The document summarizes minutes from the third AMCOA meeting held on August 18, 2011 at Holyoke Community College. [1] Representatives from 21 institutions attended along with state higher education officials. [2] The meeting included discussions on assessment experiments and conferences, and a presentation from Commissioner Freeland on the importance of assessment. [3]
The document discusses a research project aimed at identifying the core competencies and skills needed by public sector organizations in the South West of England to meet future challenges. It involved an extensive literature review, analysis of documentation from participating organizations, and in-depth interviews. The research identified 14 core competencies, including leadership, communication, sustainability and managing diversity. It also developed a competency lexicon framework to help organizations and educators. A related project examined the training needs of parish councillors in Cornwall to help develop curriculum that emphasizes sustainable development. The research aims to contribute to workforce development in the public sector.
The recommendation calls for involving the American public in meaningful deliberations about important policy questions in order to demonstrate the value of public deliberation. It suggests convening citizens in deliberations on issues of national importance that could contribute to policy resolutions, such as immigration, education, or the national debt. The process should be impartial, involve officials from different levels and sectors of government, and use a range of engagement methods including online and in-person. It should be rigorously evaluated for quality, impact, and learning to facilitate institutionalizing public deliberation. Funding from existing public or philanthropic sources is suggested to avoid affecting impartiality.
This document summarizes a forum held by the PTC-MIT Consortium to develop a national action plan to address workforce needs in technology and engineering (T&E). 146 representatives from business, education, government, and civil society identified four major goals: 1) raise awareness, 2) strengthen the T&E talent pipeline, 3) enhance T&E workforce education through research, and 4) develop partnerships to focus resources. The forum generated recommendations in five categories: capacity building, policy, focusing existing resources, awareness, and research/assessment. The Consortium will work over 18 months to advance this agenda and monitor progress toward the goals.
This document provides an overview of the presentation on the K-12 Social Studies Essential Standards update. The presentation will cover recent NC legislation impacting social studies standards, content changes in the new standards, the conceptual structure of the standards, and connections to NC's Information and Technology standards. It lists the K-12 Social Studies team members at NCDPI and notes they will discuss crosswalks between the old and new standards, unpacked content documents, and plans to develop instructional units from the standards.
In the Service of the Public_KyrgyzstanJackie Wilson
This document provides an overview of media developments in Kyrgyzstan, specifically regarding the transformation of the country's main state broadcaster, OTRK, into a public service media organization. It discusses Kyrgyzstan's political history and transitions to democracy since independence, the current media landscape, and reforms that have advanced OTRK's shift towards prioritizing the public interest. While progress has been made in establishing OTRK's independence and better serving citizens, it notes that much work remains to improve content quality and regional coverage, and that Kyrgyz media overall still face political and social pressures.
The document summarizes the minutes from the ninth meeting of the AMCOA (Assessment in the Massachusetts Public Higher Education System). Key points:
- Representatives from 22 institutions attended the meeting hosted at Bunker Hill Community College.
- Presentations were given on two assessment experiments focusing on writing standards and critical thinking. Groups then used rubrics to score examples of student work.
- Plans were discussed for future AMCOA meetings and conferences, including presenting on quantitative reasoning assessment.
- Attendees participated in a working session to assess exit-level critical thinking using the AAC&U Critical Thinking VALUE rubric and one developed by BHCC.
WBG - Discussion Note on Network and CoP Learning for Pacific PACsparliaments.cluster
This document provides background information on public accounts committees (PACs) in the Pacific region and the potential for a regional PAC learning network. It discusses two waves of previous studies on PAC performance in the Pacific that identified various factors affecting it. The document then analyzes data from a 2009 survey of 8 Pacific PACs to compare their organizational characteristics, powers, responsibilities and performance. It finds that Pacific PACs differ significantly and therefore a single capacity building approach is not suitable. A learning network could help address common challenges by facilitating knowledge sharing and peer support between the diverse PACs in the region.
The document discusses a research project aimed at identifying the core competencies and skills needed by public sector organizations in the South West of England to meet future challenges. It involved an extensive literature review, analysis of documentation from participating organizations, and in-depth interviews. The research identified 14 core competencies, including leadership, communication, sustainability and managing diversity. It also developed a competency lexicon framework to help organizations and educators. A related project examined the training needs of parish councillors in Cornwall to help develop curriculum that emphasizes sustainable development. The research aims to contribute to workforce development in the public sector.
The recommendation calls for involving the American public in meaningful deliberations about important policy questions in order to demonstrate the value of public deliberation. It suggests convening citizens in deliberations on issues of national importance that could contribute to policy resolutions, such as immigration, education, or the national debt. The process should be impartial, involve officials from different levels and sectors of government, and use a range of engagement methods including online and in-person. It should be rigorously evaluated for quality, impact, and learning to facilitate institutionalizing public deliberation. Funding from existing public or philanthropic sources is suggested to avoid affecting impartiality.
This document summarizes a forum held by the PTC-MIT Consortium to develop a national action plan to address workforce needs in technology and engineering (T&E). 146 representatives from business, education, government, and civil society identified four major goals: 1) raise awareness, 2) strengthen the T&E talent pipeline, 3) enhance T&E workforce education through research, and 4) develop partnerships to focus resources. The forum generated recommendations in five categories: capacity building, policy, focusing existing resources, awareness, and research/assessment. The Consortium will work over 18 months to advance this agenda and monitor progress toward the goals.
This document provides an overview of the presentation on the K-12 Social Studies Essential Standards update. The presentation will cover recent NC legislation impacting social studies standards, content changes in the new standards, the conceptual structure of the standards, and connections to NC's Information and Technology standards. It lists the K-12 Social Studies team members at NCDPI and notes they will discuss crosswalks between the old and new standards, unpacked content documents, and plans to develop instructional units from the standards.
In the Service of the Public_KyrgyzstanJackie Wilson
This document provides an overview of media developments in Kyrgyzstan, specifically regarding the transformation of the country's main state broadcaster, OTRK, into a public service media organization. It discusses Kyrgyzstan's political history and transitions to democracy since independence, the current media landscape, and reforms that have advanced OTRK's shift towards prioritizing the public interest. While progress has been made in establishing OTRK's independence and better serving citizens, it notes that much work remains to improve content quality and regional coverage, and that Kyrgyz media overall still face political and social pressures.
The document summarizes the minutes from the ninth meeting of the AMCOA (Assessment in the Massachusetts Public Higher Education System). Key points:
- Representatives from 22 institutions attended the meeting hosted at Bunker Hill Community College.
