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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 mmcmenamin@brookdalecc.edu Maris A. Lown Dean Science & Health Science mlown@brookdalecc.edu

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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


Presenters

Dr. Margaret M. McMenamin

Executive Vice President Educational Services

Brookdale Community College

mmcmenamin@brookdalecc.edu

Maris A. Lown

Dean Science & Health Science

mlown@brookdalecc.edu

Avis McMillon

Manager Public Relations

Chair of Governance

amcmillon@brookdalecc.edu


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


Governance Structure

  • Governance Forum

  • Steering Committee

  • Standing Committees

  • Permanent College-wide Committees

  • Governance Gazette


Governance Authority

  • Governance does not make final decisions

  • Aids in policy formulation & dissemination

  • Recommends policies to President

  • Board of Trustees approves policies


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


Steering Committee, cont.

  • Develops charges for standing committees

  • Routes issues to appropriate committees

  • Manages a year round agenda/meetings

  • Conducts year end retreat


Voting Constituencies

  • Full-time faculty

  • Full-time and part-time staff

  • Full-time and part-time administrators

  • 14 students who serve on standing committees


Standing Committees

  • Academic Council

    • Functions as the College curriculum committee

    • Initiates/revises programs and courses

  • Academic Standards

    • Addresses College wide academic regulations


Standing Committees, cont.

  • Institutional Planning & Effectiveness

    • Assesses strategic planning process

    • Guides formulation of strategic planning Matrix

    • Monitors Major Indicators of Institutional Effectiveness


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


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


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


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


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


Reflective Practice in Governance

  • General education courses

  • Grading system

  • Credit to contact hour ratios


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


  • Core Competency Committee

    • Formed as ad hoc Governance Committee

    • Developed the Core Competencies


    Academic Council

    • Incorporated Student Learning Outcomes into course syllabi

    • Implemented three levels of Student Learning Outcomes

      • Core Competencies

      • Program Learning Outcomes

      • Course Learning Outcomes


    General Education Committee

    • Linked Gen Ed requirements to Core Competencies

    • Created rubrics for assessment of these competencies


    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


    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


    Assessment Buddies

    • Fostered faculty buy-in

    • In-serviced on how to write SLOs

    • Taught how to set up assessment projects


    Educational Services Master Plan

    • Developed collegially

    • Includes an entire Chapter devoted to supporting assessment of SLO


    Forum Presentations

    • Committee reports

    • Assessment Buddies reports

    • SLOP dissemination by Chairs

    • Assessment project presentations

    • ESMP/FMP/ITSP/Matrix presentations


    Reflective Practice in Governance & Assessment

    • Reflection before action

    • Reflection in action

    • Reflection after action


    Reflective Practice in Governance & Assessment

    • The Buddies

    • SLOs

    • The SLOP


    Levels of Student Learning Outcomes

    Core Competencies

    Program Learning Outcomes

    Course Learning Outcomes


    Examples of Student Learning Outcomes

    Core Competency: Communication

    PLO:

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

    CLO:

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


    Curriculum Maps

    • Core Competency by Program

    • Core Competency by Course

    • Program Learning Outcome by Course


    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?


    Core Competency Data Sources

    • Graduate Surveys

    • Employer Surveys

    • Advisory Committee Surveys

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


    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


    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


    Artifacts

    • Course Products

      • Exam blueprints

      • Rubrics

      • Research papers

      • Data

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


    Reflective Practice in SLO Assessment

    • Action Research – planning, action, reflection

    • Creates an inquiry culture

    • Integrates theory with practice

    • Researching while teaching


    Reflective Practice in SLO Assessment

    • Speech – deconstruction

    • Human Services – social inquiry

    • Nursing – qualitative dialogue


    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


    Speech

    • Does changing the speech sequence result in better grades?

    • Will students take the assignment more seriously?

    • Will students confidence improve?


    Speech

    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


    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


    Human Services

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

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


    Human Services

    Level 5:

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


    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


    Nursing

    • 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?


    Future Projections on Assessment

    • Engagement of Students

    • Narrative Inquiry

    • Qualitative Strategies

    • Triangulation

    • Dashboard/Top Box Model

    • Standardized Testing and Mandated Metrics


    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


    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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