Planning for the 21 st Century Learning Outcomes Project

1. Planning for the21st Century Learning Outcomes Project League for Innovation in the Community College Innovations Conference 2003

2. What is the Learning Outcomes Project? The Pew Charitable Trusts initially funded a League planning project in which community college presidents worked with consultants in higher education to define skills fundamental to the education of all community college students. In stage two of the project, 16 colleges (including SFCC) were tasked with defining, developing, delivering, and documenting these critical competencies.

3. Context for the Learning Outcomes Project Strategic Plan 2000 Mission: Adding value to the lives of our students and enriching our community

4. Context for the Learning Outcomes Project Values Santa Fe Community College is a dynamic, innovative learning community committed to: • Academic excellence, academic freedom, and intellectual pursuit • Individual and social responsibility • Honesty, integrity, and civility • Cultural diversity and equity • Collaboration with our community • Open access • Life long learning • Assessment, accountability, and improvement

5. Context for the Learning Outcomes Project Goals • OUTREACH & ACCESS - Identify, assess, and meet community needs to promote open access to the college. • DELIVERY ALTERNATIVES -Assess student needs and outcomes and create innovative and flexible learning opportunities. • EDUCATIONAL PROGRAMS - Provide learning opportunities and academic support to ensure the highest levels of academic performance. • WORKFORCE DEVELOPMENT - Provide student-centered workforce programs in collaboration with local employers and economic development agencies. • HUMAN RESOURCES - Recruit, develop, assess, and retain quality full and part-time faculty and staff. • TECHNOLOGY - Provide information technology systems and infrastructure to support the college’s mission. • RESOURCES - Develop, obtain, and allocate the necessary resources to implement the college’s mission.

6. Context for the Learning Outcomes Project Educational Programs • Reconsidering the general education core for the learning needs of the 21st Century student • Improving performance and results in all program areas including student retention and completion • Assessing educational programs to encourage academic excellence • Improving the graduation rates for all program areas provide learning opportunities and academic support to ensure the highest levels of academic performance

7. Learning Outcomes Project Management Team • Jackson Sasser President • Patricia Grunder Vice President, Academic Affairs • Patsy Frenchman Assoc VP, Student Affairs • Fran Holm Assoc VP, Technical and Applied Sciences • Curtis Jefferson Assoc VP, Liberal Arts and Sciences • Anne Kress Assoc VP, IMET • Pat Smittle Assoc VP, Academic Foundations • Karen Cole-Smith Asst VP and Director, CAPD • Kim Kendall Asst VP, IMET • Bill Vivian former Director, Institutional Research • Michael Reiner Chair, Social and Behavioral Sciences • Brian Fox Programs Coordinator, Business Programs • Marisa McLeod Asst Prof, Social Sciences and History

8. Project Objectives • Define curriculum areas that encompass 21st Century Learning Outcomes within the institution. • Develop a comprehensive set of curriculum components for each of the 21st Century Learning Outcomes. • Deliver learning opportunities appropriate to the performance-based curriculum model using best practices and multiple pedagogical approaches. • Document student achievement of 21st Century Learning Outcomes using approaches that extend beyond traditional grades, credits, and degrees. • Disseminate model programs, practices, and steps toward development with other institutions, educators, and policymakers.

9. Learning Outcomes Taskforce Karen Cole-Smith and Anne Kress, co-chairs • Kathryn Baker, English • Ed Bonahue, Humanities and Foreign Languages • Mapi Cuevas, Natural Sciences • Mark Dicks, Academic Resources • Douglas Diekow, Social Sciences and History • Byron Dyce, Mathematics • Sture Edvardsson, Natural Sciences • Zona Gale, ITE • Dawn Graziani, Academic Resources • Kristine Griffin, Mathematics • Fran Holm, Technology and Applied Sciences • Eugene Jones, ITE • Terry Klenk, Visual and Performing Arts • Leslie Lambert, Visual and Performing Arts • Matthew Newell, Visual and Performing Arts • Alan Pappas, Student Development Instructional • Pavlov Rameau, Mathematics • Diane Rankin, Nursing • Michael Reiner, Social and Behavioral Sciences • Bill Stephenson, English • Lynn Sullivan, Student Affairs • Georg Vollweiler, Social and Behavioral Sciences • William Wall, English

10. Learning Outcomes Communication - develop effective reading, writing, speaking, listening, and nonverbal communication skills Community - develop an understanding of diversity/pluralism in the world community and an awareness of civic and social participation and ethical and informed decision-making Digital Technology - develop computer and Internet skills and the ability to retrieve, manage, and evaluate digital information Information Management - develop the skills necessary to collect, verify, document, and organize information from a variety of sources Interpersonal - develop effective leadership, teamwork, relationship management, conflict resolution, and workplace skills Mathematical - develop the skills necessary to understand and apply mathematical concepts and reasoning and to analyze and interpret various types of data Personal - develop an ability to understand and manage self, adapt to change, enhance wellness, and learn effectively, as well as a framework for aesthetic responsiveness Thinking and Problem Solving - develop the skills necessary for analysis, synthesis, evaluation, decision-making, critical and creative thinking, and the creative process

11. Curriculum Inventory In Fall 2001, all departments were asked to conduct an initial learning outcomes inventory of their courses. The results were used to create workgroups who define specific criteria for each outcome.

