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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences PowerPoint PPT Presentation

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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences. Presenters. Dr. Margaret M. McMenamin Executive Vice President Educational Services Brookdale Community College Maris A. Lown Dean Science & Health Science - PowerPoint PPT Presentation

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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences

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Exploring Evidence-Based Outcomes Through Self Reflection on Teaching Experiences

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Dr. Margaret M. McMenamin

Executive Vice President Educational Services

Brookdale Community College

Maris A. Lown

Dean Science & Health Science

Avis McMillon

Manager Public Relations

Chair of Governance

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Brookdale Community College

  • Dr. Peter F. Burnham, President

  • The County College of Monmouth

  • Located along the Jersey Shore

  • Collective bargaining environment

  • Two-campus system

    • >15,000 Credit students

    • 260 Full-time faculty

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Governance Structure

  • Governance Forum

  • Steering Committee

  • Standing Committees

  • Permanent College-wide Committees

  • Governance Gazette

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Governance Authority

  • Governance does not make final decisions

  • Aids in policy formulation & dissemination

  • Recommends policies to President

  • Board of Trustees approves policies

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Steering Committee

  • Leadership body of governance system

  • Chair elected from among the constituent groups (administration, faculty, staff)

  • Monitors committee membership

  • Develops agenda for Forum meetings

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Steering Committee, cont.

  • Develops charges for standing committees

  • Routes issues to appropriate committees

  • Manages a year round agenda/meetings

  • Conducts year end retreat

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Voting Constituencies

  • Full-time faculty

  • Full-time and part-time staff

  • Full-time and part-time administrators

  • 14 students who serve on standing committees

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Standing Committees

  • Academic Council

    • Functions as the College curriculum committee

    • Initiates/revises programs and courses

  • Academic Standards

    • Addresses College wide academic regulations

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Standing Committees, cont.

  • Institutional Planning & Effectiveness

    • Assesses strategic planning process

    • Guides formulation of strategic planning Matrix

    • Monitors Major Indicators of Institutional Effectiveness

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Standing Committees, cont.

  • Professional Development

    • Guides College-wide PD initiatives

    • Coordinates new employee orientation with HR

  • Student Development

    • Addresses student behavior issues

    • Addresses student extra-curricular concerns

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Standing Committees, cont.

  • College Life

    • Addresses campus environment

    • Addresses non-academic services

  • Diversity Council

    • Advises on strategies to foster an open, diverse, & inclusive environment

    • Plans & implements programs to achieve College-wide commitment to diversity

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Reflective Practice

  • Evaluation of experiences, beliefs and knowledge

  • Data used in conjunction with reflection to develop and verify insights

  • Practitioner understands and appreciates self within the context of learning

  • Reflection used to improve practice

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Reflective Practice

  • Pre-reflective – knowledge is certain

  • Quasi reflective – knowledge is uncertain but personal and interpreted by individuals

  • Reflective – knowledge is constructed from inquiry leading to evidence based reasonable solutions

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Reflective Practice in Governance

  • Creates time and space for inquiry

  • Inculcates a culture of using research and information

  • Educates faculty and staff regarding the larger issues through committee charg.

  • Encourages faculty and staff to apply the research and information from governance to parochial issue

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Reflective Practice in Governance

  • General education courses

  • Grading system

  • Credit to contact hour ratios

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Governance & Assessment

  • Middle States Mandate

  • Governance formed ad hoc committee to develop College Core Competencies

    • Link with Program & Course Learning Outcomes

    • Link with General Education

  • Institutionalize Assessment

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    Core Competency Committee

    • Formed as ad hoc Governance Committee

    • Developed the Core Competencies

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    Academic Council

    • Incorporated Student Learning Outcomes into course syllabi

    • Implemented three levels of Student Learning Outcomes

      • Core Competencies

      • Program Learning Outcomes

      • Course Learning Outcomes

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    General Education Committee

    • Linked Gen Ed requirements to Core Competencies

    • Created rubrics for assessment of these competencies

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    Institutional Planning & Effectiveness

    • Reviewed and revised Major Indicators of Institutional Effectiveness

    • Created a dashboard of critical indicators

    • Led college-wide planning & assessment efforts through Matrix development

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    Academic Leadership

    • Student Learning Outcomes Plan

      • Initiated by Academic Dean

      • Developed by Division Chairs

    • Results

      • Initial resistance from everyone

      • Streamlined process

      • Increased acceptance

      • Improved quality of the outcomes

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    Assessment Buddies

    • Fostered faculty buy-in

    • In-serviced on how to write SLOs

    • Taught how to set up assessment projects

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    Educational Services Master Plan

    • Developed collegially

    • Includes an entire Chapter devoted to supporting assessment of SLO

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    Forum Presentations

    • Committee reports

    • Assessment Buddies reports

    • SLOP dissemination by Chairs

    • Assessment project presentations

    • ESMP/FMP/ITSP/Matrix presentations

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    Reflective Practice in Governance & Assessment

