foothill learning outcomes project

7/31/2019 Foothill Learning Outcomes Project

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Foothill CollegeFoothill College

21st Century Learning Outcomes Project21st Century Learning Outcomes Project

www.foothill.edu

Copyright 9/02


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21st Century Learning Outcomes Project:21st Century Learning Outcomes Project:

Ensures currency of our curriculum and servicesPulls together all of the L activities

Responds to the new accreditation standards


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Making Learning VisibleMaking Learning Visible


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In a traditional approach to teaching and learning...

...Faculty:

Write course outlines with expected outcomes, content, and method of evaluation Write greensheets related to course outlines

Teach courses in accordance with traditional standards and methods

Evaluate student achievement

Aggregate record of student achievement and issue a course grade

Students:

Develop an Individual Education Plan (IEP)

Enroll in courses required in the IEP

Attend classes and demonstrate achievement of course objectives

Receive a grade for the course

Participate in extra-curricular student development activities

Institution:

Prints catalog and schedules of courses based on course outlines

Records the accumulation of course grades and credits Issues degree to students who receive passing grades in 90 quarter units


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Where is the concrete evidence of what was learned and to what depth?

...Faculty:

Write course outlines with expected outcomes, content, and method ofevaluation Write greensheets related to course outlines

Teach courses in accordance with traditional standards and methods

Evaluate student achievement Aggregate record of student achievement and issue a course grade

Students:

Develop an Individual Education Plan (IEP) Enroll in courses required in the IEP

Attend classes and demonstrate achievement of course objectives

Receive a grade for the course

Participate in extra-curricular student development activities

Institution:

Prints catalog and schedules of courses based on course outlines

Records the accumulation of course grades and credits Issues degree to students who receive passing grades in 90 quarter units


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B. Program-Specific Outcome

Course/Program/Institutional PortfolioCourse/Program/Institutional PortfolioDefine: What are the desired attributes (knowledge, skills, andabilities) of someone completing this course or program? Apply the

Backward Design of concept mapping.Document: Where in the curriculum do students acquire theseexperiences? Write course outlines using deep learning strategies,concept mapping, On-Course methods, or other appropriate

approaches.

Validate:

Evaluate learning using multiple methods documented

over time Aggregate record of student achievement and issue acourse grade

Certify evidence and artifacts of student learning

defined for a program graduate


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21st Century Learning Outcomes21st Century Learning Outcomes

DEFINE DOCUMENT VALIDATE

Student

Electronic

Portfolio

Validation

Program

Review

Portfolio

Validation

Course Content

ValidationInstitutional

Portfolio

Validation

Curriculum

Database

GE - Total

Program TotalGraduation

Review

Student

Portfolio

Courses

Activities

Work Samples

Profile Matrix

Survey DataSelf

Other

Other

Student

Services

Course

Portfolio

Core

Courses

Direct &

Indirect

Measures

Program

Review &

Institutional

Portfolio

GE

Courses

Student

Development

Portfolio

Student

Development

Field

ActivitiesAccreditation

Standards

WebInter-

face

Responsibility:

Faculty and StaffDevelopmentPersonnel

Responsibility:Instruction andResearch


Responsibility: Student

Development viaautomated studentrecord system (CATS)

Responsibility:Institution-wide


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Core CompetenciesCore Competencies

Knowledge, Skills and Abilities

Judgment anddecision-making

including curiosity,analysis, synthesis,evaluation,creativity, research,learning strategies,

problem solving,aestheticawareness

Reading, writing,speaking,

listening,presentation (selfand information)

Complex problem-solving skills, techno-

logy skills, computerproficiency, math pro-ficiency, decisionanalysis (synthesis andevaluation), under-

standing of and abilityto apply mathematicalconcepts andreasoning, analyzingand using numericaldata

Socialperceptiveness

including respect,citizenship, culturalawareness,interpersonal skills,ethics, lifelong

learning,community service,self-esteem,integrity, empathy

Proficiencies

II. Computation III. Creative, Critical& Analytical

Thinking

IV. Community/GlobalConsciousness &

Responsibility

I. Communication

Examples of Behaviors

(Plus other program-specific behaviors)


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INTENDED OUTCOME

Communication Competency All Foothill College graduates will:

Demonstrate analytical reading and writing

skills including evaluation, synthesis, and

research; deliver focused and coherent

presentations; demonstrate active,discerning listening and speaking skills in

lectures and discussions.


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Concept Mapping:Backward Design Simplified Illustration

IntermediateLevel of GoalAttainment

BeginningSteps to GoalAttainment

DesiredOutcome

High Level ofGoal Attainment

Ten years from now,what do you want a

student to rememberand be able to do?