12. Commitment and Collaboration Faculty, Administrators and Specialists - 96 professionals from 31 academic areas - working together to help students succeed in the 21st Century. Interpersonal Skills Chair Alan Pappas Behavioral Sciences Faculty Judith McBride Behaviorial Sciences Faculty Bruce Tucker Leadership Institute Ron Chappell CTP Automotive Services Management Reeda Fullington Health Sciences Director Marcia Wehr Psychology Professor Carole Marquis Academic Resources/ESL Professor Jacqueline Whitmore Psychology Professor Richard McDonald CTP/AC Refrigeration and Heating Lamar Jacks Psychology Professor Sue Jester Creative Arts Professor Mathematical Skills Chair Kristine Griffin Math Professor Cheryl Krauth ITE Professor Saran George Math Professor Karim Diff Physical Sciences/Physics Jeff Tenant Math/Academic Resources Mark Dicks Math/Academic Resources Personal Skills Chair Matthew Newell Creative Arts and Humanities Professor Ouida McNeil Academic Resources Jay O'Leary English Professor Jai Levengood Psychology Professor Peter Burton Psychology Professor Kathy LeBlanc Behavioral Sciences Professor Donna Musselman Behavioral Sciences Professor Clark Wheeler Business Programs Professor Marcey Corey Health Sciences HCOP Coordinator Thinking and Problem Solving Skills Co-Chair Dawn Graziani Reading Professor Co-Chair Mapi Cuevas Natural Sciences Professor Jay Shafer Professor CPT Program (Health) Cathy Swan Education Professor Linda Tyson Natural Sciences/Biology Professor William Bower English Professor Lewis Nellinger Automotive Programs Jessica Blackburn Academic Resources, Writing Professor Susan Crosson Business Professor Communication Skills Chair William Wall English Professor Suellyn Winkle English Professor Susan Miller English Professor Carole Windser English Professor Bob Connelly Academic Resources and College Prep Len Koch Business Professor Steve Lodle Creative Arts and Humanities Professor Gregg Jones Creative Arts and Humanities Professor Anne Lisca Humanities Professor Georg Volweiller Social Sciences: Anthropology Professor Paul Stephen Director/Professor: Respiratory Care Program Community Skills Chair David Tegeder History Professor David Price Social Sciences and History Tunga Lergo Social Sciences and History Guillermo Ramos Creative Arts and Humanities Professor Manny Martinez English Professor Anne Martin-Sagrini Business Programs Professor Ed Braddy Academic Resources, Access/Retention Specialist Digital Technology Skills Chair Eugene Jones Director of Information Technology Education Brent Swanson Creative Arts Professor Manny Martinez English Professor Cathy Swan Education Professor Liz Drake ITE Professor/Software Applications Information Management Skills Chair Diane Rankin Nursing Programs Professor Myra Sterett Library Director Anne Martin-Segrini Health Information Sciences Debbie Reid ITE Program Technology Feryl Wright Humanities/Religion Anne LIsca Humanities and Creative Arts Deborah Holms Howard Humanities Bob Brinson Geography Professor MIchael Fugate Radiologic Technology Stelio Marchianno Nuclear medicine Russ Johnson Sonography Pat Alyward Nursing Programs

13. Student Learning Outcomes develop effective reading, writing, speaking, listening, and nonverbal communication skills Communication • comprehend, analyze, and evaluate written materials appropriate to program area and necessary for personal enrichment and community participation • compose and revise written materials appropriateto program area and necessary for personal enrichment and community participation • compose and deliver oral messages appropriate to the intended audience. • indicate attention and comprehension by responding in a manner appropriate to the message and the source • use, recognize, and comprehend nonverbal messages in ways appropriate to a given context • select communication skills appropriate to the context

14. Student Learning Outcomes develop an understanding of diversity/pluralism in the world community and an awareness of civic and social participation and ethical and informed decision-making Community • comprehend, analyze, and evaluate societies and cultures from a variety of perspectives • understand the expectations, obligations, and processes of local and global citizenship • explain the ethical and philosophical underpinnings of their ideas, and how those ideas relate to their decisions • understand social and cultural conventions within their historical contexts