    • Reflection before action

    • Reflection in action

    • Reflection after action

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    Reflective Practice in Governance & Assessment

    • The Buddies

    • SLOs

    • The SLOP

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    Levels of Student Learning Outcomes

    Core Competencies

    Program Learning Outcomes

    Course Learning Outcomes

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    Examples of Student Learning Outcomes

    Core Competency: Communication


    Communicate the Economic Events in the form of General Purpose Financial Statements including Income Statements, Net Earnings Statements, Balance Sheets and Cash Flow Statements


    Analyze, measure and communicate the business transactions of a business entity to decision makers

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    Curriculum Maps

    • Core Competency by Program

    • Core Competency by Course

    • Program Learning Outcome by Course

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    Foundation Assessment Questions

    Level 1: What do you want the students to learn?

    Level 2: What tools are you using to assess achievement of learning outcomes?

    Level 3: What data have you gathered regarding achievement of learning outcomes?

    Level 4: What changeshave you made to your instruction/curriculum based on assessment data?

    Level 5: What evidence do you have that changes you made improved student learning?

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    Core Competency Data Sources

    • Graduate Surveys

    • Employer Surveys

    • Advisory Committee Surveys

    • Threaded assessment of CCs in the Career and General Education Courses

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    PLO Data Sources

    • Employer Surveys

    • Advisory Committee Surveys

    • Student Program Evaluations

    • Threaded assessment through CLO

    • Assessment tools in capstone courses

    • Embedded questions in comprehensive examinations

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    CLO Data Sources

    • Internally developed rubrics

    • Link instructional strategies to CLOs

    • Thread assessment though CCC & PLO assessments

    • “Blueprint” exams to reflect CLOs

    • Standardize exams across the department

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    • Course Products

      • Exam blueprints

      • Rubrics

      • Research papers

      • Data

    • Memorialized in Division Offices and in the office of the Dean of Academic Affairs

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    Reflective Practice in SLO Assessment

    • Action Research – planning, action, reflection

    • Creates an inquiry culture

    • Integrates theory with practice

    • Researching while teaching

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    Reflective Practice in SLO Assessment

    • Speech – deconstruction

    • Human Services – social inquiry

    • Nursing – qualitative dialogue

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    Speech Assessment Project

    • Level 1: CLO

      • Deliver demonstrative, informative, persuasive speeches

    • Level 2: Assessment Strategies/Tools

      • Rubrics for the three types of speeches

    • Level 3: Data

      • Data showed that grades on each speech decreased from the first speech to the third speech

    • Level 4: Curriculum Change

      • Speech sequence changed to informative, persuasive, demonstrative

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    • Does changing the speech sequence result in better grades?

    • Will students take the assignment more seriously?

    • Will students confidence improve?

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    Level 5: Improved student ability to deliver demonstrative, informative, persuasive speeches

    Changing the sequence resulted in

    • Improved student performance in each type of speech

    • Grades improved with each attempt

    • Confidence levels of students increased

    • Students took the speeches more seriously

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    Human Services Assessment Project

    • Level 1: CLO

      • Conduct an effective client interview

    • Level 2: Assessment Tools

      • Simulated interview/Rubric

    • Level 3: Data

      • Students scored lower on “Exploratory Questions”

    • Level 4: Curriculum Change

      • Increased instructional time devoted to question development

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    Human Services

    • Are students effectively conducting simulated initial Client/Counselor sessions?

    • Will the use of Bloom’s taxonomy foster the use of exploratory questions?

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    Human Services

    Level 5:

    Awaiting fall 2008 results of student interview assessments to determine impact of increased instructional time devoted to question development

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    Nursing Assessment Project

    • Level 1: CLO

      • Collaborate with clients, significant others, and members of the healthcare team to evaluate the achievement of client outcomes

    • Level 2: Assessment Strategies/Tools

      • Focus groups

    • Level 3: Data

      • Students will evaluate information for patterns and themes

    • Level 4: Curriculum Change

    • Level 5: Did it work

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    • Do individuals who work with entry level practitioners perceive that graduates have met program learning outcomes?

    • Will students perceive that this learning experience strengthened their leadership skills?

    • Will students confidence improve?

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    Future Projections on Assessment

    • Engagement of Students

    • Narrative Inquiry

    • Qualitative Strategies

    • Triangulation

    • Dashboard/Top Box Model

    • Standardized Testing and Mandated Metrics

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    Deliverables:Shared Governance System

    • Results in demonstrable outcomes

    • Improves documentation of student learning & institutional effectiveness

    • Produces better assessment process

    • Ensures buy-in from critical constituents

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    Deliverables:Shared Governance System

    • Develops practitioners whose “knowledge of ill-structured problems is constructed from inquiry which leads to reasonable solutions based upon evidence currently available.” (King & Kitchener)

    • Builds a learning organization. (Senge)

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