Solve math problemsof an advanced nature

Solve appropriatemath equations

Abstract thought

Solve complex wordproblems of an abstractnature using appropriatemath concepts

Resolve math problemsand think analytically ata high level

IndirectOutcomes

Read at a high level

Apply high order criticalthinking by distillingquestions intocomponents

Use the words of math,read and build simple

math sentences

Solve complex wordproblems taken fromconcrete life examples

Solve simple wordproblems

Develop anunderstanding of

the vocabulary ofmathematics


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DesiredOutcome


Ten years from now,what do you want a

student to rememberand be able to do?

Abstract thought


IndirectOutcomes


Abstract

thought

Solve math problemsof an advanced nature



Apply high ordercritical thinking bydistilling questions intocomponents


math sentences



Develop anunderstanding of the

vocabulary ofmathematics


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DesiredOutcome


Ten years from now,what do you want astudent to remember

and be able to do?Solve complex wordproblems of an abstractnature using appropriatemath concepts

Ability to solve mathproblems of anadvanced nature

Ability to solvecomplex wordproblems taken

from concrete lifeexamples


Solve appropriatemath equationsSolve complex word

problems of an

abstract nature

using appropriate

math concepts

Abstract thought


IndirectOutcomes




math sentences

Develop anunderstanding of thevocabulary ofmathematics

Read at a high

level


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Ten years from now,what do you want astudent to remember

and be able to do?

DesiredOutcome


Solve math

problems of

an advanced

nature



Solve math problemsof an advancednature


Abstract thought



IndirectOutcomes



Use the words ofmath, read and build

simple math sentences

Develop anunderstanding of thevocabulary ofmathematics

Use the words

of math, read

and build

simple mathsentences




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In a learning college, portfolios capture both

text and numerical data.

Student Portfolio

1. All-Inclusive or Process (student-directed)2. Selection or Product (program-directed)

Course/Program Portfolio

Institutional Portfolio


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Conceptual Frame

for an Institutional Portfolio

AAHE Urban Universities Portfolio Project goalsfor Mission, Measures and Models inundergraduate education:

Define goals for internal and externalcommunication and decisions making

Apply direct and indirect measures of learning

and develop a set of best practices Improve communication to multiple publics Provide evidence required by accrediting

agencies


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Typical Portfolio Attributes

Documents progress and achievements over time Can be a valuable tool for examining progress towards desired

outcomes and higher order goals Contents can include a variety of examples such as artifacts orevidence of quality of work, writings, drawings, photos, andtapes deemed of value by faculty

Can have multipurpose assessments of both qualitative andquantitative measures Should be designated for a selected audience and purpose -

internal community, external community, transfer universities,and employers

Contains two parts: College profile information College evidence of learning


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Institutional Portfolio Model for FoothillA Work In Progress

College Profile - Defining characteristics and

aggregation of evidence and artifacts similar to ourcatalog, marketing brochures, and accreditation self-study statements, including:

College vision and mission statement College history, facts and statistics

Educational Master Plan

Description of programs and services

Learning Outcomes - The Meaning of a Degree FromFoothill.


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Example Taken From State of the College Report

Derived From Program Reviews


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Institutional Portfolio Model for Foothill

A Work In ProgressCollege Evidence

A. Existing Institutional Information

Partnership for Excellence Measures: student success,student transfer rate, degrees and certificatesgranted, workforce development, basic skills

Student access and productivity goals

Program performance on VATEA core competencies

Program review data sets and self-studies

B. Program-Specific Outcomes

Course/program portfolios which define, document, and

validate learning outcomes through direct and indirectmeasures


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Program Review


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Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates

BEHAVIORS: What should astudent be able to do upongraduation?

OUTCOME MEASURES--Evidence or SampleDemonstrating Deep Learning:How do we know what a studenthas achieved?

REQUIRED PROGRAMCOURSES Related to ThisOutcome: Where do studentsacquire experience?

Outcome 1

Outcome 2

Outcome 3

CORE COMPETENCIES: Specific Outcomes and Attributes Desired for Al College Graduates

Communication

Computation

Creative, Critical& AnalyticalThinking

Community/GlobalConsciousness &

Responsibility

Read, write, speak, listen, make

presentations

Demonstrate complex problem-solvingskills, technology skills, computerproficiency, and decision analysis; applymathematical concepts & reasoning;analyze and use numerical data

Demonstrate skills in judgment anddecision-making, curiosity, analysis,synthesis, evaluation, creativity, research,learning strategies, problem-solving, andaesthetic awareness

Demonstrate social perceptiveness throughthe following traits: respect, citizenship,cultural awareness, interpersonal skills,

ethics, lifelong learning, community service,self-esteem, integrity, empathy

Program

Content

Proficiencies Examples of Behaviors

Program Review


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Outcome 1

Outcome 2

Outcome 3

Program

Content

BEHAVIORS:

What should a

student be able

to do upongraduation?


