assessment presentation for faculty panel at cmc

ASSESSMENT @COLORADO MOUNTAIN COLLEGE

Faculty In-service October 23, 2009Kathy Kiser-Miller Professor of Humanities and Speech Communication

1. Define Assessment.2. Identify Purposes.3. Share Perceptions, Experiences, Strategies.4. Planning for Assessment.

What Assessment Means to Us

College Goals(College Community identifies)

GeneralEducation Outcomes (State Requirements)

Course Outcomes (Faculty identifies)

Course Objectives (Faculty identifies)

ProgramOutcomes(Faculty identifies)

Course Assessment (Faculty identifies)

Implementation of Methods to Improve Learning Outcomes

ProgramDisciplineAssessment of Outcomes

Implementation of Methods to Improve Outcomes

Higher Learning CommissionCriteria for Accreditation Criterion One: Mission and Integrity. Criterion Two: Preparing for the

Future. Criterion Three: Student Learning and

Effective Teaching. Criterion Four: Acquisition, Discovery,

and Application of Knowledge. Criterion Five: Engagement and

Service.

AQIP Academic Quality Improvement Program

• UnderstandingStudents’ andOther Stakeholders’Needs

• Valuing People• Leading and Communicating• Supporting Institutional Operations• Planning Continuous Improvement• Building Collaborative Relationships

• Helping StudentsLearn• AccomplishingOther DistinctiveObjectives

• Measuring Effectiveness

Stakeholders

Assessment Process

Fundamental Questions for Conversations on Student Learning 1. How are your stated student learning

outcomes appropriate to your mission, programs, and degrees?

2. What evidence do you have that students achieve your stated learning outcomes?

3. In what ways do you analyze and use evidence of student learning?

4. How do you ensure shared responsibility for assessment of student learning?

5. How do you evaluate and improve the effectiveness of your efforts to assess and improve student learning?

Assessment ProcessesThe Communications Faculty

Discipline Coordinators

The Assessment Committee

Panel Discussion

Creating a Common LanguageCreated by CMC English and Speech Faculty 2005

Learning Outcomes – essential knowledge or behavior that a student must have at the conclusion of a course, usually demonstrated and evaluated at the conclusion of the course

Competency – Specific ability or set of skills a

student must have in order to meet criteria that lead to a demonstration of the student’s achievement of the learning outcome.

Skill – a tool or set of tools that a student must

have to demonstrate the competency and that can be practiced or achieved in subunits of a course.

Objective – The goal the instructor has to help a

student reach a learning outcome or its associative competencies and skills.

Assessment-Course Level

Tal Hardman, Susan Herman, David Chimovitz, Gary Ketzenbarger, Michelle Lefebvre.

The Communications Faculty

Team Members

Bruce Beckum, David Chimovitz, Tal Hardman, Susan Herman, Gary Ketzenbarger, Michelle Lefebvre.

Kathy Kiser-Miller, Discipline Coordinator Speech Communications

Identifying Outcomes, Competencies and Skills

Creating Rubrics Creating Assessment Plans

COM 115- Public Speaking COM 125- Interpersonal

Communications

COM 115-Public Speaking

Learning outcomes: 1. Students will clearly compose and

appropriately adapt speeches to specific audiences.

2. Students will clearly and appropriately deliver several types of speeches in front of an audience.

3. Students will critically evaluate and self-evaluate public speeches and messages.

COM 115- Competencies

1A. Prepare and deliver a speech that includes knowledge of these communication concepts: topic selection, preparation, organization, support/research materials, and language.

1B. Students should be able to identify, analyze, and articulate their own values, experiences and perspectives as well as those of others and recognize how these affect opinions, decisions, and behaviors.

2A. Deliver a persuasive speech using effective organization and appropriate supporting materials.

2B. Demonstrate, through delivery and examination, understanding of these essential factors in Public Speaking: speaker, message, delivery, audience, occasion, and purpose, along with the critical thinking processes related to each.

3A. Evaluate selected speeches using the following skills: listening, reasoning, content analysis, and cogent speech criticism.

3B. Demonstrate knowledge of basic communication theory.


