Working Papers: Competency-Based Holistic General Education with SLO November 1, 2005
Title III Learning-Centered Academic Objectives
Strengthening Our Capabilities in Teaching and Learning
Overview
Delgado has for some time focused on being and becoming a Learning-Centered College, identifying this goal in the mission, in strategic plans, program goals, and faculty development initiatives. Many efforts across campuses and within each campus have focused energy toward this collective goal. Nowhere is this seen more than in our classrooms and through the commitment of faculty to our students.
The Title III grant awarded funds to further our learning-centered mission through specific objectives geared toward our general education core. The purpose of these objectives is to strengthen our learning-centered capabilities in the classroom and to continually improve the quality of learning for our students. To this end, the grant specifies student services objectives as well as academic objectives. The academic objectives involve general education faculty, a learning outcomes specialist as coordinator and faculty resource, support from student services initiatives and academic committees. The collaborative effort in achieving these objectives will result in an institutionalized process for ongoing adaptation and revision of curriculum, teaching strategies, learning outcomes, and assessment methods to respond to student learning and promote continual improvement.
Why Focus on GenEd?
Title III Academic Objectives
Strengthening Capabilities in Teaching
GenEd Professional Development Series
Learning Outcomes Resource Center
Learning Outcomes Specialist
Strengthening Capabilities in Learning
Meaningful Rationale for General Education
GenEd Core Competencies
GenEd Characteristics
GenEd Student Learning Outcomes
GenEd Competency Matrix
GenEd Class Objectives
GenEd Classroom Learning Assessment
Learning Plans/Eportfolios
GenEd Student Learning Outcomes/Learning Assessment Pilot
Faculty Participant Expectations and Benefits
First Pilot Cohort and Courses
Why Focus On GenEd?
We refer to “General Education” (GenEd) here as the group of courses listed in the catalog under that heading. We are not referring exclusively to the General Education Degree program, but general education core courses which most degree programs require in order to develop broad basic skills. These GenEd courses have the maximum impact across our student body. While degree and certification programs at DCC have varying degrees of GenEd requirements, they all require some level of general competence in communication, problem-solving, computation, and self-management. Indeed, the American Association of Colleges and Universities recent report “Greater Expectations” focuses on the critical need for far more, not less, development of broad, general competencies in students to prepare them for the complex challenges of an ever-changing world.
In addition, The League for Innovation in the Community College has responded to this call for a unified effort towards learning-centered general education in its current project “21st Century Learning Outcomes;” in which,
[s]ixteen community colleges are participating in the League’s 21st Century Learning Outcomes Project with the goal of increasing the capacity of community colleges to define and document student achievement of learning outcomes necessary for success in the workplace, in transfer education, and in today’s society.
The purpose of the Title III grant funds is to further DCC’s current efforts to serve the needs of our students in a way that is meaningful and lasting to them. The academic objectives set down in the grant provide a set of guidelines to develop our strengths in GenEd and to ensure the lasting value of a student’s learning here.
Title III Academic Objectives
“Focusing on Learning to Increase Learner Success”
1. Instigate comprehensive faculty development in creating learning outcomes, active/collaborative learning strategies, instructional design techniques, and classroom assessment strategies;
2. Sustain faculty development over a 4 year plan and beyond through mentor-ships and faculty-led workshops on creating learning outcomes, active/collaborative learning, instructional design techniques, and classroom assessment strategies;
3. Revise and/or develop measurable student learning outcomes for all general education courses and freshman seminar over 4 year period;
4. Pilot learning outcomes and class assessment methods in these general education courses and freshman seminar in cycles over 4 year period;
5. Institutionalize outcomes and active learning strategies for all GenEd courses over 4 year period
6. Introduce and pilot GenEd course assessment through the use of e-portfolios;
7. Introduce and pilot the use of individual learning plans to promote ownership of learning and strengthen advising capabilities;
