Candace Timpte
Juliana Lancaster

• 4-year, State College in the University
System of Georgia
• Authorized by GA Legislature in May 2005
• President hired in September 2005
• Campus opened with 118 students and 10 faculty in August 2006
• Home of the Grizzlies!
Georgia Gwinnett College -- SAIR 2011

• Students:
– Fall 2006
– Fall 2007
– Fall 2011
• Faculty
– Fall 2006
– Fall 2011
Enrollment: 118
Enrollment: 787
Enrollment: 7784
Total: 11 – all FT
Total: 500+ (305FT; 200+PT)
• Degree Programs
– Fall 2006: BBA Business; BS Biology, Psychology
– Fall 2007: BBA Business; BS Biology, Psychology, Information
Technology
– Fall 2011: BBA Business; BS Biology, Psychology, Information
Technology, Mathematics; BA English, History, Political Science;
BSEd: Early Childhood Ed, Special Ed
Georgia Gwinnett College -- SAIR 2011

 Advantages of starting from scratch
 Strong executive level support for and understanding of IE
 Limited number of programs and offices at start-up
 Absence of legacy or standing processes and structures
 Disadvantages to starting from scratch
 Absence of legacy or standing processes and structures
 Each individual brings a different set of assumptions and expectations
 Rapid growth and hiring leads to continuous need for explanation/education
Georgia Gwinnett College -- SAIR 2011

• In order to get “…ongoing, integrated, and institution-wide researchbased planning and evaluation processes…[SACS]” for we needed:
– Structure and resources
– Broad buy-in, consensus and agreement
• Working “ground rules”
– Institution-wide and pervasive
– Integrated with institution’s mission & strategic plan
– Faculty/staff participation and basic control
– Interdisciplinary and developmental assessment of student learning
Georgia Gwinnett College -- SAIR 2011

• Program level student learning outcomes and assessment plans
• General Education curriculum designed around learning outcomes
• Agreement to develop and assess for institutional learning outcomes
• Agreement to integrate curricular and co-curricular learning efforts
• Leading to: Integrated Educational Experience (IEE) Student Learning
Outcome Goals for GGC
Georgia Gwinnett College -- SAIR 2011

Conceptual Relationships Among Outcome Goals and Objectives
Institutional Goals
Integrated Educational Experience SLO Goals
Student Affairs Goals Program of Study Goals
Course Goals
Student Affairs
Activity Goals

Georgia Gwinnett College -- SAIR 2011

• Define learning expectations for each unit in the course.
• Each course has defined LO shared among all sections.
• LOs ‘standardize’ multiple section courses
• Students use LO as a study guide.
Georgia Gwinnett College -- SAIR 2011

• Defined as the critical educational components of the course
– “At the end of this course, you will be able to…”
• Content related goals
• Skill related goals
• Higher-order goals
• All must be assessable!
Georgia Gwinnett College -- SAIR 2011

• At GGC, listed as course description in course catalog.
• Faculty determined.
• All faculty teaching a course must buy-in to teaching these CG.
• Living list, revise as needed.
Georgia Gwinnett College -- SAIR 2011

• Hallmarks of student achievement in a program of study.
• Tripartite : content, skills, higher order goals
• Majors with tracks have common POG + track specific POG .
– Biology tracks in Biochemistry, General Biology and Secondary education
– Share 6 general POG + 3 track specific POG
Georgia Gwinnett College -- SAIR 2011

• State the overarching knowledge, skills and attitudes that all GGC students are expected to achieve
– In other words, the outcomes that the College as a whole endeavors to develop in graduates
– In SACS terms: “ College level Competencies ”
Georgia Gwinnett College -- SAIR 2011

1.
Clearly communicate ideas in written and oral form
2.
Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts
3.
Demonstrate effective use of information technology
4.
Demonstrate an understanding of diversity and global perspectives leading to collaboration in diverse and global contexts
5.
Demonstrate an understanding of human and institutional decision making from multiple perspectives
6.
Demonstrate an understanding of moral and ethical principles
7.
Demonstrate and apply leadership principles
8.
Demonstrate effective quantitative reasoning
Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

