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Writing Programmatic Outcomes. A Presentation by L. Rusty Waller, PhD Rick Lumadue, PhD Wade Fish, PhD. Issues for Today’s Discussion. The Philosophical Framework An Overview of Student Learning Outcomes for the MS TDEV An Overview of the Assessment Design for the MS TDEV.

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writing programmatic outcomes

Writing Programmatic Outcomes

A Presentation by

L. Rusty Waller, PhD Rick Lumadue, PhD Wade Fish, PhD

issues for today s discussion
Issues for Today’s Discussion
  • The Philosophical Framework
  • An Overview of Student Learning Outcomes for the MS TDEV
  • An Overview of the Assessment Design for the MS TDEV
things i hate
Things I Hate:
  • Bureaucracy
  • Bureaucrats
  • Bureaucrats that Generate Bureaucracy
  • Bureaucrats that Lead Other Bureaucrats to Generate Bureaucracy
  • Bureaucracy that Causes Bureaucrats to Lead Other Bureaucrats to Generate Bureaucracy
things i value
Things I Value:
  • Student Learning
  • Quality Education
  • Student Learning and Quality Education
  • Students, Students, Students
  • Learning, Learning, Learning
why do we need programmatic outcomes
Why Do We Need Programmatic Outcomes?

In a Galaxy long, long ago . . .

In a SACS visit five years ago . . .

In a SACS five year follow-up report . . .

In a SACS visit six years from now . . .

reason one sacs requires the following
Reason One:SACS requires the following:

3.3 Institutional Effectiveness

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)

3.3.1.1 educational programs, to include student learning

outcomes

3.3.1.2 administrative support services

3.3.1.3 educational support services

3.3.1.4 research within its educational mission, if appropriate

3.3.1.5 community/public service within its educational mission,

if appropriate

http://www.sacscoc.org/pdf/2008PrinciplesofAccreditation.pdf

reason two the real reason
Reason Two: The Real Reason

We value student learning!

We value quality education!

Our students deserve our best!

what is a program
What is a Program?

SACS has traditionally defined an instructional program as an award level.

For Example:

  • BA in English
  • MS in Training and Development
  • EdD in Curriculum, Supervision, and Instruction
reason one sacs requires the following1
Reason One:SACS requires the following:

3.3 Institutional Effectiveness

3.3.1 The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: (Institutional Effectiveness)

3.3.1.1 educational programs, to include student learning

outcomes

3.3.1.2 administrative support services

3.3.1.3 educational support services

3.3.1.4 research within its educational mission, if appropriate

3.3.1.5 community/public service within its educational mission,

if appropriate

http://www.sacscoc.org/pdf/2008PrinciplesofAccreditation.pdf

what does institutional effectiveness require
What Does Institutional Effectiveness Require?
  • Linkage to university mission
  • Development of student learning outcomes
  • Identification of assessment methodology
  • Assessment
  • Utilization of assessment findings to improve
the astin model
The Astin Model

Cognitive

Affective

Psychological

What I value

What I think

How my thinking transitions my behavior

How my values transition my behavior

Behavioral

astin s definition of quality
Astin’s Definition of Quality

The Harvard Model – Only the best students are admitted so that established benchmarks may be met.

The Astin Model – Quality education not only reaches established benchmarks but is founded upon the ability to transition students from where they are to reach intended benchmarks.

Point B

Point A

astin s definition of quality1
Astin’s Definition of Quality

Quality is measured in terms of:

  • The benchmark to be met AND
  • The length of the academic journey.

Note the emphasis on pre- and post-testing!

concepts about assessment
Concepts About Assessment
  • Determine program vision
  • Outline global expectations of students
  • Identify expected behaviors
  • Develop assessment methodologies
  • Conduct assessments
  • Use assessments findings to improve
the master of science in training and development
The Master of Science in Training and Development

Program Mission/Purpose:

The Master of Science in Training and Development equips specialists in adult education for practice in public education, private education, business, industry, and non-profit organizations.

the ms in tdev programmatic learning outcomes
The MS in TDEV programmatic learning outcomes:
  • CRITICAL THINKING: Students will evidence critical thinking skills.
  • COMMUNICATION: Students will effectively communicate.
  • DIGITALFLUENCY: Students will demonstrate digital fluency.
  • CULTURAL FLUENCY: Students will evidence cultural fluency.
  • SERVANT LEADERSHIP: Students will practice servant leadership.
  • LIFE-LONG LEARNING: Students will engage in life-long learning.
ms tdev taxonomy of student learning outcomes
MS TDEV Taxonomy of Student Learning Outcomes

Cognitive

Affective

Students will evidence critical thinking skills.

Students will evidence cultural fluency.