- Presentations were given on two assessment experiments focusing on writing standards and critical thinking. Groups then used rubrics to score examples of student work.
- Plans were discussed for future AMCOA meetings and conferences, including presenting on quantitative reasoning assessment.
- Attendees participated in a working session to assess exit-level critical thinking using the AAC&U Critical Thinking VALUE rubric and one developed by BHCC.
WBG - Discussion Note on Network and CoP Learning for Pacific PACsparliaments.cluster
This document provides background information on public accounts committees (PACs) in the Pacific region and the potential for a regional PAC learning network. It discusses two waves of previous studies on PAC performance in the Pacific that identified various factors affecting it. The document then analyzes data from a 2009 survey of 8 Pacific PACs to compare their organizational characteristics, powers, responsibilities and performance. It finds that Pacific PACs differ significantly and therefore a single capacity building approach is not suitable. A learning network could help address common challenges by facilitating knowledge sharing and peer support between the diverse PACs in the region.
This paper explores implementing campus carry safely at Texas Tech University in light of Senate Bill 11 going into effect in August 2016. It will use an interdisciplinary approach drawing on perspectives from organizational leadership and human resource development to analyze relevant literature on this topic. The paper conducts research on how to maintain campus safety given increased gun access and proposes insights from applying Repko's 10-step process for interdisciplinary studies. Maintaining safety is the top priority in determining how to best implement this new law allowing concealed carry by license holders over 21 on campus.
Jennifer and Susan will announce the recent partnership between the Kentucky Regional Optical Network (KyRON), a statewide network sponsored by the Council on Postsecondary Education, the University of Kentucky and the University of Louisville and MAGPI to offer state-wide applications support and development on use of advanced networks. We'll discuss respective roles and responsibilities in this collaborative as well as timeframe for Kentucky driven content opportunities. Dr. Lancaster will also provide a brief update on the status of KyRON connectivity to schools and anticipated program offerings coming soon including programs around the 2010 Equine Games and more.
This article proposes adding "Interdependence" as a ninth critical element for 4-H positive youth development. For over 15 years, eight critical elements have guided 4-H programs, but research now supports including interdependence. In 1998, a group identified the original eight elements from youth development research. In 2002, the National Research Council identified similar features. While the elements and features overlap substantially, research now emphasizes interdependence. The author calls for a think tank to update the critical elements based on the latest research.
Resource List for Dialogue and Action on Racism and Civil RightsEveryday Democracy
The resources in this document are for individuals, community leaders and groups, law enforcement officials and elected leaders who want to learn about, organize dialogue, and take action to address specific aspects of structural racism.
This research paper utilizes communication studies and personal financial planning to understand how media affects attitudes towards hydraulic fracturing and financial health in boomtown communities. It conducts an interdisciplinary literature review to analyze how framing in media can shape views of fracking, and how those views then influence financial decisions. The paper develops an understanding of both the communication of information and the financial impacts of changing economic conditions in boomtowns. It aims to provide a comprehensive perspective on the complex relationship between media, attitudes, and financial health for residents of communities experiencing an oil and gas boom.
USDLA 2015 - Eight Trends in K-12 Online and Blended Learning and Their Impli...Michael Barbour
Clark, T., & Barbour, M. K. (2015, April). Eight trends in K-12 online and blended learning and their implications for research. A presentation at the United States Distance Education Association annual conference, St. Louis, MO.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
Mid-Atlantic Regional Planning Roundtable Program History, Goals and Objectives Tom Christoffel
This paper summarizes the history of the development and evolution of the Mid-Atlantic Regional Planning Roundtables from their inception in 2005 to the 7th event in 2010. This effort has led to the development of a Mind-Atlantic Regional Planning Learning Network
Program History, Goals and Objectives
The document discusses using an interdisciplinary approach to address the issue of human trafficking. It focuses on how human resources and organizational leadership can help educate employees to recognize signs of human trafficking. Large sporting events are identified as locations where traffickers take advantage of the crowds and movement of people. The paper outlines the steps of an interdisciplinary research approach, identifying that human trafficking is a complex problem requiring insights from multiple disciplines. Relevant disciplines discussed include law enforcement, transportation, technology, and literature on the health impacts on victims. The goal is to develop training to help employees identify and respond to human trafficking.
Sonoma county - Public Safety RealignmentPaul Colbert
Why Realignment?
- Coleman/Plata –prison overcrowding lawsuit
- State budget
- Recidivism rate from CDCR
- Research
Realignment does not result in early release of any currently sentenced felons. Realignment does not transfer custody of any prisoner from State Prison directly to County Jail. Rather, it changes jurisdiction of specified populations from state to local control, by changing sentencing and supervision requirements
By Chief Probation Officers of California
http://www.inmatecountyjail.com
The presentation discussed how changing consumer habits driven by increased online and mobile usage have fundamentally changed marketing with the emergence of the "Zero Moment of Truth" concept. Consumers now research products and services extensively online before purchases, so businesses must be prepared when consumers come looking for them across search engines, social media, reviews and more. Guarantee Digital offers digital marketing services to help clients optimize their online presence and get ready for their key moments of truth with consumers.
Guarantee Digital - 5 Keys for Media Companies when launching a digital agency Guarantee Digital
This document provides an overview of key considerations for local media companies launching a digital solutions agency. It discusses understanding competition in the market, establishing the right team structure and go-to-market strategy, offering the best product mix to meet client needs, and ensuring proper training and fulfillment. The five sections cover: 1) Understanding competition from national/local digital players, 2) Setting up dedicated digital staff and compensating traditional/new reps, 3) Offering foundational digital services, 4) Selling visibility, mobile, web, and social packages, 5) Providing training, reporting and customer service. The goal is to help local media companies succeed and protect existing client relationships in the growing digital advertising space.
#UNTAdv14 SCORE Making the Most of Departmental AdvisingUCAN at UNT
SCORE Making the Most of Departmental Advising by Sara A. Stivison
2014UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
Philosophy of UNT's Orientation Program Fall 2011UCAN at UNT
The document discusses the philosophy and goals of UNT's orientation programs. It outlines theories of student involvement and integration that guide the orientation design. Research on orientation programs is reviewed, noting impacts on expectations, adjustment, and retention. An overview of UNT's freshman, transfer, online, and parent orientations is provided, highlighting key components. Evaluation methods and overall positive survey findings on the orientation experience are also summarized.
