HOW TO PREPARE FACULTY FOR LEARNING OUTCOMES ASSESSMENT

AND PROGRAM REVIEW

Terri Manning and Denise Wells

Central Piedmont Community College

Association for Institutional Research

Chicago, IllinoisMay 31, 2010

Some History

Central Piedmont Community College Large Urban College in Charlotte, NC Approximately 20,000 fall curriculum headcount Total annual headcount 63,000 1,000 full time faculty and staff 50/50 minority/majority Departments with one fulltime faculty member

up to some with 25-30 fulltime faculty The College offers 197 associate degrees,

certificates and diplomas in 47 program areas

Some History

Started doing assessment in various processes in 1998. Program Review General Education Administrative and Student Services Unit

Review We’ve learned a lot over the years.

Training

Identifying and measuring learning (and other) outcomes is not new – but somewhat new to higher education

Been part of program evaluation for a long time

It is a new way of thinking for faculty Takes several iterations for them to be

satisfied with the product and results

Step One - Orientation

Instructional administration attends to show support

Review process Review of timelines Preview of program review Introduce players and their skills Have added marketing and recruitment

Step Two: Workshops

Nuts and Bolts of Outcome Assessment Defining outcomes – learning, program,

administrative and institutional Understanding outcome assessment – what

it is and is not - how outcome assessment is different that course grading

Using logic models Setting outcome targets, writing objectives,

etc. How to use results (get the most bang for

the buck)

Six Step Process

Lots of hand-holding and assistance1. During the discovery phase, faculty members are

involved in a working session where they are trained on learning outcomes assessment. They move into an activity on identifying “reasons for being, what we want them to get out of it and overall benefits for students.”

2. During the prioritization phase they begin the narrowing of a long list of potential outcomes to the critical ones. This process involves them working through 1) what would be useful for faculty and departments to know, 2) what the faculty/department values, 3) what would inform decision-making and 4) what is most critical for student success.

Six Steps (cont.)

3. During the mapping phase, faculty look at the natural fit between 1) courses and outcomes and 2) assessments/projects and outcomes. They create assessment processes where good ones are lacking.

4. During the operationalization phase they create operational definitions of each outcome based on the curriculum course or program (e.g. effective writing is defined differently for English faculty than it is for early childhood faculty).

Six Steps (cont.)

5. The measurement phase involves setting realistic outcome targets, developing/using assessment tools, the process of distribution and collection of data and the reporting chain of command.

6. The final phase involves analysis among appropriate faculty, determining a plan of action and writing up results. Follow-up reporting is strongly recommended.

Some Forms We’ve Created to Help Them

1. Outcome Identification Form2. Outcome Prioritization Form3. Outcome Statements Form4. Outcome Assessment Form

Another Workshop

How to Read Your Data Using data to make decisions Looking at day vs. night Seated vs. online vs. hybrid Retention within and between terms Full and part-time students

Analysis of student success data

Working through the process… Face-to-face meetings

Meeting on their turf Credit and non-credit programs What IE will provide and what we will help

with External Accreditation correlation

Website review IE website – http://www.cpcc.edu/IE Forms and templates online

Working through the process… Mentoring

Reviewing data, reviewing what research is, inputting and formatting data

Calendars Reviewing deadlines/Learning Unit

(Instructional) involvement Putting learning and program outcomes

into action Using data for results

Working through the process… Culture of Evidence

Surveys – Graduate/Employer/Current student

SWOT’s – Advisory groups/ Faculty/Student/Grads/Other

Resources Needed Budget requests Presentations to VP

One-Year Follow-up Did you do what you said you would do

Number of Academic Programs Reviewed per Year (Credit and

Non-credit)

2006-7 2007-8 2008-9 2009-100

5

10

15

20

25

1516

17

20

Non-instructional Units – 3 Year Cycle

7

94

15

Number

Administrative and FinancialFacilities, IT and SupportInstructional SupportStudent Services

Working on Teaching Evaluation Working with faculty group now

Revise summative evaluation tool Also to create a set of formative tools they

can you to analyze learning, what is and is not working, etc.

Why can’t we use “evaluation” type tools to get a feel for learning in the classroom?

What’s Needed to Get the Job Done? Training Time Saving Short-

cuts Templates and

processes Survey/assessment

assistance

Contact Us:

Presentation Posted http://www.cpcc.edu/planning Click on “studies and reports” Terri Manning terri.manning@cpcc.edu (704) 330-6592 Denise Wells denise.wells@cpcc.edu (704) 330-6617