Mapping outcomes across levels creates a coherent educational plan
• Course Goals to Program Goals
• Program Goals to IEE Goals
• Not all major-specific courses and not all program goals will map to an IEE
• Some IEE Goals satisfied by General
Education Courses
Georgia Gwinnett College -- SAIR 2011

• Take 5 minutes to think of a course you have taught and the program it was part of
– List your learning goals for the course
– Match them to the learning outcomes for the program
• Share with two people near you.
Georgia Gwinnett College -- SAIR 2011

Biol1107 Course Goals
1. Describe the structure, function, and metabolism of macromolecules.
Common Biology
Program Goal
6. Know the structures and functions of biomolecules (DNA, proteins, lipids, carbohydrates).
4. Describe the molecular mechanisms that regulate gene expression from DNA to
RNA to protein.
6. Apply Biological knowledge to real world problems.
Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

• Take five minutes and think now about the program outcomes you used in Exercise 1
– Which of your institution’s overall learning outcomes would those program outcomes support?
– Map your program outcomes to institutional outcomes
• Share
Georgia Gwinnett College -- SAIR 2011

IEE 2: Demonstrate creativity and critical thinking in inter- and multi-disciplinary contexts.
6. Know the structures and functions of biomolecules (DNA, proteins, lipids, carbohydrates).
1. Describe the structure, function, and metabolism of macromolecules.
4. Describe the molecular mechanisms that regulate gene expression from DNA to
RNA to protein.
6. Apply Biological knowledge to real world problems.
Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

• Summary : overall grades, number of students and sections
• Highlights : teaching or activity highlights
• Assessments :
– % achieved a C or better on assessment exercises
– % of total points earned
• Action plans : what didn’t work, what needs improvement, equipment or supplies
Georgia Gwinnett College -- SAIR 2011

• Every semester, every course
• Multi-section courses pooled
• Standardized format essential
– Courses used by several programs
• Pass off to next instructor, alerts them to quirks of course
• Use to support requests for equipment, infrastructure, improve program
Georgia Gwinnett College -- SAIR 2011

• Annually compile all course reports
• Are students meeting Program Outcome
Goals?
• What are faculty doing to enhance learning?
• What needs are apparent?
Georgia Gwinnett College -- SAIR 2011

Georgia Gwinnett College -- SAIR 2011

Measures
3
4
5
Cell Bio
1
2
3
4
5
Summary
Judgment
2
3
4
5
COMMON
1
6
7
8
Gen Bio
1
2
Program or Unit Outcomes:
1 2 3
Met
Met
Met
Met
Met
4
Met
5
Met
6
Met
Met Met Met Met Met Met
7
Met
Met
Met
Georgia Gwinnett College -- SAIR 2011
8
Met
Met
Met
9
Met
Met
Met
Met
Met
Met
UM
Not Met
Met

Prg/Unit
Outcomes
IEE Goals
1
Met 1
2
3
4
5
6
7GB
8GB
9GB
7CB
8CB
9CB
Summary
Judgment
Met
Met
2
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
3
Met
4
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
5 6
Met
Met
Met
Met
Met
7 8
Met
Met
Georgia Gwinnett College -- SAIR 2011

IEE Goals
Program / Unit
Business
Biology
Information Tech
Psychology
SS Math
SS English
SS Reading
SS EAP
1
2 3 4 5 6 7 8
Georgia Gwinnett College -- SAIR 2011

• Students have a defined list of educational accomplishments for each course, program and general education plan
• Coordinated content
– multi-section courses
– semester to semester with different faculty
• Pass-off courses more informative
• Faculty goal: educating students!
• Supports formative evaluation of
INSTITUTIONAL effectiveness
Georgia Gwinnett College -- SAIR 2011

• Faculty view assessment as indicator of their teaching
– Inflated assessment scores
– 100% success in all areas is not informative
• Standardized format critical
• Timely submission
• Assessment format
– Standardized or faculty optional? Theme courses
Faculty Buy-in
Georgia Gwinnett College -- SAIR 2011