Afacct Chm 2008 Edited


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  • Afacct Chm 2008 Edited

    1. 1. Student Learning Outcomes Assessment (SLOA) at the Program and Course Levels: Comprehensive Projects That Work Across All Disciplines AFACCT – January 2008 Carroll Community College T. Bidle, C. Dove, M. Jozik, V. Stein, N. Thorpe
    2. 2. Challenges to Student Learning Outcomes Assessment <ul><li>Learning Outcomes vs. Content Objectives </li></ul><ul><li>Program vs. Course level Outcomes </li></ul><ul><li>Assessment across all sections and instructors </li></ul><ul><li>In-house vs. benchmarked assessment </li></ul><ul><li>Data collection, analysis, storage </li></ul><ul><li>Closing the loop to improve instruction </li></ul>
    3. 3. Levels of Student Learning Outcomes & Assessment Program Course Institutional Middle States Commission on Higher Education (2003), Student Learning Assessment: Options and Resources, Philadelphia, PA 19104.
    4. 4. Program Level SLOA <ul><li>Definition of an HCC program – “a sequence of study that results in student achievement of specific learning outcomes” </li></ul><ul><li>Program areas include: </li></ul><ul><li>- General education </li></ul><ul><li>- Developmental education </li></ul><ul><li>- Transfer education </li></ul><ul><li>- Career education </li></ul>
    5. 5. AS in Chemistry Program <ul><li>General Education 32 </li></ul><ul><li>Program Requirements </li></ul><ul><li>Gen CHM I and II (8) </li></ul><ul><li>Organic CHM I and II 8 </li></ul><ul><li>Calculus 1 4 </li></ul><ul><li>Principles/ Physics I and II 10 </li></ul><ul><li>Recommended Electives 10 </li></ul><ul><li>Total Credits 64 </li></ul>
    6. 6. Chemistry Program <ul><li>Does the two year chemistry transfer program prepare students for successful upper division work? </li></ul>
    7. 7. How well does the program transfer to upper division institutions? Course Transfer Equivalencies Handout Incomplete / see handout for complete chart PHYS 201 & 201L (4) College Physics I or Gen. Physics I and Lab PHYS 101 (4) 4 General Physics I PHY 205 (4) Intermediate Physics I PHYS 211 (4) Gen. Physics I (non-calculus based) 2 PHY 203 (5) Principles of Physics I MATH 141 (4) Calculus II MAT 208 (4) Calculus II MATH 202 (4) Calculus II MAT 212 (4) Calculus II Add MAT 205 (4) As a recommended elective (Calc II) MATH 140 (4) Calculus I MAT 207 (4) Calculus I MATH 201 (4) Calculus I MAT 211 (4) Calculus I MATH 211 (3) Calculus for Applications or MATH 273 (4) Calculus I MAT 203 (4) Calculus I CHEM 247 (4) Principles of Organic Chemistry II 6 CHEM 316 &316L (4) Organic Chemistry & Lab II 5 CHEM 210 (4) Organic Chemistry II CHM 222 & 226 (4) Mod. Org. Chem II & Lab CHEM 332 (5) 1 Organic Chem. II 1 CHM 204 (4) Organic Chemistry II CHEM 237 (4) Principles of Organic Chemistry I 6 CHEM 315 & 315L (4) Organic Chemistry & Lab I 5 CHEM 209 (4) Organic Chemistry I CHM 221 & 225 (4) Mod. Org. Chem I & Lab CHEM 331 (5) Organic Chem. I 1 CHM 203 (4) Organic Chemistry I CHEM 153 (3) General and Inorganic Chemistry 6 CHEM 209 & 209L (4) General Chemistry & Lab II CHEM 102 (4) General Chemistry II CHM122 & 126 Chemical Dynamics & Lab 3 CHEM 111 (4) Gen. Chem. II CHM 104 (4) General Chemistry II CHEM 143 (5) General and Analytical Chemistry 6 CHEM 207 & 207L (4) General Chemistry & Lab I CHEM 101 (4) General Chemistry I CHM121 & 125 Chemical Bonding & Lab 3 CHEM 110 (4) Gen. Chem. I CHM 103 (4) General Chemistry I UMCP Shepherd Hood Shippensburg Towson HCC
