Assessment Comes First in the Alphabet

Presented by:Deborah Dalrymple, Professor of Nursing

Agenda

• Team Information• History of Core at MCCC• Core Application –

– History 203– English 101– Nursing

• Assessment Strategies• Lessons Learned• Next Steps

Additional Team Members:

Cathy CarsleyCathy Parzynski

History of Core at MCCC

History

Current Core Established 1996-1997• Course Driven Model

• Transfer: 36 credits• Career Options: 23 credits or 17 credits• Different options depending on degree

• All degree students to experience and masterparallel content that defined an “educatedperson”

New Core Curriculum

Began in-depth review in 2004-2005• Completed best practices review• Aligned with Middle States Standards

• Endorsed approach incorporating both course-driven and competency based threaded models

• Approved by BOT 13 Principal Goals & Core Learning Outcomes of Core Education

• Commitment to inclusion of assessment strategies from the beginning

13 Principal Goals & Core Learning Outcomes of Core

Education

Skills

•GOAL 1: Communication Skills•GOAL 2: Analytic Skills•GOAL 3: Quantitative Skills•GOAL 4: Computer Fluency•GOAL 5: Information Literacy

Knowledge

•GOAL 6: Intellectual Heritage•GOAL 7: Aesthetic Sensibility and the Arts•GOAL 8: Physical and Life Sciences•GOAL 9: Behavioral and Social Sciences•GOAL 10: Exercise and Health Sciences

Values

•GOAL 11: Civic Responsibility•GOAL 12: Sensitivity to Global Perspectives and Cultural and Social Diversity•GOAL 13: Ethical Reasoning and Behavior

Course/Program Status

• All programs were reviewed• Core is met through

– Individual courses approved for goal– Course combinations (ECO121/122)– Course and/or program activities

• Fine Arts degree AST, PHY or CHE with ART requirements

• CIS 110 in combination with HOS 130, HOS 198 + HOS 220

• A series of assignments across a curriculum

Core Application for History 203

Core Application for History 203

Cathy Parzynski

Completed Grid Used for Assessment

Revising the ACT 335 Form

1998 Outcomes• Develop proficiency in reading and

writing within the conceptual framework of United State History

• Increase proficiency in oral communication within the conceptual framework of United States history

• Identify, analyze and question the principle conceptual issues in United States history

• Demonstrate a basic familiarity with the various components of United States history and an appreciation of their global and multicultural nature

• Develop a familiarity with the ethical issues contain in United States history

Revised Outcomes• Identify the major events which helped

shape the political, economic, social, and cultural identify of the American people up to the Civil War

• Identify key social, economic, cultural, and political themes in American history to the time of the Civil War

• Analyze common institutions in American society and how they have affected different groups.

• Assess America’s evolving relationship with the rest of the world

• Analyze the influence of various ethnic and gender groups on American history before 1877

• Evaluate the relationships between the causes of historical events and their effects

Core Application – English 101

Core Application for English 101

Cathy Carsley

Revising the ACT 335 Form

1998 Outcomes• To teach the student to write a

coherent, unified and well-developed 500-750 word essays using various expository

• To teach clear thinking: the student must recognize careless generalities, unsubstantiated judgments, illogical association of ideas, etc

• To teach the student how to write correctly, eliminating errors in sentence structure, punctuation, spelling and usage

Revised Outcomes• Read critically• Evaluate a writing task for purpose,

audience, context, and point of view• Address a topic using a rhetorical

strategy appropriate to the writing task• Locate outside information sources

with basic proficiency• Develop coherent and persuasive

essays that present carefully developed and well-supported theses

• Use formal, standard usage, grammar, and punctuation

• Cite the work of others using a standard model of documentation

• Adopt ethical writing standards

Completed Grid Used for Assessment

Core Application – Nursing

Nursing Program

• Program Maps• Goals threaded within program

– Oral Communication– Quantitative Reasoning– Computer Fluency – Exercise & Health Science– Civic Responsibility – Ethical Reasoning

Sample Core Map#4 Computer Fluency

Computer fluency is embedded in the Nursing curriculum. Students interface with the electronic medical records on clinical sites, computerized medication administration and dispensing systems, and computer programs within the nursing arts laboratory. Additionally across the nursing curriculum, the student is exposed to the use of Blackboard e-education platform, blogging, computer assisted technology and instruction and computer posted assignments and grading. Across the curriculum: use of Blackboard for grades; homework; posting of assignments; use of library and electronic search resources across curriculum homework assignment; use of email; electronic submission of journals; use of various CAI available at MC3; use of simulations to promote learning, including virtual reality venipuncture program, VitalSim mannequins; and SimMan mannequin NUR 106 and NUR 213 are required nursing courses that offer on-line sections.

#5 Information Literacy

PSY 101 Met by required courses in the curriculum sequence: ENG 101, ENG 102, BIO 140, SOC 101 Incorporated across the Nursing curriculum is Program Outcome #1 - Integrate critical thinking when incorporating knowledge from the sciences and humanities in the delivery of nursing to clients

Assessment Strategies

English Pilot Assessment Rubric

Course Outcomes Linked to Core Outcomes

Pilot Assessment Plan

Pilot Set Benchmarks

Pilot Set Benchmarks

Lessons Learned

Ongoing Communication is Key

• Re-iterate new outcomes, including new outcomes centered on use of sources

• Distribute assessment rubric• Circulate sample syllabi and assignments• Encourage Library instruction• Develop FAQs for part-time faculty• Create mentoring group

Marketing Plan is Essential

Access to Resources is Crucial

• Webpage dedicated to each goal and courses that meet it

• Combination Goals as required by POS

Next Steps

Continuous Improvement is Required

• Need for more courses via workshops• Need for interdisciplinary courses• New Course Development Opportunities

– ECO 117 – Sustainability

What Assessment Is Already Underway?

• ENG 101 and 101 for Goals 1a, 2, and 5• SPC 110 for Goal 1b (pilot)• MAT 106 for Goal 3 (pilot)• Computer Fluency Test exploration for Goal 4• HIS gatekeeper courses redesign for Goal 6• PSY 101, POL 124 Goal 9 individual faculty pilots• ESW case study re-pilot• Values goals via CSSE survey• Nursing Program assessment started

Tentative Calendar

Summary

• A dynamic process• A change in culture• All campus engagement

• Questions• Contact ddalrymp@mc3.edu