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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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Presentation Transcript
presenters
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
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 Structure
  • Governance Forum
  • Steering Committee
  • Standing Committees
  • Permanent College-wide Committees
  • Governance Gazette
governance authority
Governance Authority
  • Governance does not make final decisions
  • Aids in policy formulation & dissemination
  • Recommends policies to President
  • Board of Trustees approves policies
steering committee
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
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
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
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
Standing Committees, cont.
  • Institutional Planning & Effectiveness
    • Assesses strategic planning process
    • Guides formulation of strategic planning Matrix
    • Monitors Major Indicators of Institutional Effectiveness
standing committees cont11
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 cont12
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
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 practice14
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
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 governance16
Reflective Practice in Governance
  • General education courses
  • Grading system
  • Credit to contact hour ratios
governance assessment
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
Core Competency Committee
  • Formed as ad hoc Governance Committee
  • Developed the Core Competencies
academic council
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
General Education Committee
  • Linked Gen Ed requirements to Core Competencies
  • Created rubrics for assessment of these competencies
institutional planning effectiveness
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
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
Assessment Buddies
  • Fostered faculty buy-in
  • In-serviced on how to write SLOs
  • Taught how to set up assessment projects
educational services master plan
Educational Services Master Plan
  • Developed collegially
  • Includes an entire Chapter devoted to supporting assessment of SLO
forum presentations
Forum Presentations
  • Committee reports
  • Assessment Buddies reports
  • SLOP dissemination by Chairs
  • Assessment project presentations
  • ESMP/FMP/ITSP/Matrix presentations
reflective practice in governance assessment
Reflective Practice in Governance & Assessment
  • Reflection before action
  • Reflection in action
  • Reflection after action
levels of student learning outcomes
Levels of Student Learning Outcomes

Core Competencies

Program Learning Outcomes

Course Learning Outcomes

examples of student 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
Curriculum Maps
  • Core Competency by Program
  • Core Competency by Course
  • Program Learning Outcome by Course
foundation assessment questions
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
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
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
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
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
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 assessment37
Reflective Practice in SLO Assessment
  • Speech – deconstruction
  • Human Services – social inquiry
  • Nursing – qualitative dialogue
speech assessment project
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
Speech
  • Does changing the speech sequence result in better grades?
  • Will students take the assignment more seriously?
  • Will students confidence improve?
speech40
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
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
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 services43
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
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
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
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
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 system48
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)