    8. 8. What are Program Outcomes? <ul><li>Expectations for students when they leave the classroom and are working in their careers or in subsequent coursework </li></ul><ul><li>Results of accomplishing course learning outcomes which build on each other </li></ul><ul><li>Involve the mastery, integration, and application of content and skills of many courses </li></ul><ul><li>Must be measurable </li></ul><ul><li>More difficult to assess than giving final exam </li></ul><ul><li>“ Career” programs may have a certification or licensure exam </li></ul>
    9. 9. How are Program Outcomes Assessed? <ul><li>Survey students completing all or most of the course sequence in a program </li></ul><ul><li>Assess skills at the course level as the program is in progress </li></ul><ul><li>Maintain portfolios of student work </li></ul><ul><li>Monitor success and persistence of students in the course sequences within a program </li></ul><ul><li>Follow-up with transfer institutions that articulate with many program completers </li></ul><ul><li>Follow-up with employers </li></ul><ul><li>Benchmark with nationally normed exams </li></ul>
    10. 10. Chemistry Program Outcomes <ul><li>Apply quantitative thinking process and reasoning skills in upper division academic work </li></ul><ul><li>Communicate chemical concepts to varied audiences </li></ul><ul><li>Use mathematical tools essential to success in upper division chemistry courses </li></ul><ul><li>4. Design an appropriate response to a research problem </li></ul><ul><li>-- appropriate lab equipment </li></ul><ul><li>-- experimental design (scientific method) </li></ul><ul><li>Solve problems collaboratively </li></ul><ul><li>Use software and hardware to analyze experimental data </li></ul>
    11. 11. Survey of Chemistry Graduates (chemistry program assessment) <ul><li>Survey instrument developed based on Program Outcomes (handout) </li></ul><ul><li>Criteria for selection expanded to include all students who completed 200 level program requirements for degree even if they did not graduate </li></ul><ul><li>72 surveys were mailed in Fall 2006 </li></ul><ul><li>14 surveys were returned and completed </li></ul>
    12. 12. Chemistry Survey Results (chemistry program assessment)
    13. 13. CAAP Scientific Reasoning 2005 Chemistry Students (Benchmarking) n=12 n=24 n=8 n=8
    14. 14. Pre-Allied Health “Program” <ul><li>Prerequisites from Math and Science Division </li></ul><ul><ul><li>Anatomy and Physiology I & II </li></ul></ul><ul><ul><li>Math 101 </li></ul></ul><ul><ul><li>Biology 099 </li></ul></ul><ul><ul><li>Chemistry 101 </li></ul></ul>
    15. 15. Pre-Allied Health Program <ul><li>Do pre-allied health prerequisites prepare students for success in allied health career programs? </li></ul>
    16. 16. Evaluation of Pre-Allied Health Program <ul><li>Success in BIO 099, A&P I and A&P II FA 2000  SP 2007 </li></ul>
    17. 17. Evaluation of Pre-Allied Health Program Students Admitted to Allied Health Programs FA 2000  SP 2007
    18. 18. Mathematics Courses Completed by A&P Students 2000-2005 <ul><li>Evaluation of Pre-Allied Health Program </li></ul>
    19. 19. BIO 099 Course Redesign <ul><li>Revised outcomes to include </li></ul><ul><ul><li>Reading skills </li></ul></ul><ul><ul><li>Problem solving </li></ul></ul><ul><ul><li>Math skills </li></ul></ul><ul><li>Increase credits from 2 to 3 hours </li></ul><ul><li>Placement exam revised to reflect outcome changes </li></ul>
    20. 20. Pre-Allied Health Program Outcomes <ul><li>Successful completion of Anatomy and Physiology I and II </li></ul><ul><li>Successful admission into Allied Health Program </li></ul>
    21. 21. HCC Science Course Projects: Program Course Institutional Middle States Commission on Higher Education (2003), Student Learning Assessment: Options and Resources, Philadelphia, PA 19104.
