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Planning for the 21 st Century Learning Outcomes Project. League for Innovation in the Community College Innovations Conference 2003. What is the Learning Outcomes Project?.

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planning for the 21 st century learning outcomes project

Planning for the21st Century Learning Outcomes Project

League for Innovation in the Community College Innovations Conference 2003

what is the learning outcomes project
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.

context for the learning outcomes project
Context for the Learning Outcomes Project

Strategic Plan 2000

Mission:

Adding value to the lives of our students and enriching our community

context for the learning outcomes project1
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
context for the learning outcomes project2
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.
context for the learning outcomes project3
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

learning outcomes project management team
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
project objectives
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.
learning outcomes taskforce
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
learning outcomes
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

curriculum inventory
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.

commitment and collaboration
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

student learning outcomes
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
student learning outcomes1
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
student learning outcomes2
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

student learning outcomes3
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
student learning outcomes4
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
student learning outcomes5
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
student learning outcomes6
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
student learning outcomes7
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
curriculum inventory1
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.

curriculum map
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.

learning outcomes project and institutional effectiveness
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.)
next steps
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.
finally
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.