Closing the Loop

PRESENTERS:Roberta Eisel, Citrus College

Nancy Jones, Coastline CollegeFacilitator: Anika Toussant-Jackson, Merritt College

Accreditation Institute

Closing the Loop

AgendaIntroduction/ Context (5 minutes)

Best Practices and Tools (40 minutes)

What are the micro and macro level best practices that contributed to closing the loop?

What tools have you used to help close the loop?

Discussion (30 minutes) What is your institution doing to close the loop at the course,

program, and institutional level?

Closing the Loop

Workshop DescriptionImprovements to student learning and ultimately student

achievement of educational goals are at the heart of efforts to assess student learning.

Two efforts that should occur simultaneously to ensure closure of the assessment loop: the use of classroom (micro level) assessment to improve teaching and learning as well as the use of institutional (macro level) assessment to identify skill based strengths and weaknesses to inform institutional planning.

How can colleges use micro and macro activities to support institutional progress and ultimately close

the loop?

Accreditation, Planning, and Program Review have merit.Student learning is at the heart of all we do.

The Citrus “Loop” expresses our commitment to the purpose and value of accreditation.

Best Practices Integrated Planning Wide-spread engagement

Tools Strategic Plan, Educational and Facilities Master Plan Institutional Support Plans Program Review and SLO assessment and their

connections to resource allocation

Once we connected these dots, we moved along.

2004: General education competencies, slos in program review2005: Institutional Outcomes; Student Services fully engaged in slos and assessment 2006-07: CurricUnet adopted; slos in COR

2007-08: HotShots; college-wide training and marathons 2008-09: Instructional and administrative support

program review and slos; curriculum/slo/assessment map; annual program review; Proficiency plan (rubric)2009: Accreditation Reaffirmed

2010-11: Matrix of GE, program, course slos and assessment; revisions to curric

processes;Comprehensive assessment report

We know what we do; this works for us.

College Mission, Vision, Values

Strategic Plan - Board Goals - Institutional Goals

Educational Master Plan and Inst. Support Plans

Program Review and Strategic Plan Actions

Resource Allocation

Assessment (of plans and planning)

Program Improvement

SLOs are another lens on the college.

Outcomes and Assessment – Throughout College

Institutional Outcomes Academic excellence Economic opportunity Personal Achievement

General Education Outcomes

Program Outcomes

Course Level Outcomes

Assessment improves and informs.

Purpose: Improve teaching and learning

Inform institutional planning

Practice: Faculty discretion and maintenance

Tools: Program Review# Comprehensive# Annual

•

Program Review , Curriculum Review & SLO Assessment matter.

Coursenumber

Course name

Curric. review

Next revision

Date offered

SLO assessed

Nat 181 A Coastal ….

6/7/08 2014 FA 09 ** Yes

**Results of assessment maintained by faculty with impact or needs recorded on annual program review report.

From Comprehensive Program Review

Analysis raises questions.

Course

Outcome Assessment Analysis

Dent 121

Identify developmental disorders and abnormalities in oral cavity…

Intraoral photos given as pre-quiz and as part of final exam

Pre-quiz avg 11.9%Final avg 44%Improvement, but certainly not mastery. Repeat next fall for more data.

From Comprehensive Program Review

Reflection leads to connections.

Biology 124 investigated an outcome related to chemistry knowledge. A co-requisite of chemistry was recently removed, thus it was important to investigate outcome attainment in this area. This course is offered only once a year, but the first year data suggested that a majority of students came into the course with significant chemistry knowledge, and those that did not were able to attain the outcome from exposure to chemistry related material during the course. ( From Annual Program Review)

Processes are integrated.

Budget request process

From annual program review

From budget assumptions…

“… allocate resources linked to program review and strategic planning. The resource allocation processes follow the college’s institutional goals as established in the integrated planning manual*.”

* Integrated planning manual draft

Position Discuss Goals and SLOs

Impact Priority

Equip. Discuss Goals and SLOs

Impact Priority

Closing the Loop

Closing the Loop at Coastline College Best Practices Tools

SLOs: More than a Requirement

•Focused on Student Success!

•SLOs are more than a requirement.

•It is what we need to do!

SLO Milestones and Status

•Program Review first included discussion/identification of student learning outcomes in 2003; programs/offices have been reporting SLOs in conjunction with Program Review for five years, with increasing breadth and depth each year.

•More than 62.2% of courses reported assessments of in 2009-10.

Best Practices

•Math Course Level SLO•Department Level Grading Matrix•Academic Quality Rubrix

Math Department

Course-Level Outcomes:  1. Solve problems involving linear programming, probability and statistics, finance, game theory, and other applications of mathematics. Lesson-Level Outcomes:1.Given a linear programming application problem, students will be able to set up the system of linear inequalities and find the solutions graphically and algebraically.2.Given a probability or statistics application problem, students will be able to use Venn Diagrams, formulas, and theorems to find the solutions3.Given a finance application problem, students will be able to choose the proper mathematics formula and compute the result by using a scientific calculator.

Course Level SLOs

Program SLOsMath Department

Characteristic/Standard/

Primary Trait

Poor1

Fair2

Satisfactory3

Excellent4

Quantitative methods Unable to arrive at correct solutions or to select appropriate quantitative methods even in familiar contexts

Generally arrives at correct solution but uses inappropriate methods and is unable to transfer problem-solving skills to unique situations

Selects and applies correct quantitative methods to find the correct solution to problems in familiar situations or contexts

Selects and applies correct quantitative methods (arithmetic, algebra, geometry, and/or statistics) to find the correct solution to a problem in familiar or unique situations or contexts

Assessment Rubrics

Academic Quality Rubrics

Developed by Faculty for Faculty

•In-class•Online•Telecourses

Tools

•Integration With Course Management System•Integration With Gradebook•Data Collected•Data Reviewed•Curriculum Updated

Grade Book Integration

•Attached to Specific Assignments•Weighted by SLO•Discussed by Department•Revisions Made to Curriculum•Evaluation Process Begins Again

Faculty Weight Assignment

Seaport Data Collection

Faculty Weight Assignment

Seaport Data Collection

Faculty Weight Assignment

Seaport Data Collection

ReportingSeaport Data Collection

Closing the Loop

Discussion (30 minutes)What is your institution doing to close the

loop at the course, program, and institutional level?

Closing the Loop

Discussion (30 minutes)What is your institution doing to close the

loop at the course, program, and institutional level?