Allied Health Mike Trujillo-Vail/Eagle Arts Cynthia Zyzda-Alpine Business Fred Hampel-Alpine Computer Science Louis Beatty-Dillion CTE-Career & Technical Michael Martin-Alpine Dev English Mary Axelson-Spring Valley Dev Math Roseanne Shepard-Spring Valley English Rebecca Potter-Alpine


Humanities Tom Buesch-Aspen Mathematics Jason Vargas-Spring Valley Science Bill Painter-Dillion Speech Communications Kathy Kiser-

Miller-Alpine Social Science Bob Gumbrecht-Alpine Outdoor Studies John Saunders-Alpine Statewide Faculty Curriculum Committee

Steve DeLong-Alpine CFI Representative Margaret Maxwell-

Aspen

AA Business MatrixSLOs / Required Courses in the Major

ACC121Principles of Accounting I

ACC122Principles of

Accounting II

BUS115Introduction to Business

BUS216Legal

Environment of Business

BUS217Business

Communication & Report

Writing

BUS226Business Statistics

ECO201Principles of

Macro- economics

ECO202Principles of

Micro- economics

AA-Business SLOsKnowledge of Business Concepts

X X X X A

Application of Business Concepts

X X X X A

Fact-Based Decision Making

X X X A X X

Written, Oral & Interpersonal Communication

X X A X

College SLOs

Knowledge of Human Cultures and the Natural World

X A X

Intellectual & Practical Skills X X X X X A X X

Personal & Social Responsibility

X X X X X X X A

Integrative & Applied Learning

X X A X X

Note: X = course includes aspects that directly relate to the SLO A = SLO assessed in this course

The Assessment Committee

Chair: Sunny Schmitt Brad Bankhead, Alice Bedard-Voorhees Steve

DeLong. Nicole Fazande, Fred Hampel, Tal Hardman. Ann Harris, Barbara Johnson, Jonathan Prater. Kevin Cooper, Carol Koch, Renee Kuharski. Louis Beatty, Mark McCabe, Kathy Kiser-Miller. Sara Smith, Susanna Spaulding, Terry Hunter.

CMC students will be able to incorporate in their lives by the time they graduate the following institutional learning outcomes: • KNOWLEDGE OF HUMAN CULTURES AND THE PHYSICAL AND NATURAL WORLD

Through study in the sciences and mathematics, social sciences, humanities, histories, languages, and the arts

Respect for the interconnectedness of the human, physical, and natural worlds

Focused by engagement with big questions, both contemporary and enduring

CMC Signature Outcomes


INTELLECTUAL AND PRACTICAL SKILLS, INCLUDING Inquiry and analysis Critical and creative thinking Written and oral communication Quantitative literacy Information literacy Computer literacy Teamwork and problem solving

Practiced extensively, across the curriculum, in

the context of progressively more challenging problems, projects, and standards for performance


PERSONAL AND SOCIAL RESPONSIBILITY, INCLUDING Civic knowledge and engagement – local and

global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Incorporation of life practices leading to health and

wellness The ability to apply ethical and responsible

behaviors towards our environment Anchored through active involvement with

diverse communities and real-world challenges


INTEGRATIVE AND APPLIED LEARNING, INCLUDING Synthesis and advanced accomplishment across

general and specialized studies Demonstrated through the application of

knowledge, skills, and responsibilities to new settings and complex problems

Organizational structure adapted from previous publications of the

Association of American Colleges and Universities: Greater Expectations: A New Vision for Learning as a Nation Goes to College (2002), Taking Responsibility for Quality of the Baccalaureate Degree (2004), and Liberal Education Outcomes: A Preliminary Report on Achievement in College (2005) and published most recently in High –Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter (2008

http://www.taskstream.com/Main/homeCIP/default.asp

Envisioning The Future

University Planning & Analysis Internet Resources for Higher Education Outcomes Assessment http://www2.acs.ncsu.edu/UPA/assmt/resource.htm

Networking & Planning

Academic Quality Improvement Program, http://www.aqip.org/ An Assessment Framework for the Community College, Measuring Student Learning and Achievement as a Means of Demonstrating Institutional Effectiveness The League for Innovation in the Community College. (August 2004) http://www.league.org/Program and Student Outcomes, Hillsborough Community College, 2005The Higher Learning Commission , http://www.ncahlc.org/

References