Psychological

Students will effectively communicate.

Students will demonstrate digitalfluency.

Students will practice servant leadership.

Students will engage in life-long learning.

Behavioral

slide20

MISSION: The MS TDEV equips specialists in adult education for practice in public education, private education, business, industry, and non-profit organizations.

Cognitive

Affective

Students will evidence critical thinking skills.

Students will evidence cultural fluency.

Psychological

Students will effectively communicate.

Students will demonstrate digitalfluency.

Students will practice servant leadership.

Students will engage in life-long learning.

Behavioral

slide21

MISSION: The MS TDEV equips specialists in adult education for practice in public education, private education, business, industry, and non-profit organizations.

Cognitive

Affective

  • Cultural Fluency:
  • Self-Actualization
  • Understanding
  • Socialization
  • Critical Thinking:
  • Analysis
  • Synthesis
  • Evaluation

Psychological

  • Servant Leadership:
  • Ethics
  • Teaming
  • Leadership

Life-Long Learning:

  • Self Vision
  • Career Goals
  • Scholarship
  • Communication:
  • Writing
  • Speaking

DigitalFluency:

  • Adoption
  • Integration

Behavioral

slide22

MISSION: The MS TDEV equips specialists in adult education for practice in public education, private education, business, industry, and non-profit organizations.TDEV 552 Introduction to Training and Development

Cognitive

Affective

Cultural Fluency:

TDEV 554 Theories of Adult

Learning

TDEV 514 Generational Issues

TDEV 515 Intercultural Training and Development

Critical Thinking:

HIED 595 Research

Methodologies

TDEV 556 Survey Design

and Assessment

TDEV 548 Designing & Evaluating Instruction

Psychological

Communication:

TDEV 516 Foundations

of Active Engagement

DigitalFluency:

TDEV 528 Introduction to Presentation Design

Servant Leadership:

TDEV 525 Human Relations

TDEV 597 Human Resource

Management

Life-Long Learning:

TDEV 553 Management Development

Behavioral

slide24

MISSION: The MS TDEV equips specialists in adult education for practice in public education, private education, business, industry, and non-profit organizations.TDEV 552 Introduction to Training and Development

Cognitive

Affective

Pre- & Post-Testing

Cultural Fluency:

TDEV 554 Theories of Adult

Learning

TDEV 514 Generational Issues

TDEV 515 Intercultural Training and Development

Critical Thinking:

HIED 595 Research

Methodologies

TDEV 556 Survey Design

and Assessment

TDEV 548 Designing & Evaluating Instruction

Psychological

Communication:

TDEV 516 Foundations

of Active Engagement

DigitalFluency:

TDEV 528 Introduction to Presentation Design

Servant Leadership:

TDEV 525 Human Relations

TDEV 597 Human Resource

Management

Life-Long Learning:

TDEV 553 Management Development

Behavioral

assessment areas for 2009 10
Assessment Areas for 2009-10

COMMUNICATION: Students will effectively communicate.

  • Writing: The student will write at a collegiate level.
  • Speaking: The student will actively engage participants when presenting a training session.
assessment areas for 2009 101
Assessment Areas for 2009-10

CULTURAL FLUENCY: Students will evidence cultural fluency.

  • Self-Actualization: The student will appropriately evaluate his/her own strengths and weaknesses.
  • Cultural Understanding: The student will demonstrate an understanding of cultural differences.
  • Socialization: The student will interact socially with those different from self.
assessment areas for 2009 102
Assessment Areas for 2009-10

LIFE-LONG LEARNING: Students will evidence a commitment to life-long learning.

  • Self-Vision: The student will appropriately evaluate his/her personal and professional goals.
  • Career Goals: The student will pursue his or her own professional career goals.
  • Scholarship: The student will contribute to the knowledge base for the field of study.
assessment strategies
Assessment Strategies
  • Pre- and Post-Test Design
  • Group Review
  • Portfolio Developed Across Program
  • Cultural Awareness Inventory
  • Servant Leadership Inventory
  • Projects and Case-Studies
  • Master’s Comprehensive Exam
our definition of quality
OUR Definition of Quality

Quality is measured in terms of:

  • The benchmark to be met AND
  • The length of the academic journey.
review of today s discussion
Review of Today’s Discussion
  • The Philosophical Framework
  • An Overview of Student Learning Outcomes for the MS TDEV
  • An Overview of the Assessment Design for the MS TDEV
slide31

Education is an art. No one right way ever exists. Many right ways exist! The goal is to utilize as much flexibility as possible to prepare our students for real-life practice.

slide32

Ongoing assessment of our educational practices promises to stimulate improved student learning and achievement.Our students deserve no less!

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