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ACCREDITATION IS COMING: PROVING YOUR STUDENTS ARE LEARNING

ACCREDITATION IS COMING: PROVING YOUR STUDENTS ARE LEARNING. Neal E. Armstrong Vice Provost for Faculty Affairs Presented at the Faculty Colloquium: New Concepts in Teaching and Learning January 13, 2005. What Accreditation?. UT Austin is accredited by:

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ACCREDITATION IS COMING: PROVING YOUR STUDENTS ARE LEARNING

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  1. ACCREDITATION IS COMING: PROVING YOUR STUDENTS ARE LEARNING Neal E. Armstrong Vice Provost for Faculty Affairs Presented at the Faculty Colloquium: New Concepts in Teaching and Learning January 13, 2005

  2. What Accreditation? • UT Austin is accredited by: • Southern Association of Colleges and Schools (a regional accrediting entity) every 10 years • 29 other accrediting entities – typically professional programs like Engineering, Pharmacy, Nursing, Law, …- every 6 to 10 years

  3. Why Proving Learning? • Accreditation is outcome-based, i.e., based on what students should know (i.e., should have learned) and be able to do when they graduate • Focus is on student learning rather than what they have been taught • To stay accredited, programs must be able to demonstrate (or prove) achievement of outcomes

  4. Society, Employment, Advanced Studies Entering Student Graduating Student Program Outcomes (or Learning Outcomes) Core Curriculum Outcomes Program Educational Objectives (or Learning Objectives) Why Outcomes? Start Finish Curriculum

  5. UT’s Core Curric Outcomes • Every graduate is expected to: • Be able to express himself or herself clearly and correctly in writing • Be capable of reasoning effectively from hypothesis to conclusions and of logically analyzing the arguments of others • Have a critical appreciation for the social framework in which we live and the ways it evolved through time • Have experience in thinking about moral and ethical problems

  6. UT’s Core Curric Outcomes • Every graduate is expected to: • Have an understanding of some facets of science and the ways in which knowledge of the universe is gained and applied • Have an understanding of some aspects of mathematics and the application of quantitative skills to problem solving • Have gained familiarity with a second language • Have an appreciation for literature and the arts • Be competent in the basic use of computer Source: 2004-06 Undergraduate Catalog

  7. Engineering Outcomes • Graduates must be able to: • Apply knowledge of math, science, and engineering • Design and conduct experiments, as well as analyze and interpret results • Design a system, component, or process to meet desired needs • Function on multi-disciplinary teams • Identify, formulate, and solve engineering problems • Understand professional and ethical responsibility • Communicate effectively

  8. Engineering Outcomes • Graduates must have: • Broad education necessary to understand the impact of engineering solutions in a global/societal context • Recognition of need for and ability to engage in life-long learning • Knowledge of contemporary issues • Ability to use techniques, skills, and modern engineering tools necessary for engineering practice

  9. Assessment • How do we know graduating students have learned and can do those outcomes? • We don’t unless we assess them • Write expected outcomes/objectives • Develop performance criteria • Develop Curriculum Map and Determine practices • Specify assessment methods • Assess performance against criteria • Close the Loop: • Feed back assessment results • Effect improvement through actions

  10. Example: Teamwork • Outcome: The XX Engineering program will produce engineers who can function on multi-disciplinary teams • Sub-objective: When engaged in a dialogue with team members, or as part of a small group project, students will perform effectively as team members and perform roles effectively if roles have been assigned From: Rogers and Sando 1996

  11. Establish Performance Criteria • Students will: • Initiate and maintain task-oriented dialogues • Work for constructive conflict resolution • Strive for meaningful group consensus • Support other team members in the effective performance of their assigned tasks • Initiate and participate in group maintenance activities

  12. Performance to Grades Rubric Grades: A, B, … Pass, Fail Performance Criteria Example Ability to decide issues: Likert Scale from 1 = “Poor resolution of difference” to 7 = “Genuine agreement and support” “Strive for meaningful group consensus” Grades: Score

  13. Contain teamwork exercises Develop Curriculum Map Teamwork Art Math Chemistry Biology History Geography

  14. Determine Practices • Practices – classroom and/or institutional practices designed to achieve a specific performance • Formal teach training for students • “Base” teams utilized for long-term assignments • “Ad hoc” teams formed for in-class assignments • Class projects assigned to teams • Team quizzes and exams

  15. Determine Practices Demonstrate teamwork through: Biology Chemistry Field trips Laboratory exercises Laboratory exercises Classroom problems

  16. Assessment Methods • Processes used to collect evidence of outcomes – possible data collection methods: • Validity • Relevance – measures as directly as possible • Accuracy – measures as precisely as possible • Utility – provides formative and summative results with clear implications for evaluation, validation, and improvement • Reliability • Confidence through triangulation • Direct/Indirect measures

  17. Archival records Oral exams Focus groups Behavioral observations Exit interviews External examiner Portfolios Simulations Locally developed exams Performance appraisal Surveys/ questionnaires Standardized exams Assessment Methods

  18. Teamwork Assessment • Assess Teamwork Through: • Peer and/or faculty evaluation sheets (direct) • Videotape analysis (direct) • Self report (indirect) • Alumni review of teams (direct)

  19. Conduct Assessments • Use specified methods to obtain evidence • Analyze evidence and compare against performance criteria using analysis appropriate to method chosen

  20. Closing the Loop • Determine feedback channels which provide information in timely fashion to: • Facilitate continuous improvement • Provide information to decision making • Provide basis for evaluation • Team evaluations may show: • Intervention and/or training needed • Teams performing well and best practices result

  21. Closing the Loop • Make changes in processes as needed • Document effects of changes made • Did intervention and/or additional training solve problems identified with assessment • If not, examine other solutions • If so, consider employing changes in other uses of teamwork

  22. Contact Information Neal E. Armstrong Vice Provost for Faculty Affairs Office of the Executive Vice President and Provost MAI 201 1 University Station, G1000 (512) 232-3305 neal_armstrong@mail.utexas.edu

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