8. Increase the number of learning communities;
9. Study, design, and apply e-learning strategies for online and hybrid courses.
(Summarized from pgs. 36-14 of the approved Title III Grant Application)
Strengthening Capabilities in Teaching
Title III Professional Development Series
Title III Learning Outcomes Resource Center
Title III Learning Outcomes Specialist
Title III Professional Development Series – Summer, 2006
Based on the results of a baselining survey conducted by Delgado’s Institutional Effectiveness department in September, 2005, faculty identified among other things the need for specific professional development in areas of learning-centered instruction. The Title III grant objectives directly respond to this feedback, focusing specifically on professional development in creating student learning outcomes, active and collaborative learning, instructional design techniques, classroom learning assessment strategies, and the relationship of scholarship and practice. Again, any faculty member is invited to participate in the development program, even though several select faculty have been chosen to participate in the first cohort and receive a stipend.
The following consultants have been contacted but not confirmed for the development series. More information will follow on confirmed dates and course outlines.
1. Stewart Ross – a colleague of Dee Fink’s and expert in “integrated course design” would work with faculty on aligning learning outcomes with appropriate teaching methods and classroom learning assessment.
2. Barbara Millis – an expert in “deep learning in the classroom” has been here before and will complement Ross’ first workshop with active learning methods to achieve deep learning.
3. Jean Henscheid – another returning expert will work with faculty on collaborative learning methods and associated methods of classroom learning assessment
4. Larry Michaelsen – has worked with both Millis and Ross and is a great complement to the whole series with his renowned work on team-based learning in all disciplines.
5. Rob Sherfield – has also worked with Delgado faculty before and is the perfect finale to this cast of learning experts. He will work with faculty on classroom learning assessment for all of our student learning outcomes in the pilot courses as well as those that match all instructional methods previously covered in the series.
The Title III Professional Development workshops and learning activities will strengthen our capabilities as a learning-centered college by pinpointing the following competencies and indicators:
- Creating Outcome-Oriented Courses
o Define meaningful, measurable student learning outcomes
o Align course outcomes with GenEd core competencies
o Align learning activities with course outcomes
o Align classroom assessment strategies with learning activities and course outcomes
o Adopt flexibility in learning activities that responds to assessment feedback
o Use assessment feedback in collaboration with colleagues to assure and demonstrate progression of student learning across courses
- Applying Learning Theory to Instructional Design
o Foster social connections in classroom, library, counseling environments
o Design learning experiences that address students’ unique strengths
o Design learning experiences that address students’ unique needs
o Develop reciprocity and cooperation among students (interdependence and teamwork)
o Include content well-suited to Delgado’s diverse* student population
o Establish connections among students in and out of the classroom (learning communities)
o Vary assessment measures and techniques to engage cognitive diversity
o Create learning atmospheres that encourage all students to share view points
o Use diverse* perspectives to engage and deepen critical thinking (diversity* as a learning resource)
o Develop student self-awareness (learning styles, personality types, assumptions)
*Note: diversity has many dimensions, including age, culture, gender, race/ethnicity, socio-economic circumstances, learning style, education background, skill level, etc. that contribute to the many ways that individuals perceive and contribute to the world.
- Applying Active Learning Strategies
o Employ techniques such as engaging lectures, discussions, experiential learning, scenarios, role-play, case study, problem-based learning, etc.
o Employ collaborative and cooperative learning techniques
o Encourage students to challenge ideas with reason
o Integrate concrete, real-life situations into learning strategies
o Invite student input on course outcomes (goals to achieve course outcomes, choice among assignment topics; in-progress student feedback. . .)