    22. 22. HCC Science Course Projects: <ul><li>General Chemistry I and II </li></ul><ul><li>Intro. To College Chemistry </li></ul><ul><li>Biology for Allied Health </li></ul><ul><li>Anatomy & Physiology I and II </li></ul>
    23. 23. The Program:Course Matrix To Integrate Outcomes (handout) 5. Collaboration 6. Use software for data analysis 4. Experimental design 3. Use math tools 2. Communicate concepts 1. Reasoning skills Course #4 Outcomes Course #3 Outcomes Course #2 Outcomes Course #1 Outcomes Program Outcomes
    24. 24. Assessment of Skills and Content (chemistry course assessment) <ul><li>Common Rubrics in Related Courses </li></ul><ul><ul><li>Dimensional analysis problems (handout) </li></ul></ul><ul><ul><li>Laboratory reports (handout) </li></ul></ul><ul><ul><li>Chemical Equations (in progress) </li></ul></ul><ul><li>Common Final Exams </li></ul><ul><ul><li>Introductory Chemistry, General Chemistry I and II </li></ul></ul>
    25. 25. Definitions Students registered at the census date (including those that withdrew after the census date) Active Students = enrollees Students earning A, B, C completers Completer success rate Students earning A, B, C active students Success Rate Completers active students Retention Rate Active students – withdrawals Completers
    26. 26. Definitions, cont’d Aggregate data from peer institutions or normed national tests Benchmark Assessment Progression through successive courses in a course sequence Persistence Measurement of student learning of expected learning outcomes Assessment
    27. 27. General Chemistry I (CHM 103) Retention and Success (Fa 05  Fa 07) N=40 N=189 N=18
    28. 28. American Chemical Society (ACS) Standardized General Chemistry Exams CHM 103 (Gen Chemistry, I) n= 52 n=14 n=5 n=42 n=21 n = 7 n = 53
    29. 29. CHM 103 (Gen. Chem. I) Fall 05 – Fall 07 A B C D F
    30. 30. N=64 N=26 General Chemistry II (CHM 104) Retention and Success (SP 06  Fa 07)
    31. 31. American Chemical Society (ACS) Standardized General Chemistry Exam CHM 104 (Gen Chemistry, II) n=32 n=8 n=18 n =16
    32. 32. CHM 104 (Gen. Chem. II) Spring 06 – Fall 07 A B C D F
    33. 33. Persistence from General Chemistry I (CHM 103)  II (CHM 104) 66.4% 23.9% 48.9% 21.1% CHM 103 in Spring or Summer CHM 104 completed in Fall CHM 103 in Fall CHM 104 completed the following Spring
    34. 34. CHM 101: Introductory College Chemistry <ul><li>Assessment started Fall 2007 </li></ul><ul><li>Rubric for grading dimensional analysis problems </li></ul><ul><li>Common final exam </li></ul>
    35. 35. CHM 101 (Intro. Chem.) Common Final Exam A B C D F
    36. 36. Anatomy and Physiology I and II <ul><li>High Enrollment Course </li></ul><ul><li>Prerequisites </li></ul><ul><ul><li>Placement Test </li></ul></ul><ul><ul><li>BIO 099 for those who fail the placement test </li></ul></ul><ul><ul><li>H.S. Chemistry or Introductory College Chemistry </li></ul></ul>
    37. 37. A&P Project Design Overview <ul><li>Based on the HAPS* learning outcomes </li></ul><ul><li>Develop a common cumulative final exam to assess student learning at the end of A&P I </li></ul><ul><li>Administer exam to all students completing A&P I and analyze student and section data </li></ul><ul><li>Administer national HAPS exam to all A&P II completers </li></ul><ul><li>Use data to modify course and increase student success </li></ul><ul><li>Generate Database of students’ exam grades, course grades, success in other prerequisite courses </li></ul>* Human Anatomy & Physiology Society (HAPS)
    38. 38. Using the Student Database <ul><li>Identify gaps in student learning </li></ul><ul><li>Modify course components </li></ul><ul><li>Science Learning Center supplements </li></ul><ul><li>Laboratory activities </li></ul><ul><li>Examples of using the data </li></ul>
    39. 39. HAPS Exam Scores vs. HCC 1 st Semester Exam
    40. 40. HAPS 2-Semester Comprehensive Exam Comparison with Other Colleges (benchmarking) *HCC Retention Rate = 71% 54.01 + 12.5* HCC students (n=294) 50.80 + 10.45 2-yr colleges (n=1466) 57.53 + 12.10 4-yr colleges (n= 964) 53.46 + 11.88 Average of 2-yr and 4-yr colleges (n=2430) Average + Standard Deviation Student Groups
    41. 41. The Science Team <ul><li>Cindy Dove </li></ul><ul><li>Veronica Stein </li></ul><ul><li>Nancy Thorpe </li></ul><ul><li>Judith Peisen </li></ul><ul><li>Terri Bidle </li></ul><ul><li>Robin Thomas </li></ul><ul><li>Maria Jozik </li></ul><ul><li>Richard Campbell </li></ul><ul><li>Bernard Murphy </li></ul><ul><li>David Karstaedt </li></ul><ul><li>James Stemmle </li></ul><ul><li>Elaine Ashby </li></ul>Contact information : [email_address] [email_address] 301-790-2800 extension 268