional
time carefully
• Common use of overloads
Resources and support- human,
financial, technological:
TECHNOLOGY
• Web-based information sharing
• Campus interdepartmental
communication systems —
availability, ease of use, faculty
facility with use
• Cheap & easy: poster paper
Campus practices that manifest
an institutional commitment
• Structure of jobs- meetings
• Professional development —
another comment on “flex days”
• Hiring practices
Resources: Explicit and Abstract
• Explicit: directly tied to SLOAC
(faculty release time; conferences)
• Abstract: have less relationship to
$$; can’t “be purchased”
–
–
–
–
Collegial culture supported by CEO/CIO
Positive experiences with collaboration
Coherence vs. Christmas ornaments
Stability- personnel, regulation,
resources
Building institutional capacity for
cycles of internal accountability
Assess
A Cycle of
Continuous Improvement
of
Student Learning Outcomes
Reform
Well developed system
of internal accountability
Ability to respond
to external
accountability requirements
Use of Matrices
• Used to identify where each SLO is
acquired —introduced, emphasized,
reinforced, measured
• Records cyclical nature of learningstudent is exposed to a concept, gains
practice, achieves mastery
• Can connect individual course learning
outcomes to institutional goals
Program Audit/ Curriculum Audit Grid
Outcomes
Course
A
Course
B
Course
C
I
I
I
Course
D
Course
E
E
E
R
R
R
CONCERNS
• Matrices/grids/audits identify input but not
evidence of student learning outcome.
• It is important to add where evidence will be
gathered. Which course will have final responsibility?
Where would improvements be located?
Anticipating Barriers for SLOAC
• Have faculty been involved in
designing each aspect of SLOAC?
• How similar is SLOAC from what is
currently being practiced?
• Is the assessment process respected?
• Can faculty begin small and move to
larger efforts?
• Is the initial plan simple?
• Does faculty believe SLOAC has
advantages over the status quo?
• Are visuals readily apparent?
ACTIVITY: BUILDING INSTITUTIONAL CAPACITY
Resource
Current
Necessary
Change
(redirect/ new/
source?)
ACTIVITY: NEXT STEPS
• How will you share this
information with the rest of
your campus?
• What steps will you follow?
• Do a timeline.
• Where can CCCCO, Region, or
HEERG help?
How can we help?
CCCCO
Region
HEERG
Speaking
Truth
to
Power