- Using Assessment Tools for Learning
o Employ formative feedback loops early and often (both to and from students)
o Provide students with written or face-to-face comments on strengths and weaknesses
o Give timely feedback on class activities, exams, and papers
o Design activities to help students refine their abilities to self-assess learning
o Integrate self-assessment into course processes
o Align summative evaluations with course outcomes and learning activities (appropriate to level of thinking; appropriate levels of performance)
o Make assessment criteria public to students and colleagues
o Evaluate effectiveness of assessment strategies and grading practices
o Vary assessment measures and techniques to form a more complete picture of learning
- Engaging in the Scholarship of Teaching and Learning
o Produce professional work that meets the Standards of Teaching Excellence* (course designs, action research projects, publications, etc.)
o Build upon the work of others (consult literature, peers, self, students)
o Be open to constructive critique (by peers, students, self)
o Make work public to college and broader audiences
o Demonstrate relationship between scholarship and improved teaching and learning processes
o Expand college capabilities in learning-centeredness by sharing expertise with others (mentorships, leadership programs, faculty-led workshops, etc.)
Title III Learning Outcomes Resource Center
While initially focused for the GenEd pilot cohort, all faculty are invited to enroll in this Blackboard course and to participate in the dialogue, contribute, or browse this space focused on scholarly practice in learning and assessing learning. Your suggestions and feedback will make it your own, so be vocal with ideas on how to make it a meaningful space for knowledge sharing and collaboration with colleagues.
Contact Angela Breckenridge if you need assistance in enrolling.
Some ideas for the content of this site are:
1. Discussion Forums
- For specific disciplines, current programs
- For learning outcomes and assessment methods tried in the classroom
- Forums on specific areas of interest regarding teaching and learning
- General forum – The Social Café
- Focus Groups on Special Topics – The “Expert” Forum
- Assessment feedback results and recommendations
2. Resource Areas
- “Been Around the Block” – our valuable experience and learning
- Who is doing what that works?
- Travelers: meaningful things to share from off-site conferences and development
- Reference Links
- Active Learning
- http://www.tlc.eku.edu/tips/
- http://vccslitonline.cc.va.us/MRCTE/active.htm
- http://www.med.jhu.edu/medcenter/quiz/home.cgi?SMSESSION=NO
- http://edweb.sdsu.edu/people/bdodge/Active/ActiveLearning.html
- http://www1.umn.edu/ohr/teachlearn/tutorials/active/index.html
- http://www.iub.edu/~teaching/faqdisc.shtml
- http://www.criticalthinking.org/
- Collaborative Learning
- http://www.clcrc.com/
- http://www.dartmouth.edu/~collab/index.html
- http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/DCL1.asp
- http://www.co-operation.org/pages/cl-methods.html
- http://home.capecod.net/~tpanitz/
- http://www.sci.ccny.cuny.edu/~chemwksp/index.html
- Instructional Design
- http://www.ou.edu/idp/tips/ideas/diagram.html
- Classroom Learning Assessment and Other Assessment Links
- http://faculty.mdc.edu/jmcnair/EME2040/behaviorist_lesson_plan1.htm
- http://www.siue.edu/~deder/assess/catmain.html
- http://www.uleth.ca/edu/runte/tests/
- http://www.udel.edu/pbl/
- http://www2.acs.ncsu.edu/UPA/assmt/resource.htm#course_assmt
- http://www.niu.edu/assessment/_resourc/gloss.shtml#5
- http://people.jmu.edu/yangsx/
- http://people.jmu.edu/yangsx/
- http://www.uwstout.edu/soe/profdev/assess.shtml
- Rubrics
- http://mh034.k12.sd.us/classroom_debate_rubric.htm
- http://landmark-project.com/classweb/tools/rubric_builder.php3
- http://projects.edtech.sandi.net/staffdev/tpss99/rubrics/rubrics.html
- http://www.rubrics.com/rubric_examples.html
- http://its.monmouth.edu/facultyresourcecenter/rubrics.htm
- http://its.monmouth.edu/facultyresourcecenter/rubrics.htm
- Student Services
- http://css.rpgroup.org/
- Discipline-specific resources
- Science, Math, Technology
- http://ublib.buffalo.edu/libraries/projects/cases/case.html
- http://www.flaguide.org/
- Developmental