15. Student Learning Outcomes Digital Technology • understand and manage files on appropriate system platforms • understand and evaluate web browsers and email clients as research and communication tools • use a word processor as a writing tool develop computer and Internet skills and the ability to retrieve, manage, and evaluate digital information

16. Student Learning Outcomes develop the skills necessary to collect, verify, document, and organize information from a variety of sources Information Management • collect information and carry out discipline-specific research using relevant and appropriate sources • analyze information for usefulness, accuracy, authority, bias, currency, and coverage • acknowledge sources of information in appropriate style standards • synthesize collected and experienced information, ideas, and materials into original work in discipline-specific formats

17. Student Learning Outcomes develop effective leadership, teamwork, relationship management, conflict resolution, and workplace skills Interpersonal • understand the importance of interpersonal sensitivity, and mutual respect • understand and acknowledge diverse opinions, cultures, and individual differences • understand the role of emotions and behaviors in building productive relationships • apply productive work ethics and habits • use collaboration, teamwork, and group presentation skills • determine goals, develop plans, make ethical decisions, solve problems and articulate ideas with individuals and groups • understand how to resolve conflict

18. Student Learning Outcomes develop the skills necessary to understand and apply mathematical concepts and reasoning and to analyze and interpret various types of data Mathematical • analyze and interpret quantitative data verbally, graphically, symbolically, and numerically • communicate quantitative data verbally, graphically, symbolically, and numerically • appropriately integrate technology into mathematical processes • use mathematical concepts in problem-solving through integration of new material and modeling • understand and apply mathematical skills necessary to function in all phases of society

19. Student Learning Outcomes develop an ability to understand and manage self, adapt to change, enhance wellness, and learn effectively, as well as a framework for aesthetic responsiveness Personal • manage time effectively, employ goal-setting skills, and practice self-assessment skills • manifest personal resilience, tolerate ambiguity, and transfer previously acquired knowledge and skills to new situations • demonstrate an awareness of the factors that promote physcial, emotional, and mental well-being • foster a sense of personal value and meaning • use relevant learning tools/resources and skills/strategies • recognize the importance of life-long learning • demonstrate an awareness of cultural values and biases, appreciate unconventional thinking, and take intellectual risk

20. Student Learning Outcomes develop the skills necessary for analysis, synthesis, evaluation, decision-making, critical and creative thinking, and the creative process Thinking and Problem Solving • identify and define problems clearly • gather, analyze, and synthesize data relevant to a problem • select and assess solutions appropriate to the context • evaluate consequences and revise the thinking process • ask and answer questions appropriate to the learning context • explore alternative goals and approaches and different viewpoints • apply specialized knowledge to larger contexts, make connections across disciplines, and link ideas in ways new to the thinker • strive for originality • pursue high intellectual and academic standards

21. Curriculum Inventory In Fall 2002, all departments were asked to conduct a learning outcomes inventory of their courses. The results were used to create for Santa Fe’s first “curriculum maps”—mapping how students completing AA general education or AS/AAS program requirements experienced these learning outcomes.

22. Curriculum Map The resulting curriculum maps will be shared with the College Senate’s General Education Committee for use in establishing the next AA-GenEd package and refining AS/AAS program curricula—assuring that all Santa Fe graduates will attain the learning outcomes through the college’s required curriculum.

23. Learning Outcomes Project and Institutional Effectiveness • Aligning the official curriculum/program requirements with the received curriculum/program requirements, assuring quality and equity for all students • Providing a framework for assessing general education • Matching course outcomes to demonstrated student academic needs and upper division/workplace requirements • Clarifying course goals and outcomes for students and faculty by linking course descriptions to syllabi to assignments • Providing opportunities for non-traditional, flexible learning opportunities that promote access, retention, and completion (e.g., experiential learning, interdisciplinary courses, accelerated degree tracks, etc.)

24. Next Steps • Dr. Jeffrey Seybert, Director of Institutional Research at Johnson County Community College, will be at Santa Fe on February 20 & 21 to address community college assessment strategies and the assessment of learning outcomes • Curtis Jefferson, Dawn Graziani, and William Wall will represent Santa Fe at the League’s Innovations conference, presenting on Santa Fe’s approach to and success with integrating learning outcomes into the fabric of college academic life.

25. Finally… • The College must be able to measure and document the attainment of the outcomes, and the rest of Year Three (2002-2003) will be dedicated to the Assessment and Documentation. • The Learning Outcomes Taskforce is “sunset” as a taskforce as of March 2003, turning over its collective body of work to the College Senate’s General Education committee as a framework for college curriculum review.