Welcome Cañada College Flex Day March 9, 2012 A Review of Best Practices Based on a review of the literature and evidence from the site visit teams connected with four in-depth research investigations: Completion by Design, Achieving the Dream, the Aspen Prize research and the California BRIC Initiative. The 50+ Community Colleges examined include both large and small colleges; those in urban, suburban & rural locations; those serving high percentages of both traditional and non-traditional students, those experiencing budget growth and budget decline. Effective basic skills educationSmart investments in Evidence informed High degree of teacherStrong linkages between A focus onclassroom student completion technology decision making at learner contact planning & budgeting Frequent dialogue across silos Highly focused set of institutional Mandatory orientation & advising every levelOngoing professional priorities Strong peer support systems development A focus on equity & closing the Bringing successful pilot Emphasis on Pathways Strong ties to community achievement programs to scale Entrepreneurial ingap finding Frequent & in-depth dialogue Routine tracking of student resources/funding with employers performance Review of site visit documentation led to the creation of a set of categories that each college was scored against Identifying the recurring themes The following categories represent the recurring themes across all the evidence reviewed. 1. Use of Evidence a) b) c) d) Providing access to quality, actionable data Ensuring multiple groups review & act on data Use Data to guide planning, budgeting & Program design Collect evidence for cost-benefit analysis 2. Coherent, Structured & Systematic Approach a) b) c) d) Understanding student pathways Focusing classroom, support, structures & prof dev on student outcomes Providing sustainable, tailored support to students Integration of efforts across divisions 3. Equity in Student Access & Achievement a) b) c) d) Access for low-income & underreresented students to quality programs Leadership’s advocacy for equitable outcomes Review of student data by race & ethnicity for action planning Using experiences of underrepresented students for planning 4. Scalability & Sustainability of Approaches a) b) c) d) Professional development & succession planning for sustainability Institutionalizing successful approaches without relying on soft money Systematic consideration of whether all populations are being supported Using cost benefit analysis to asses programs 5. Leadership a) b) c) d) Personal investment of institutional leaders in student success Cultivating shared ownership of student success across the institution Rewarding actionable inquiry & experimentation Intentional prioritization of concrete, sustainable initiatives But a review of the characteristics displayed by the highest performing colleges reveals a short list of capabilities associated with sustained success 1. Rewarding actionable inquiry & experimentation 2. Intentional prioritization of initiatives 3. Ensuring multiple groups review & act on data 4. Clear pathways & coherent structures 5. Evidence-rich conversations with employers and the community A few comments on the use of evidence Review of Best Practices is most meaningful when it informs decision making at the proper place of practice 1,000 ft Perspective Best Practices to improve the graduation rate for degree or certificate seeking students 100 ft Perspective Best Practices for helping students completing course sequences within in programs On the Ground Institutional Strategies Program Improvements Best Practices to support the development of new course methodology to improve student success Classroom Innovation Experimentation does not always yield shortest-path solutions Desired Outcome Starting Point Acknowledge the limits of data and the importance of experience Data rarely enter a vacuum and suddenly illuminate a hidden truth that triggers action. Data join the narrative that experts have developed through years of observation & practice. The narrative explains and reacts to the data and the two coevolve to shed new light on the issues we study. And what do we do when the evidence is ambiguous? What to do when you reach the limits of your research and yet still face multiple choices? The process of inquiry is Domain of possible solutions not a search for an absolute truth Trust your experience, your intuition & choose ! Gregory M Stoup, Cañada College We answer the questions that eliminate dead end solutions Program Learning Outcomes Programs, Student Goals & Learning Outcomes Student Goals • • • • • • • • • • • • • • • The idea: Institutional & Program Level Assessment helps determine whether students can integrate learning from individual courses into a coherent whole* Transfer to 4-year GE Learning Outcomes Transfer to 4-year Earn AA/AS Degree Earn AA/AS Degree Program Learning Outcomes Earn Certificate Earn Certificate Take various courses for a promotion Take various courses for a promotion Take a single course to upgrade a job skill Addressed through Take a single course to upgrade a job skill Course Level