Summary Guarantee Digital Revenue Programs Fall 2015Guarantee Digital
Guarantee Digital offers several digital marketing and website packages to drive new revenue. These include:
1. An Audience Network for cross-platform targeting across web, mobile, and social media.
2. A Social Marketplace for social media management and one-click publishing across multiple channels.
3. Website packages that include building a new site and driving traffic to it through targeted digital ads.
4. Email marketing programs with tools for matching back open and click-through rates to IP addresses and mailing lists.
5. Native content writing and placement on clients' websites or native networks.
6. Video production and marketing packages, including merchant video showcases of local businesses and cities.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
A Comparative Case Study Of Appreciative Inquiries In One Organization Impli...Becky Gilbert
This document summarizes a case study of appreciative inquiries conducted at eight sites within a large urban school district in Canada. The appreciative inquiries aimed to explore "what do we know about learning." Data collected over 18 months found that four sites experienced transformational changes, two had incremental changes, and two showed little change. The study explores differences between the sites that may help explain the varying levels of change. It describes the appreciative inquiry process used, which was the same across all sites, and examines factors both within and outside of the design that appeared to influence the level of change experienced. Recommendations are provided for successful appreciative inquiry practice based on lessons learned.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
This document provides minutes from the second meeting of the AMCOA (Assessment of Massachusetts Colleges and Universities Association). The meeting was hosted by Northern Essex Community College on June 27, 2011 with representatives from 26 institutions in attendance.
Key discussions and decisions included: confirming Kerry McNally as the new Administrative Assistant for AMCOA; receiving an update on planning for the September 30th statewide assessment conference; agreeing that partnership and collaboration should be overarching themes of the conference and future meetings; and recognizing the need to better educate faculty and staff on national assessment frameworks like LEAP and the Degree Qualifications Profile.
Future AMCOA meeting dates were set through November 2011. Peggy Maki also proposed
This document proposes a research project to analyze cultural differences between American and Korean academic institutions' social media content. The goal is to suggest ways for American institutions to localize their social media content for Korean audiences. The research will include a literature review, surveys of Korean students, interviews with social media representatives, and analysis of social media content from selected institutions in both countries. The total budget is $3,320 and the project is expected to be completed over 16 months, with the final thesis submitted in April 2017. Funding may come from the CPTSC or ABC.
AN ASSESSMENT OF THE CONTRIBUTION OF PUBLIC RELATIONS INAmy Cernava
The document is a project work that assesses the contribution of public relations in achieving organizational goals of selected private tertiary institutions in the Ashanti Region of Ghana. It contains an abstract, table of contents, and chapters on introduction and background, literature review, methodology, presentation of findings, discussion and conclusions.
The study found that three out of the four selected private tertiary institutions do not have public relations departments. It also found that all four institutions agree that public relations is important for dealing with external and internal publics to achieve organizational goals.
The study recommends that the three institutions without public relations departments should establish such outfits. It also recommends that public relations departments should be headed by a qualified public relations officer with
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
This paper explores implementing campus carry safely at Texas Tech University in light of Senate Bill 11 going into effect in August 2016. It will use an interdisciplinary approach drawing on perspectives from organizational leadership and human resource development to analyze relevant literature on this topic. The paper conducts research on how to maintain campus safety given increased gun access and proposes insights from applying Repko's 10-step process for interdisciplinary studies. Maintaining safety is the top priority in determining how to best implement this new law allowing concealed carry by license holders over 21 on campus.
Jennifer and Susan will announce the recent partnership between the Kentucky Regional Optical Network (KyRON), a statewide network sponsored by the Council on Postsecondary Education, the University of Kentucky and the University of Louisville and MAGPI to offer state-wide applications support and development on use of advanced networks. We'll discuss respective roles and responsibilities in this collaborative as well as timeframe for Kentucky driven content opportunities. Dr. Lancaster will also provide a brief update on the status of KyRON connectivity to schools and anticipated program offerings coming soon including programs around the 2010 Equine Games and more.
This article proposes adding "Interdependence" as a ninth critical element for 4-H positive youth development. For over 15 years, eight critical elements have guided 4-H programs, but research now supports including interdependence. In 1998, a group identified the original eight elements from youth development research. In 2002, the National Research Council identified similar features. While the elements and features overlap substantially, research now emphasizes interdependence. The author calls for a think tank to update the critical elements based on the latest research.
Resource List for Dialogue and Action on Racism and Civil RightsEveryday Democracy
The resources in this document are for individuals, community leaders and groups, law enforcement officials and elected leaders who want to learn about, organize dialogue, and take action to address specific aspects of structural racism.
This research paper utilizes communication studies and personal financial planning to understand how media affects attitudes towards hydraulic fracturing and financial health in boomtown communities. It conducts an interdisciplinary literature review to analyze how framing in media can shape views of fracking, and how those views then influence financial decisions. The paper develops an understanding of both the communication of information and the financial impacts of changing economic conditions in boomtowns. It aims to provide a comprehensive perspective on the complex relationship between media, attitudes, and financial health for residents of communities experiencing an oil and gas boom.
USDLA 2015 - Eight Trends in K-12 Online and Blended Learning and Their Impli...Michael Barbour
Clark, T., & Barbour, M. K. (2015, April). Eight trends in K-12 online and blended learning and their implications for research. A presentation at the United States Distance Education Association annual conference, St. Louis, MO.
AECT 2016 - Cases of Quality: Case Studies of the Approval and Evaluation of ...Michael Barbour
Barbour, M. K., & Clark, T. (2016, October). Cases of quality: Case studies of the approval constructs for K-12 online and blended courses and providers. A paper presentation at the annual convention of the Association for Educational Communications and Technology, Las Vegas, NV.
Mid-Atlantic Regional Planning Roundtable Program History, Goals and Objectives Tom Christoffel
This paper summarizes the history of the development and evolution of the Mid-Atlantic Regional Planning Roundtables from their inception in 2005 to the 7th event in 2010. This effort has led to the development of a Mind-Atlantic Regional Planning Learning Network
Program History, Goals and Objectives
The document discusses using an interdisciplinary approach to address the issue of human trafficking. It focuses on how human resources and organizational leadership can help educate employees to recognize signs of human trafficking. Large sporting events are identified as locations where traffickers take advantage of the crowds and movement of people. The paper outlines the steps of an interdisciplinary research approach, identifying that human trafficking is a complex problem requiring insights from multiple disciplines. Relevant disciplines discussed include law enforcement, transportation, technology, and literature on the health impacts on victims. The goal is to develop training to help employees identify and respond to human trafficking.
