Creating a Culture of Evidence How do we know?What we should do! EDHE 606The Learning Centered Community College Morgan State University
The Learning College... Creates substantive change in individual learners Engages learners as full partners in the learning process Creates and offers as many options for learning as possible Assists learners to form and participate in collaborative learning activities Defines the roles of learning facilitators by the needs of the learners Succeeds only when improved and expanded learning can be documented for its learners. From: O’Banion, T. (1997) A learning college for the 21st century. ACE/Oryx Press:Phoenix, AZ.
The Learning Collegesucceeds only when improvedand expanded learning can be documented for its learners What does this learner know? What can this learner do?
Two Key Questions How does this decision, action, solution, improve student learning? How do we know this decision, action, solution, improves student learning?
Thinking What is your institution’s vision? Are you achieving your vision? How do you know? What is your culture of evidence?
Building a Culture of Evidence: The Complexities Requires resources to do well Long and tedious process Must be: – Deliberate – Organized – Focused Learning Outcomes Assessment – Faculty driven Institutional Buy-in and Support – Faculty – Administration – Trustees
Asking “Why do it?” Mandated Provides credibility – Internal – External Makes us look good Makes us feel good Forces us to change Continuous quality improvement Improved and expanded student learning
The Dilemma: Institutional Change and Transformation Thinking differently about how to collect the data Behaving differently by using the data to make positive changes Changing deliberately Orchestrating the change by using a planned strategy: – John Kotter: Leading Change – Eight strategies
The Learning College Creates powerful learning environments in which students are engaged as active partners and have responsibility for their own learning. – Creates new architectures to support learning (learning communities, redefining faculty load, articulating credit and non-credit experiences) – Forms cross-constituent teams in which roles and boundaries are blurred in order to promote student success and determine new directions in learning.
The Learning College Creates powerful learning environments in which students are engaged as active partners and have responsibility for their own learning. – Offers anyway, anywhere, anytime learning options that fit the learning styles/ needs of all learners – Reinforces, recognizes and rewards successful learning – Provides extensive staff development focused on learning so that all are viewed as learners – Encourages student involvement in planning and governance – Produces evidence of student learning
The Learning College Believes all students can learn – Provides support for all learners Student support services Technical support services – Collects and synthesizes outcomes data on participation rates, pass rates, retention rates, GPAs, graduation rates and transfer rates, success in next course,to name a few – Produces zero variance in academic performance among racial groups with high achievement for all
The Learning College Produces continuous reflection on learning and learning outcomes – Vision and mission statements – The language of learning – Institutional effectiveness system – Exploring new architectures – Annual operating plan that encompasses all activities with measurable objectives at all levels – Budget resource allocation and budget process that are reflective of intended measurable outcomes at all levels
The Learning College Produces continuous reflection on learning and learning outcomes – Outcomes-based curriculum across the institution Student evaluation of courses Outcomes assessment at course level Outcomes assessment at program level Transcripted skills
The Learning College Involves everyone in the institution in learning and leadership in learning – Appointment, hiring evaluation, projection for everyone to reflect evidence of a commitment to learning – Orientation of new faculty, administrators, board members, staff members in terms of their roles in learning – Technology training available for everyone – Participation of faculty, administrators, staff and students in shared governance
The Learning College Involves everyone in the institution in learning and leadership in learning – All areas of the college receive same opportunities and acknowledgement for contributions to learning – The institution produces a body of evidence supporting learning outcomes in the non- cognitive/affective domain – The institution provides on-going opportunities for development and leadership surrounding learning lead by a diverse body of stakeholders.
Final Thoughts Ifyou don’t know where you are going, how will you know when you get there? – Vision and planning What if we are not as good as we think we are? – Learning Outcomes Assessment cycle What if we make mistakes? – Risk-free philosophy