The Learning Evidence Team

Dr. Tracy EdwardsChief Learning Officer

Valencia Community CollegeFebruary 18, 2004

Team Members

Faculty volunteers solicited by the Valencia Faculty Association

Volunteers from among the Deans

Members of my staff

Terms of Membership

To provide continuity and facilitate the work of the team, as well as to provide for diverse viewpoints: One third of this team will serve a one-year

membership One third will serve a two-year membership One third will serve a three-year membership

Origins of the Learning Evidence Team

Rooted in the two questions used to frame decision making: How does this enhance learning? How do we know?

Origins of the Learning Evidence Team

Strategic Plan: Goal 4 Creating “a culture in which clearly specified

learning outcomes and assessments engage students as responsible partners in their learning”

“College’s learning leaders can effectively create the best conditions for learning”

Origins of the Learning Evidence Team Four Outcomes of Strategic Goal 4

a coordinated program of learning rather than a collection of courses

valid learning outcomes for every course and learning experience

discipline specific/core competencies for every course

assessment strategies that provide clear evidence of mastery of learning outcomes

Charge to the Learning Evidence Team

Provide leadership for the college wide initiative to accomplish Goal 4 of the Strategic Learning Plan and foster a “culture of evidence” that improves learning at Valencia. The Learning Evidence Team (LET) reports to the Chief Learning Officer (CLO) in conjunction with the College Learning Council (CLC).

Goals for the Learning Evidence Team

1. Foster a “culture of evidence” at the college by answering two key questions:

• What do we mean by evidence of student learning?

• How will we document this evidence?

Goals for the Learning Evidence Team

2. Articulate a philosophy of assessment of student learning that will provide direction for the College in creating a coordinated program of learning centering on our core competencies: Think, Value, Communicate, and Act.

Goals for the Learning Evidence Team

3. Envision a long-term plan for the implementation and documentation of learning outcomes (based on the philosophy of student assessment centered on our core competencies) that will bring coordination to the program of learning at the College, that will inform curricular change, and that will improve learning at the College.

About These Goals

Complex. Require that the team reviews and studies current

literature on outcome assessment. Necessitate developing a common language to talk

about teaching and learning and communicating this language to the larger college community.

Require creating a philosophy of assessment and documentation from which the College can work toward program level and course level outcomes.

Should include a way in which the larger college community can be draw into an effective collaboration with this team.

What These Goals Require:

The commitment you have already demonstrated by volunteering for this complex assignment

A willingness to ask difficult questions that are central to the assessment of learning

A respect for the opinions and ideas of others Courage to express honestly and openly what

you know, think, and feel -- a combination of mind and heart

Creativity – the ability to think outside the box.

Assessment Responsibilities of the Learning Evidence Team It will be important that this team model

techniques of valid assessment by developing a plan by which the work of this team will be assessed.

These techniques should be varied and may include surveys, a learning evidence web site, a bibliography of important literature, and contributions to the Annual Learning Indicators Report, among others.

This is an important part of creating a “culture of evidence” at the College.

Reporting Responsibilities of the Learning Evidence Team

Primarily to the Chief Learning Officer Through the Chief Learning Officer to the

College Learning Council To the College at large, through the Faculty

Association and other appropriate vehicles (which you will determine)

A Few Thoughts

Not just a passing fad in education, but a reexamination of the framework on which we build our curriculum.

Challenging, confusing, frustrating, rewarding, thoroughly enjoyable, and definitely worthwhile.

Comments and Questions