Sonoma county - Public Safety RealignmentPaul Colbert
Why Realignment?
- Coleman/Plata –prison overcrowding lawsuit
- State budget
- Recidivism rate from CDCR
- Research
Realignment does not result in early release of any currently sentenced felons. Realignment does not transfer custody of any prisoner from State Prison directly to County Jail. Rather, it changes jurisdiction of specified populations from state to local control, by changing sentencing and supervision requirements
By Chief Probation Officers of California
http://www.inmatecountyjail.com
The presentation discussed how changing consumer habits driven by increased online and mobile usage have fundamentally changed marketing with the emergence of the "Zero Moment of Truth" concept. Consumers now research products and services extensively online before purchases, so businesses must be prepared when consumers come looking for them across search engines, social media, reviews and more. Guarantee Digital offers digital marketing services to help clients optimize their online presence and get ready for their key moments of truth with consumers.
Guarantee Digital - 5 Keys for Media Companies when launching a digital agency Guarantee Digital
This document provides an overview of key considerations for local media companies launching a digital solutions agency. It discusses understanding competition in the market, establishing the right team structure and go-to-market strategy, offering the best product mix to meet client needs, and ensuring proper training and fulfillment. The five sections cover: 1) Understanding competition from national/local digital players, 2) Setting up dedicated digital staff and compensating traditional/new reps, 3) Offering foundational digital services, 4) Selling visibility, mobile, web, and social packages, 5) Providing training, reporting and customer service. The goal is to help local media companies succeed and protect existing client relationships in the growing digital advertising space.
#UNTAdv14 SCORE Making the Most of Departmental AdvisingUCAN at UNT
SCORE Making the Most of Departmental Advising by Sara A. Stivison
2014UNT Advising Conference #UNTAdv14
May 22, 2014
Collin College - Preston Ridge Campus
Philosophy of UNT's Orientation Program Fall 2011UCAN at UNT
The document discusses the philosophy and goals of UNT's orientation programs. It outlines theories of student involvement and integration that guide the orientation design. Research on orientation programs is reviewed, noting impacts on expectations, adjustment, and retention. An overview of UNT's freshman, transfer, online, and parent orientations is provided, highlighting key components. Evaluation methods and overall positive survey findings on the orientation experience are also summarized.
Summary Guarantee Digital Revenue Programs Fall 2015Guarantee Digital
Guarantee Digital offers several digital marketing and website packages to drive new revenue. These include:
1. An Audience Network for cross-platform targeting across web, mobile, and social media.
2. A Social Marketplace for social media management and one-click publishing across multiple channels.
3. Website packages that include building a new site and driving traffic to it through targeted digital ads.
4. Email marketing programs with tools for matching back open and click-through rates to IP addresses and mailing lists.
5. Native content writing and placement on clients' websites or native networks.
6. Video production and marketing packages, including merchant video showcases of local businesses and cities.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
A Comparative Case Study Of Appreciative Inquiries In One Organization Impli...Becky Gilbert
This document summarizes a case study of appreciative inquiries conducted at eight sites within a large urban school district in Canada. The appreciative inquiries aimed to explore "what do we know about learning." Data collected over 18 months found that four sites experienced transformational changes, two had incremental changes, and two showed little change. The study explores differences between the sites that may help explain the varying levels of change. It describes the appreciative inquiry process used, which was the same across all sites, and examines factors both within and outside of the design that appeared to influence the level of change experienced. Recommendations are provided for successful appreciative inquiry practice based on lessons learned.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
This document provides minutes from the second meeting of the AMCOA (Assessment of Massachusetts Colleges and Universities Association). The meeting was hosted by Northern Essex Community College on June 27, 2011 with representatives from 26 institutions in attendance.
Key discussions and decisions included: confirming Kerry McNally as the new Administrative Assistant for AMCOA; receiving an update on planning for the September 30th statewide assessment conference; agreeing that partnership and collaboration should be overarching themes of the conference and future meetings; and recognizing the need to better educate faculty and staff on national assessment frameworks like LEAP and the Degree Qualifications Profile.
Future AMCOA meeting dates were set through November 2011. Peggy Maki also proposed
This document proposes a research project to analyze cultural differences between American and Korean academic institutions' social media content. The goal is to suggest ways for American institutions to localize their social media content for Korean audiences. The research will include a literature review, surveys of Korean students, interviews with social media representatives, and analysis of social media content from selected institutions in both countries. The total budget is $3,320 and the project is expected to be completed over 16 months, with the final thesis submitted in April 2017. Funding may come from the CPTSC or ABC.
AN ASSESSMENT OF THE CONTRIBUTION OF PUBLIC RELATIONS INAmy Cernava
The document is a project work that assesses the contribution of public relations in achieving organizational goals of selected private tertiary institutions in the Ashanti Region of Ghana. It contains an abstract, table of contents, and chapters on introduction and background, literature review, methodology, presentation of findings, discussion and conclusions.
The study found that three out of the four selected private tertiary institutions do not have public relations departments. It also found that all four institutions agree that public relations is important for dealing with external and internal publics to achieve organizational goals.
The study recommends that the three institutions without public relations departments should establish such outfits. It also recommends that public relations departments should be headed by a qualified public relations officer with
The document discusses community engagement in higher education and its importance. It provides examples of how outputs from service-learning projects and community-based research can lead to outcomes and longer-term impact in the community. Specific barriers to community engagement work in higher education are also outlined, as well as how to design projects and activities that can contribute to community improvement over time through documentation of outcomes and impact.
THE COMPLEX AND MULTI-FACETED NATURE OF SCHOOL CONSTRUCTION COSTS: Factors Af...Dave Andrews
This document summarizes research on factors affecting school construction costs in California. Three main factors are identified: 1) state regulatory structures, such as approval processes and building codes, which California focus groups said added significantly to costs; 2) local school politics, practices, and design preferences, which focus groups said caused large variations in costs between districts; and 3) regional construction market conditions, as costs varied substantially between different real estate markets in California. The research utilized focus groups, interviews, policy comparisons, and statistical analysis to understand these multi-faceted cost drivers.