Communication

Computation


Community/Global

Consciousness &Responsibility


presentations



the following traits: respect, citizenship,cultural awareness, interpersonal skills,



Demonstrate social perceptiveness through

Program Review


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REQUIRED

PROGRAM COURSES

Related to This

Outcome: Where dostudents acquire

experience?

Outcome 1

Outcome 2

Outcome 3

Communication

Computation


Community/Global

Consciousness &Responsibility


presentations



the following traits: respect, citizenship,cultural awareness, interpersonal skills,


Program

Content


Demonstrate social perceptiveness through


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Program Review


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Outcome 1

Outcome 2

Outcome 3


Communication

Computation


Community/GlobalConsciousness &Responsibility


presentations



Demonstrate social perceptiveness throughthe following traits: respect, citizenship,cultural awareness, interpersonal skills,


Program

Content

Proficiencies Examples ofBehaviors

PROFICIENCIES

Communication

Computation

Creative, Critical

& AnalyticalThinking

Community/

Global

Consciousness &

Responsibility

CORE COMPETENCIES

Read, write, speak, listen, makepresentations

Demonstrate complex problem-solving

skills, technology skills, computer

proficiency, and decision analysis;

apply mathematical concepts &

reasoning; analyze and use numerical

data

Demonstrate skills in judgment and

decision-making, curiosity, analysis,synthesis, evaluation, creativity,

research, learning strategies, problem-

solving, and aesthetic awareness

Demonstrate social perceptivenessthrough the following traits: respect,

citizenship, cultural awareness,

interpersonal skills, ethics, lifelong

learning, community service, self-

esteem, integrity, empathy

Sample Program Review


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Sample Program ReviewDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates




Outcome 1

Outcome 2

Outcome 3

Demonstrate an ability for abstract thinking 1. Any college-level math course

2. Any related course where acollege-level math course is aprerequisite

3. Analysis of student portfolios

1. Project samples

2. Performance in subsequentcourses

3. Evaluation of student portfolios

4. Successful completion of allmath courses (grade of C orbetter)


Communication

Computation


Community/

GlobalConsciousness &Responsibility


Demonstrate complex problem-solvingskills, computer proficiency, and decision

analysis; apply mathematical concepts &reasoning

Demonstrate skills in judgment, curiosity,analysis, synthesis, evaluation, creativity,research, and aesthetic awareness

Demonstrate social perceptiveness:respect, citizenship, cultural awareness,

interpersonal skills, ethics, self-esteem,integrity, empathy

College-LevelMath Courses

Sample Program Review


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p gDIRECT OUTCOMES: Program-Specific Outcomes and Attributes Desired of Program Graduates






Demonstrate complex problem-solvingskills, computer proficiency, and decision

analysis; apply mathematical concepts &reasoning

Demonstrate skills in judgment, curiosity,analysis, synthesis, evaluation, creativity,research, and aesthetic awareness

Demonstrate social perceptiveness:respect, citizenship, cultural awareness,

interpersonal skills, ethics, self-esteem,integrity, empathy

Demonstrate an ability for abstract thinking 1. Any college-level math course

2. Any related course where acollege-level math course is aprerequisite

3. Analysis of student portfolios

1. Project samples

2. Performance in subsequentcourses

3. Evaluation of student portfolios

4. Successful completion of allmath courses (grade of C orbetter)

:

act

Required Program Courses:

1. Any college-level math

course

2. Any related course where

a college-level math

course is a prerequisite

3. Analysis of student

portfolios

1. Project samples

2. Performance in

subsequent courses

3. Evaluation of student

portfolios

4.Successful completion of

all math courses (grade

of C or better)

Outcome 1

Outcome 2

Outcome 3

College-LevelMath Courses

Desired BehaviorDemonstrate an

ability for abstr

thinking

Outcome Measures:

Communication

Computation


Community/

GlobalConsciousness &Responsibility


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Learning AssessmentLearning Assessment

21 t C t L i O t21 t C t L i O t


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21st Century Learning Outcomes21st Century Learning Outcomes

DEFINE DOCUMENT VALIDATE

Student

Electronic

Portfolio

Validation

Program

Review

Portfolio

Validation

Course Content

ValidationInstitutional

Portfolio

Validation

Curriculum

Database

GE - Total

Program TotalGraduation

Review

Student

PortfolioCourses

Activities

Work Samples

Profile Matrix

Survey DataSelf

Other

Other

Student

Services

Course

Portfolio

Core

Courses

Direct &

Indirect

Measures

Program

Review &

Institutional

Portfolio

GE

Courses

Student

DevelopmentPortfolio

Student

Development

FieldActivities

Accreditation

Standards

WebInter-

face

Responsibility:

Faculty and StaffDevelopmentPersonnel



Responsibility: Student

Development viaautomated studentrecord system (CATS)

Responsibility:Institution-wide


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Institutional Portfolio Assessment

AAHE Principles of Good Practices forAssessing Student Learning AppliedInstitutionally:

Begins with educational values Learning as multidimensional, integrated,

and revealed performance over time

Programs have clear, explicitly statedpurposes


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Institutional Portfolio Assessment

Equally measure and document outcomes

and the experiences that lead to thoseoutcomes

Ongoing in nature, not episodic Cross-sectional participation

Student Portfolio


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The Student Portfolio begins when a student first enrolls,

continues at benchmark moments while the student is activelytaking courses, and concludes with a post-graduation/departurefollow-up survey.