University student course takers Personal enrichment Assessment Personal enrichment Others? Others? * Source: Palomba, C.A. & Banta T.W. 2009. Assessment Essentials. San Francisco: Jossey-Bass Cañada College Programs • Engineering/CIS • Mathematics • Physical Sciences (physics, chemistry, astronomy, earth science) • Biological Sciences (biology, health sciences) • Social Sciences (Anthropology, Political Science, History, Economics, Philosophy, Psychology, Sociology, Geography) • Language Arts (English, Literature) • Fine & Performing Arts (Art, Art History, Music, Theater) • ESL • Basic Skills • Foreign Language • Communication Studies • Design, Technology & Creative Arts (Interior Design, Fashion, MART, Architecture) • Kinesiology & Athletics (PE, Fitness, Athletics, Dance) • Business & Accounting • Medical Assisting • CBOT • Early Childhood Education / Child Development • Paralegal • Human Services • Honors Transfer How should we assess our Program Learning Outcomes? Program Portfolios – Once students enter a program they are instructed to retain course work from multiple courses in that program. The collective body of work should related to the PLOs. That body of work is then reviewed by faculty and assessed against specific PLOs. Options to Consider Alternatively, faculty can assemble samples of student work from various classes and use the collective work sample to assess specific program learning outcomes. How should we assess our Program Learning Outcomes? Student Presentations: Observations of any behavior such as performance, project presentations, oral exams, recitals, etc. are evaluating using a locally develop rubric. Scoring Rubrics: Rubrics can be used to score any product or performance. The rubric delineates the criteria used to discriminate among levels of achievement. Generally two raters are used to review each student product and a third rater is used to resolve discrepancies. How should we assess our Program Learning Outcomes? Embedded Questions on Assignments or Exams: Questions related to program learning outcomes can be embedded within course assignments or exams. For example, a final exam in a higher level course in a program could include a question or set of questions relating to your program SLOs. Faculty grade the exams as usual and then separate exam questions that are linked to the program SLOs for analysis. The findings are reported as an aggregate. How should we assess our Program Learning Outcomes? Locally Developed Final Exams: Faculty create an objective exam for graduating students that is aligned with the program SLOs. How should we assess our Program Learning Outcomes? Other options: Locally Developed Final Exams Pre-Test/Post Test Evaluations Student Exit Interviews/Survey/Focus Groups* * While this is an indirect method of assessment, this might be a good option for programs having a small number of graduates in a given assessment cycle. Stage in the process AfterWhat lookingthis at the evidence means toyou us make a determination that: Program Learning Outcomes have been created a) The PLO didn’t really get to the They areofpublished & the students heart what you had in mind and areyou aware of to them decide modify your PLO Develop or identify a tool for assessing them b) The results were a little “iffy” and This could belike anytoone or more you would collect more of theevidence PLOs onbefore our list drawing conclusions Collect some evidence Review the evidence Respond to the evidence with some action have collected something c)You Your expectations were met orin theexceeded. way of output/evidence In discussion withfrom students thatyou aredecide tied totoyour PLOs colleagues continue to examine the same PLO next year possibly develop another PLO Youorhave looked at how students on theirweren’t PLOs (possibly d)performed Your expectations met and against a rubric) and documented you have conversations with your colleagues on how to address it. that information Course Alignment within Programs Also subject to review by accrediting teams Generated by our TrakDat software A supplement to direct methods of Program Learning Outcomes assessment (by itself not sufficient as evidence of PLO performance) Institutional Learning Outcomes: General Educational Communication Skills Critical & Creative Thinking Understanding Society & Culture Scientific & Quantitative Reasoning Program Learning Outcomes: Art history Writing Skills: Skills for writing critically and persuasively, with specific application to art history. World Cultures: Knowledge about cultures remote from students’ own, attained through study of works of art produced by those cultures. Visual Analysis: Ability to recognize, distinguish, and characterize styles of objects, artists, movements, media Course Learning Outcomes: Art 101 (Intro to Visual Arts) Identify how an appreciation of the visual arts’ influences the quality of life. Define major historical and contemporary movements in art and discuss how art reflects its time and culture. Explain how the elements of form and principles of design work together with the creative process to produce a work of art. Wrapping up Any questions?