Political Thought Paper Guidelines (50 Points) Th.docxpauline234567
This document provides guidelines for a political thought paper assignment, including requirements for format, content, and documentation. Students must write a 5-page argumentative paper on one of several pre-approved topics. They must argue a clear thesis and systematically refute any counterarguments. The paper must be double-spaced, in Times New Roman 12-point font, with 1-inch margins. It must include a cover page, endnotes page, and references page using a reputable numerical citation format. Sources must include a minimum of 10 scholarly sources such as books, academic journal articles, and government documents. Wikipedia may not be used. The paper is due at the end of the semester in MS Word format and may not include plagiar
New Mexico Strong Starts for Children (Strong Starts), is a project of the Paul J. Aicher Foundation and Everyday Democracy, funded by the W.K. Kellogg Foundation in January 2010, and is part of the Our Voices, Our Children initiative of the W.K. Kellogg Foundation. Our Voices, Our Children was aimed at engaging citizens and policymakers in talks about the future of early childhood development in New Mexico. Strong Starts was designed to use the Everyday Democracy dialogue-to-change model in community dialogues to reveal perceptions, priorities and policy preferences, and ultimately help improve practices and programs.
Five Strong Starts sites were funded in March of 2010: Decade of the Child/UNM Family Development Program (DOC/FDP); Cuidando los Niños/Campaign to End Child Homelessness (CLN); Native American Professional Parenting Resources (NAPPR); Youth Development Inc./Pajarito Mesa (PM); and All Indian Pueblo Council (AIPC).
The minutes summarize a meeting of the AMCOA (Assessment in the Major Community College Assessment) team hosted by Framingham State University on May 1st, 2012. Representatives from 23 institutions attended. The meeting featured a panel discussion on assessing quantitative reasoning with presenters from various schools discussing their experiences and challenges. Key points included the use of rubrics, authentic assignments, and emphasis on developing students' conceptual understanding rather than just calculations.
This document provides an overview and background of the Learning Analytics Workgroup (LAW) Project. The LAW Project was created in 2012 with funding from the Bill and Melinda Gates Foundation and MacArthur Foundation to build the field of learning analytics for personalized learning at scale. The LAW Project has included workshops, conference panels, a crowd-sourcing campaign, the first Learning Analytics Summer Institute, and the commissioning of white papers. This report summarizes the activities and goals of the LAW Project to outline a conceptual framework, critical questions, priorities, resources needed, and roadmap for the field of learning analytics.
This document provides context and issues surrounding exploring scholarship and scholarly activity in college-based higher education. It summarizes definitions and expectations of scholarly activity from organizations like the Quality Assurance Agency for Higher Education, Higher Education Funding Council for England, and professional bodies. It also reviews previous reports on the topic from 2010 and considers how perspectives and practices may have changed in the last three years given shifts in higher education policy.
The document discusses several case studies of participatory policy-making initiatives:
1) Regulations.gov - A US government portal that allows public commenting on proposed rules. It has improved access and participation in the rulemaking process.
2) A partnership between community colleges and regional planning agencies that engaged "hard to reach" groups in transportation planning through student facilitators. This reduced costs while making participation more inclusive.
3) The Citizens' Initiative Review in Oregon, where citizen panels review ballot measures and provide impartial summaries to voters. Research found it was an effective way to inform voters.
2015 National ECSE Inclusion Summit at DEC Final ReportNancy A. Surbrook
The document summarizes the results of a focus group discussion at a national summit on early childhood special education inclusion. 28 participants from 20 states discussed the current state and future needs regarding preschool inclusion leadership and action. Key findings included:
1) Recent federal efforts on inclusion were seen as working well, along with cultural shifts in attitudes. However, leadership, training, collaboration between educators, funding, and balancing access and quality were pressing challenges.
2) Future needs included strong leadership at all levels, from paraprofessionals to state/federal, and improved pre-service training and professional development for all professionals on inclusive practices.
3) Participants saw a need to address negative attitudes and "loopholes
Post the stakeholder role you are assuming. Then, post an explanat.docxshpopkinkz
Post
the stakeholder role you are assuming. Then, post an explanation of how you, in the particular role you are assuming, might respond to the new information in the articles you found and in Document Set 2 for your case study. In your explanation, be sure to:
Evaluate whether the new information is based on reliable sources and whether the information is relevant to the issue.
Explain your position on the case study issue from the perspective of the role you are assuming and how this new information informs this position.
Explain the steps you might take to follow-up on this information based on your role and your position on the issue.
Examples of stakeholder's roles that you could assume:
-Educator
-Parent
-State Department of Education
-Student Attending College
Throughout the Discussion, add support for your position or add to the knowledge base on the issue by finding and sharing additional resources related to the issue you are discussing. These should include scholarly resources but may include other resources such as news articles, blogs, RSS feeds, etc. Share links to the resources you identify.
Once you have decided which stakeholders role you will be assuming, respond to the below discussion questions:
Discussion #1
The stakeholder role I am assuming is the business leader. I am in support of increasing curricular focus, funding, and new hiring for professional and technical fields. In Document Set2 for this case study, it states there are 3.3 million job openings in the U.S., many going unfilled for months on end, as roughly half of employers now say they’re having a hard time finding qualified workers to hire, especially in technical fields. This information was retrieved from
White House Jobs Council
which is based on a reliable source. This information is extremely relevant to the issue because the solution to producing qualified workers is to equip students with the necessary skills and abilities. Those skills and abilities should align with the expectations established by industry leaders.
According to the White House Jobs Council in 2012
,
America is losing its position of global educational leadership in ways that could put our future living standards and business
competiveness
at risk.
This new information informs this position because without a change in focus to technical education those unfilled jobs will continue to increase.
In the PBS
Newshour
video, it gives examples of students who graduated with liberal arts degrees.
All of them had a difficult time gaining employment directly related to their field of study after graduation. In one instance, there was a graduate who majored in anthropology and he now washes trash cans part-time. In another instance, there was a graduate who majored in history with a minor in political science who is a substitute teacher one day a week. Both of the graduates agree, that they do not regret going to college although they wished they would have pursued som.
Global Citizenship Project Task Force Report to the Faculty Assembly, Novembe...bumbaugh
This is a report from the group formulating a new general education program for Webster University undergraduate students. It summarizes some University history, including the origins of general education and the language of global citizenship. It reviews some of what the Task Force has learned about current best practices in undergraduate education, recommends program learning outcomes, and sketches the Task Force's intentions going forward.
NPAR: building networked participatory action research in cyberspaceAlana James
This is a report on the development of the online network that supports the international participatory action research project: The Future(s) of Education.
The meeting covered several topics:
- Dr. Worthington provided an overview of CMCSS strategic goals such as implementing Common Core standards and Response to Instruction and Intervention programs.