- http://www.league.org/league/projects/remedial/index.htm
- English
- http://www.siue.edu/ECPP/Statements/assessment.html
- General Teaching Reference
- http://ericae.net/
- http://adulted.about.com/od/icebreakers/
- http://www.tltgroup.org/programs/Teach/Smart_Classrooms.htm
- http://www.iub.edu/~teaching/names.shtml
- http://www.wku.edu/Dept/Support/AcadAffairs/CTL/db/quotes/index.html
- http://www.wvu.edu/~lawfac/jelkins/orientation/socratic.html
- http://ject.lib.muohio.edu/contents/contents.php?vol=13&num=2
- http://its.monmouth.edu/facultyresourcecenter/FRC-TrainingSeriesList.htm
- http://www.clt.cornell.edu/campus/teach/faculty/faculty.html
- http://www.lovedungeon.net/humor/college/index.html
- Community College Reference
- http://www.aacc.nche.edu/
- http://css.rpgroup.org/
- http://www.ncspod.org/
- http://www.diversityweb.org/
- Manual on Learning Outcomes/Assessment
- How to interpret and respond to assessment feedback
3. Scholarship and Practice
- Pedagogy
- Teaching and Instructional Theory/Methodology
- CATT
- ELearning
- Discipline-Specific – i.e. DOLL, etc.
Title III Learning Outcomes Specialist
Support for Individual SLO/LA Projects
In addition to facilitating the Title III Academic Objectives, the Learning Outcomes Specialist Angela Breckenridge is a resource, an advocate, and a voice for faculty in all aspects of strengthening capabilities in teaching and learning.
Specifically, the faculty Learning Outcome Specialist can:
¬ Act as an "information center" for faculty
¬ Facilitate reviews of student learning outcomes in courses
¬ Support classroom learning assessment projects with individual faculty
¬ Serve as coach for classroom learning assessment projects with individual faculty
¬ Sponsor workshops for innovative teaching methods and other topics of critical interest
¬ Provide newspapers, magazines, books, and journals about professional development
¬ Survey faculty and staff to address professional needs regarding learning outcomes and classroom assessment
¬ Research and continually improve the faculty resources for learning outcomes and classroom assessment
Strengthening Capabilities in Learning
Meaningful Rationale for General Education
Introduction
Defining General Education
Criteria Of An Effective GenEd Program
Characteristics Of Strong GenEd Programs
Standard GenEd Disciplines and Outcomes
Standard Competencies and Their Outcomes
Best Practice Framework for Stages of GenEd Competency Development
Guidelines, Examples, Influences for Consideration
DCC’s Present GenEd Purpose and Assessment Plan
Core Values and Campus-wide Learning Initiatives
A Launching Point For New Dialogue: Suggested Framework for a Competency-Based, Holistic GenEd Program
Student Learning Plan
General Education Competency Model Terms and Definitions
GenEd Core Competencies
GenEd Characteristics
GenEd Student Learning Outcomes
GenEd Competency/Learning Outcomes Matrix
GenEd Class Objectives
GenEd Classroom Learning Assessment
Learning Plans/Eportfolios
GenEd Student Learning Outcomes/Learning Assessment Pilot
Meaningful Rationale for General Education
“What can we learn from our finest?”
In light of the hurly-burly reaction, response, and recovery from the natural forces that blew us and our organization into new mode of operating, it is clear that one solid core of minds kept Delgado Community College alive. If the College is fortunate enough to proceed into this murky future led by the strength of that core, students will experience the meaning of our mission statement applied in action. We will heal alongside our community, having proven through the competence of these few that even the most destructive of forces can not cripple that mission.
It is also clear that while each individual in this core group of leaders possesses his/her own unique expertise and worthy credentials, they also share the vital core competencies required to adapt quickly to change, to deliberate rationally and productively, to set aside petty self-interests in order to address common interests, and to do so in a way that demonstrates leadership and stewardship in each one of them. They were able to find and maintain the threads of continuity within this chaos and preserve learning. In effect, they modeled the very competencies set down for our own General Education Core.