Electronic, student-managed via student success software program at

time of registration T1 Evidence: Transcripts, placement test scores, high school/other

college GPA, pre-test survey, and other records & documents T2 Evidence: Work samples, transcript records GPA, progress toward

IEP, participation level in extracurricular activities, prescribedinterventions, student survey results T3 Evidence: Similar to T2, portfolio evaluation results and post-test

survey results T4 Evidence: Student satisfaction survey results, employer satisfaction

survey, subsequent performance at a transfer university as measuredby National Clearinghouse data

Samples of work as defined by departmental faculty and/or ofimportance to student



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21ST

CEN TURY LE AR NING OU TCO MES

Desi redOu tcomes

C om m uni ca ti on C om put ation C rea ti ve , Cr iti ca l &A na ly tical Th in ki ng

Com muni t y / G loba lConsciou snes s &Respo nsibilit y

B eha vi or s R ead i ng , W riti ng ,Spea king , L is ten ing ,Presen tation

Com plex pr ob lem-solv ingskill s, com pu terprof ici en cy, d ecisionan alysis , un der stand ing /ab ilit y to ap plym athe m atica l co nce pts &

reaso ning , analyzing &using nu mer ica l dat a

Judg men t & de cis ion -m aking, curiosity,an alysis, syn the sis ,eva lua tion , creativi ty ,resea rch , l ear ningstrate gies , prob lem

solving , aes the ticaware nes s

Soc ial pe rce pt ivene ssincluding : res pec t,citi zensh ip , cu lturalaware nes s, interp ers ona lskill s, eth ic s, l ife lon glea rning , comm un ity

service, self -esteem ,integr ity , em pa thy

Direc tMea sure sInd ire ctMea sure s

OTH ER D ES IRED O UTCO MES

Desired

Ou tcomes

Ou tcom e 1 Ou tcom e 2 Ou tcom e 3 Ou tcom e 4 Ou tcom e 5 Ou tcom e 6 Ou tcom e 7

Beha viors Tran sferRate :Studen tswi th ade clar edinten t totran sfer w illbe t ran sfer-

ready up oncom plet io nof the irt ran sferprogra mrequ i re me nts

D eg rees &

Certi f icate sA W A RD E DStuden tsw ith de claredinten t to ear na deg ree orce rtif icat e will

be el igibleup oncom plet io n of the pro gra mrequ ire ments

Su cces sful

Cou rseComp letion :Foo thill willco ntin ue tomee t or exceed thesystem goa l

in all a rea sfor allstuden ts

B asi c S k ills W ork fo rce IE P

Pers iste nc e

ET C .

Direc tMea sure s

Mee ting EdMaster Plango als; S tate

PfE trans fergo als

Mee ting EdM aste r Pl ango als; S tate

PfE trans fergo als

Mee ting EdMa ste r Pl ango als; S tate

PfE trans fergo als

Mee ting EdM aste r Pl ango als; S tate

PfE trans fergo als

Meet ing EdMaster Plango als; S tate

PfE trans fergo als

Ind ire ctMea sure s

21 t C t L i O t M t i


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21st Century Learning Outcomes Matrix

Institutional Portfolio Assessment System


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Institutional Portfolio Assessment System

T1, T2, T3, T4 Survey Results and Portfolio Evaluation Program Review and Planning Documents

Learning Outcomes Curriculum Gap Analysis Scoring Rubric

Institutional Validation: Institution PortfolioSam le Com osite of All Institution Assessment Surve s

Pro ram: All Colle e Class of 2001 (AA or AS De rees Awarded)Communication

Activity Level Index Range 5K-4K 3.9K-3K 2.9K-2K 1.9K-1K 0.9K-0

(n=628) 153 250 225 0 0

Student Satisfaction Survey 85% 80% 61% 0 0

Employer Satisfaction Survey 75% 72% 68%

Com utationActivity Level Index Range

Student Satisfaction Survey

Employer Satisfaction Survey

Critical Thinking

Activity Level Index Range

Student Satisfaction Survey


Community Responsibility

Activity Level Index RangeStudent Satisfaction Survey


21 t C t L i O t


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21st Century Learning Outcomes