- Technology infrastructure improvements were discussed to support online assessments. Alternative funding has increased from $6M to $16M.
- Tabletop emergency exercises are conducted with district staff and agencies to improve emergency responses.
- Recent improvements to the CMCSS website were highlighted to better engage parents through features like online registration and the volunteer portal.
The document summarizes the development and implementation of the Community-Based Learning (CBL) Scorecard by the Teagle Consortium of Liberal Arts Colleges. The consortium aimed to systematically assess CBL programming and student learning. It developed student, community partner, and faculty scorecards based on best practices research. The scorecards were tested across multiple institutions and refined based on feedback. Implementation findings showed that the scorecards helped shape effective CBL course design and identify areas for improvement. The consortium also facilitated sharing of assessment strategies and results.
This document contains attendance records for supplemental instruction sessions for a basic algebra course. It lists the student ID and name for 13 students along with their attendance on various dates from September 8th to December 13th. It also provides the course information including semester, instructor, SI leader, and meeting days and times.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Sarah Quast, a professor of chemistry at Middlesex Community College, uses service learning projects in her course to support learning outcomes. Her students mentor girls from a local club in hands-on chemistry experiments. The students design age-appropriate experiments and create posters about green chemistry. Assessment of student learning through reflections, surveys, and lab scores show overwhelmingly positive feedback and that students' understanding of science and confidence increases. Both Quast's students and the girls gain valuable experiences through active participation and sharing knowledge outside the classroom.
This document discusses the assessment of learning outcomes in a nursing program at Northern Essex Community College. It describes developing an assessment plan as part of the program review, including mapping outcomes to curriculum and assessments. The program uses ATI comprehensive exams to assess program-level outcomes annually. The results provide subscale performance that mirrors NCLEX content areas. To make the results more useful, the program developed a template to interpret ATI group data and scheduled annual assessments mapped to program objectives. This will help identify areas for improvement and evaluate impacts of curriculum changes over time.
This document provides recommendations for the agenda of an upcoming conference with the overarching theme of "Partnerships". It recommends that the conference include:
1) A keynote address by Peggy to introduce the theme of partnerships and their importance in achieving assessment goals.
2) Concurrent sessions so attendees can participate in all discussions.
3) A discussion on Lumina Degree Qualifications Profile and what Massachusetts becoming a LEAP state means for campuses.
4) Presentations on collaborative models for faculty, institutional research, and assessment staff to work together productively.
This document lists the dates, locations, and volunteer school hosts for upcoming meetings and conferences of the AMCOA from May 2011 through April 2012. It provides information on 8 AMCOA meetings to take place at various community colleges across Massachusetts as well as 4 statewide conferences, including regional conferences in Western and Eastern Massachusetts in the fall of 2011 and spring of 2012. Each event is noted along with its location and volunteer coordinator from the hosting school.
The document lists the dates, locations, and volunteer hosts for upcoming meetings and conferences of the AMCOA organization between August 2011 and May 2012. It provides this information separately for monthly AMCOA Meetings that will take place at different community college campuses across Massachusetts and for larger statewide conferences occurring in September, November, February, and April at various university locations. Each event is identified along with the volunteer school representative coordinating it.
This document lists dates and locations for upcoming meetings and conferences of the AMCOA organization between August 2011 and April 2012. Meetings will be held monthly at various community colleges in Massachusetts, while regional conferences are scheduled in September, November, and February at schools including Worcester State University, Greenfield Community College, and UMASS-Lowell.
This document contains contact information for individuals involved in assessment activities at various higher education institutions in Massachusetts. It lists the name, role, email address and phone number of two point people and one additional contact for each institution, including several community colleges, state universities, and the University of Massachusetts system. The point people listed would be the primary contacts for assessment-related discussions or initiatives involving their respective institutions.
The agenda discusses the upcoming sixth meeting of the AMCOA (Assessment Methods Community of Assessment). The meeting will be hosted at Bristol Community College in Fall River on November 9th from 10am to 12:30pm. The meeting will include welcome remarks, an update on the November 17th assessment conference, a presentation on Bridgewater State's assessment practices, a discussion on communication and information dissemination, and a discussion of a proposed assessment methods database. Future AMCOA meeting dates through 2012 are also listed.
The agenda covered presentations and discussions around assessment practices at various community colleges, drafting guidelines for an assessment methods database, and setting the agenda for future AMCOA meetings. It also provided information on past and upcoming assessment conferences, including regional conferences in November 2011 and February 2012 and a statewide conference in April 2012.
This document provides information about a regional conference on assessment in higher education being held at Greenfield Community College on November 17, 2011. The conference agenda includes opening remarks, breakout sessions on various assessment topics, a panel discussion on LEAP affiliation in Massachusetts, and a closing. Breakout sessions will address assessing student writing, quantitative reasoning, nursing program outcomes, assessing a science core, and creative assessment methods. The panel discussion will focus on current LEAP initiatives and their implications. Presenters include faculty and staff from various Massachusetts higher education institutions. The goal of the conference is to advance a culture of assessment and share best practices around assessing student learning outcomes within and across disciplines.
The document lists three co-chairs for the AMCOA team: Neal Bruss, an associate professor of English at the University of Massachusetts Boston; Maureen Melvin Sowa, a professor of history at Bristol Community College; and Bonnie Orcutt, a professor of economics and chair of the Liberal Arts and Sciences Curriculum at Worcester State University.
This document lists sites and dates for upcoming meetings and conferences of the AMCOA organization between May 2011 and April 2012. It provides the host school, location, and contact person for each AMCOA meeting, as well as the host school chairs for three regional conferences in September 2011, November 2011, and February 2012 and the site for a statewide conference in April 2012.
The document compares student survey results between those in learning communities (LC) and non-learning communities (Non-LC) at BHCC. Students in LCs reported higher scores in active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. They also felt they did more critical thinking, worked more with other students, and received more support. Retention rates were also higher for the LC cohort compared to all BHCC students for both spring 2010 and fall 2010 semesters.
The document outlines draft guidelines for establishing an assessment methods database. It discusses important questions around the scope and focus of the database before establishing criteria. The guidelines propose a two-phase approach: Phase One would collect degree/program level assessment methods and include details like learning outcomes, assessment elements, rubrics and a SWOT analysis. Phase Two would collect course-level methods from various disciplines, focusing on assisting faculty development of assessment tools for their classrooms. Submitted methods would include assignment details, assessment explanations, metrics and alignment with general education competencies. The goal is to share effective practices across institutions.
