Student learning outcomes institution to course
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Student Learning Outcomes: Institution to Course. Candace Timpte Juliana Lancaster Georgia Gwinnett College. Origins. 4-year, State College in the University System of Georgia Authorized by GA Legislature in May 2005 President hired in September 2005

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Student learning outcomes institution to course

Student Learning Outcomes: Institution to Course

Candace Timpte

Juliana Lancaster

Georgia Gwinnett College


Student learning outcomes institution to course

Origins

  • 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


Current status

Current Status

  • Students:

    • Fall 2006Enrollment: 118

    • Fall 2007 Enrollment: 787

    • Fall 2011Enrollment: 7784

  • Faculty

    • Fall 2006Total: 11 – all FT

    • Fall 2011Total: 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


Institutional effectiveness starting conditions

Institutional EffectivenessStarting Conditions

  • 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


Institutional effectiveness initial design 2006 07

Institutional Effectiveness Initial Design (2006-07)

  • In order to get “…ongoing, integrated, and institution-wide research-based 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


Institutional effectiveness initial design 2007 07

Institutional Effectiveness Initial Design (2007-07)

  • 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


Institutional effectiveness continuing design

Institutional Effectiveness Continuing Design

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

Lesson Objectives

Georgia Gwinnett College -- SAIR 2011


Our terminology

Our Terminology

Georgia Gwinnett College -- SAIR 2011


Lesson objectives

Lesson Objectives

  • 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


Course goals

Course Goals

  • 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


Course goals1

Course Goals

  • 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


Program outcome goals

Program Outcome Goals

  • 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


Integrated educational experience iee student learning outcomes

Integrated Educational Experience (IEE) Student Learning Outcomes

  • 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


Our iee outcomes

Our IEE Outcomes

  • Clearly communicate ideas in written and oral form

  • Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts

  • Demonstrate effective use of information technology

  • Demonstrate an understanding of diversity and global perspectives leading to collaboration in diverse and global contexts

  • Demonstrate an understanding of human and institutional decision making from multiple perspectives

  • Demonstrate an understanding of moral and ethical principles

  • Demonstrate and apply leadership principles

  • Demonstrate effective quantitative reasoning

Georgia Gwinnett College -- SAIR 2011


Building the connections

Building the Connections

Georgia Gwinnett College -- SAIR 2011


Mapping outcomes across levels creates a coherent educational plan

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


Exercise 1

Exercise 1

  • 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


Student learning outcomes institution to course

Biol1107 Course Goals

Common Biology

Program Goal

Georgia Gwinnett College -- SAIR 2011


Student learning outcomes institution to course

Georgia Gwinnett College -- SAIR 2011


Student learning outcomes institution to course

Georgia Gwinnett College -- SAIR 2011


Student learning outcomes institution to course

Georgia Gwinnett College -- SAIR 2011


Exercise 2

Exercise 2

  • 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


Map to iee goals

Map to IEE Goals

Georgia Gwinnett College -- SAIR 2011


Student learning outcomes institution to course

Georgia Gwinnett College -- SAIR 2011


Gathering and aggregating data

Gathering and Aggregating Data

Georgia Gwinnett College -- SAIR 2011


Course assessment report

Course Assessment Report

  • 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


Course assessment report1

Course Assessment Report

  • 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


Program assessment report

Program Assessment Report

  • 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


Program assessment report1

Program Assessment Report

Georgia Gwinnett College -- SAIR 2011


Institutional report

Institutional Report

Georgia Gwinnett College -- SAIR 2011


Institutional report1

Institutional Report

Georgia Gwinnett College -- SAIR 2011


Institutional report2

Institutional Report

Georgia Gwinnett College -- SAIR 2011


Advantages

Advantages:

  • 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


Pitfalls

Pitfalls:

  • 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


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