Institutional research at Middlesex Community College supports the college's program review process in two key ways: by providing programs with standardized data packets and by working with administrators to clarify questions and identify additional useful data. The program review process assesses program effectiveness, including student success and learning, to help strengthen evidence-based practices and resource allocation as part of the college's new strategic plan.
This survey asked instructors of Supplemental Instruction (SI) classes at NECC about their experiences working with SI tutors and their perceptions of the effectiveness of the SI program. Instructors were asked questions about tutor participation in SI classes, meetings with tutors outside of class, encouraging student attendance at SI sessions, and their views on differences between conducting SI classes and traditional classes. The responses would be used to improve NECC's SI programs.
The document summarizes assessment activities and initiatives at Middlesex Community College to improve student writing skills and success. It describes:
1) Revisions to pedagogy and curriculum to embed writing skills and student success behaviors through initiatives like writing coaches, vertical teaming, and an Accelerated Learning Program.
2) Assessment results of student writing from 2007 and 2010 that show percentages of students at adequate or above levels in areas like ideas, organization, and grammar.
3) The Accelerated Learning Program which allows students to take English Composition I and a writing skills seminar concurrently, and data showing higher completion rates for students in this program compared to others.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
1. 1
Minutes of the Third AMCOA Meeting, August 18, 2011
Prepared by Kerry McNally
Host Campus: Holyoke Community College
I. Attendance
The third AMCOA meeting was hosted by Holyoke Community College
from 10:00 a.m.-12:00 Noon on August 18, 2011. Representatives from
21 institutions attended the meeting (See list in Appendix A), as well as
Richard M. Freeland, Commissioner of Higher Education; Jonathan
Keller, Associate Commissioner for Research, Planning and Information
Systems; Anne Perkins, Vision Project Research Associate, Research and
Planning; and Peggy Maki, Consultant under the Davis Educational
Foundation Grant awarded to the Department of Higher Education, who
also chaired the meeting.
II. Holyoke Community College President William Messner Opening
Remarks
President William Messner welcomed the AMCOA Team to Western
Massachusetts and Holyoke Community College. He praised the Team
for representing campuses all across the state and for getting together
and acting “as a system.” “We don’t do enough of that.” He
emphasized the importance of this collaborative work and credited
Commissioner Freeland’s leadership for bringing campuses to these
conversations. After having guided Holyoke Community College through
a New England Association of Schools and Colleges (NEASC)
accreditation review this past spring, he said that it is wonderful that the
NEASC is reviewing schools with an eye for improvements in assessment
2. 2
and that assessment is now a priority for the state and federal
governments, as well as the schools.
III. New AMCOA Team Members
Peggy Maki introduced new Team members who were not introduced at
the previous meeting: Benjamin Railton, Associate Professor of English,
Coordinator of American Studies, Fitchburg State University; Ann Caso,
Director of Institutional Research, and Susan Chang, Director of
Assessment, at Framingham State University; Richard Parkin, Assistant
Vice President/Academic Affairs, and Linda Meccouri, Professional
Development Coordinator and Professor, Multi Media Technology,
Springfield Technical Community College; and Yves Salomon-Fernandez,
MassBay Community College.
IV. Update on Conferences (place, date, chairs)
Peggy Maki provided an update on the scheduled conferences and
asked for a volunteer to Co-Chair the November 17th
conference at
Greenfield Community College to serve with Ellen Wentland. Judith
Turcotte volunteered for this role.
Jim Gubbins of Salem State University volunteered to Chair the Fourth
AMCOA Conference on April 23rd
.
Peggy reminded AMCOA Team members to confirm their correct titles
for the September 30th
Conference Brochure as soon as possible. Their
names will appear on the brochures for each of our conferences.
Kris Bendikas, chair of the September 30th statewide conference,
distributed a handout that listed the Conference Planning Group’s
recommended sessions for that conference. (See handout in Appendix
B.) All of the presentations could not be included in the first conference,
3. 3
but will be given at one of the other conferences. It was decided that
after each session there will be a companion roundtable as well as
additional roundtables focused on topics identified by the AMCOA
group, such as the following:
a) How LEAP outcomes are integrated into campuses
b) How to assess online
c) How to facilitate alignment between NEASC expectations and
those of DHE
d) How to collect, store, and represent assessment results
Jonathan Keller will present a session as well as offer a roundtable after
his session and be available at the rest of the conference. At the
meeting Peggy asked members if they could identify topics for Jonathan
that they would find useful. Among those recommended was a focus on
identifying “what not to do in preparing or reporting results.”
Discussion also focused on how we can make our four statewide
conference presentations available to our public institutions.
Specifically, we focused on discussing the possibility of videotaping,
audio taping, recording PowerPoints, or uploading handouts to our
social network--Yammer. Lori Dawson is currently looking into the
possibility of videotaping and can confirm that method after she sees
the final schedule. Several team members stated that faculty and others
who will not be able to attend the conference have already stated that
they would like access to materials. We also discussed how important
session contents are to faculty development.
Peggy reminded the Team to limit the number of colleagues attending
the September 30th
Conference to 2-3 because of space considerations
at the Conference location. However, she said that Kerry will be able to
track registrations and let institutions know if they can bring more than
2-3 people.
4. 4
V. Volunteers to introduce sessions on September 30, 2011
Peggy asked for volunteers to introduce sessions at the conference. The
following individuals volunteered: Susan Taylor, Yves Salomon-
Fernandez, Suzanne Van Wert, Ellen Zimmerman, Michael Vieira, Susan
Keith, Martha Stassen, Judith Turcotte, and Carol Lerch.
VI. Discussion of assessment experiments. Peggy Maki, AMCOA Consultant;
Commissioner Richard Freeland; and Jonathan Keller, Associate
Commissioner for Research, Planning, and Information Systems
a. Parameters for Assessment Experiments
Peggy Maki distributed a draft of parameters for assessment
experiments supported by the Davis Educational Foundation Grant.
After she reviewed those parameters (see Appendix C), she responded to
questions about them. In response to the question about faculty
receiving stipends for participating in experiments, she stated that funds
could be used in that way. Another question raised was whether
including performance on remedial coursework could be included. Peggy
said she thought that could be included in experiments. A question was
raised about whether or not “useful results for transfer from two-year to
four-year institutions” should be a criterion for the experiments to
address. Charlotte Mandell said that four-year institutions can
disaggregate their data to look at the two-year population and that this is
an important focus. Peggy noted that a common thread in her
conversations at the community colleges is their desire to make sure that
transfer students are able to demonstrate the same level of learning as
those students who do their first two years at a four-year institution.
Overall, Peggy stated, the issue that these experiments will have to
address is that of scalability.
It was agreed that AMCOA team members would vet this current draft on
their campuses and submit proposed edits or changes by Sept. 15, 2011.
Peggy will incorporate proposed changes into a final Request for
Proposals that would go out to team members one more time for final
5. 5
approval before being officially released. It was also agreed that to
develop strong proposals the deadline for submission should be moved
to October 31, 2011. The Commissioner’s Advisory Committee would
then select proposals in November 2011 based on the ranking of
proposals by volunteer AMCOA members. (The appended draft reflects
new dates proposed by team members at the meeting.)
b. Richard M. Freeland, Commissioner of Higher Education
Commissioner Freeland expressed his gratitude for the work of the
AMCOA team –especially participants’ commitment to meet over the
summer months. He also expressed his excitement about the AMCOA
project and the importance of our focus on documenting our students’
learning. He stated that he believes “We are on the edge of a real
revolution in Higher Education, and Massachusetts has a chance to
initiate the dialogue. There are many political aspects in public higher
education, but the educational outcomes overshadow the political sides.
We must emphasize the educational outcome of this process.” Further,
he stated that if faculty and other educators at our institutions approach
outcomes assessment in the right way, they can become more effective
teachers, particularly for the range of students who come into public
higher education. This commitment can be the most important
development in higher education.
The Commissioner also described how the Davis grant supports campus-
based work in assessment through the four statewide conferences, the
AMCOA meetings and members’ leadership, Peggy Maki’s initial campus
visits and her availability as a campus resource—all of which will lead to
the design of an eventual statewide system of reporting students’ levels
of achievement. Thus, the State’s approach to assessment is based on
two levels: (1) campus-level and (2) statewide level. Focus on statewide
reporting is aimed at learning how well students are doing so that we can
identify ways to improve students’ learning. Even though political issues
may emerge, he noted that we are capable of having discussions about
6. 6
these levels as demonstrated by the AMCOA project itself. He also
added that if a campus does not want to participate in the eventual
reporting, that is O.K. What we do need to keep sight of is that “stronger
education is our most important outcome.” Thus, he hopes that all
campuses will want to join this statewide effort of reporting assessment
results.
The Commissioner also reported on movement towards becoming a
LEAP-affiliated State, a movement that was endorsed by the Board in
June. Neal Bruss requested that the Board’s action on this be distributed
to our campuses. And, the Commissioner reported that he intends to
share this possible affiliation with NEASC as well as meet with NEASC
representatives to discuss the ways in which an affiliation would align
with NEASC reporting requirements.
The Commissioner reported on his July presentation at a national
conference of SHEOs (State Higher Education Officers) during which he
talked about learning outcomes assessment within the context of the
Vision Project and the parameters of the AMCOA Project. Responses
from the SHEOs and nationally recognized leaders such as Peter Ewell,
Carol Schneider, and Paul Lingenfelter were that Massachusetts is way
ahead on this focus. Specifically, he stated that conference participants
were intrigued by the notion of a reporting system design that is not
mandated. Other states expressed interest in working with us, so there
is a lot of interest in our work. After the presentation there was a memo
sent around lauding the work taking place in Massachusetts and asking
other states to take note of our work. Peter Ewell stated that he thought
our approach is “the best authentic assessment for accountability and
improvement.”
Finally, the Commissioner reported that AAC&U has requested that we
participate in a large Lumina grant they expect to receive with specific
focus on developing better understanding about what students should
7. 7
be learning at different levels (as represented in the Lumina
Undergraduate Profile) to facilitate effective transfer. The Commissioner
stated that because as a state we are well down the road with
discussions about LEAP outcomes and VALUE rubrics, it would not be
advisable for us to be diverted to another direction. Thus, he stated we
need another year to see how we progress with our current direction
and commitment.
c. Jonathan Keller, Associate Commissioner for Research, Planning, and
Information Systems
Looking at the partnership focus of our AMCOA work, particularly in the
design of assessment experiments that will inform a statewide system of
reporting, Jonathan stated that he and his staff are happy to contribute
their expertise and experience to the experiments--particularly since the
scope of this commitment to design a system can seem overwhelming.
He said that the State has resources that are available to assist team
members as they and others design a reporting system. Specifically, he
stated that he and his staff can assist in: (1) developing experiments; and
down the road (2) developing something statewide. He also said that he
can assist with analyzing and interpreting NSSE and CCSSE results
because he has extensive experience with those instruments. He also
can provide advocacy for looking at where institutions shine, such as
identifying activities that show critical thinking. He has resources that
can help with database development and definitions, demographics, and
tracking students.
VII. Suggestion to develop a database of assessment instruments
Professor Benway has recommended that under our Davis Grant we
develop a database of assessment instruments. Discussion focused on
the value of this effort to all of our institutions as well as the significance
of this database as a possible way to represent to external stakeholders
how we assess our students—perhaps as part of the eventual statewide
8. 8
reporting system. Rather than simply list methods, there was a
recommendation that there be some kind of reporting or description of
each method’s particular usefulness. Peggy will ask one of our team
members to take a stab at writing a description of what we might include
in this proposed database. This description will come forward to the
group for further discussion.
VIII. Next AMCOA Meetings
The next AMCOA meeting will take place on September 14th
from 10:00
a.m.-12:00 Noon at Massachusetts College of Liberal Arts. Peggy Maki
will send an agenda and driving directions to the site one week before
the meeting. Please let Kerry know as soon as possible if you plan to
attend the meeting or cannot.
Mark Your Calendars: September 30, 2011: First Statewide
Assessment Conference at Worcester State University, 9:00
a.m. – 3:00 p.m. (8:30 a.m. Registration)
9. 9
Appendix A
Institutions Represented at the AMCOA August 18th
Meeting:
Berkshire Community College
Bristol Community College
Bunker Hill Community College
Cape Cod Community College
Fitchburg State University
Framingham State University
Holyoke Community College
Massachusetts College of Liberal Arts
Massasoit Community College
MassBay Community College
Middlesex Community College
Northern Essex Community College
Quinsigamond Community College
Roxbury Community College
Salem State University
Springfield Technical Community College
University of Massachusetts Amherst
University of Massachusetts Boston
University of Massachusetts Lowell
Westfield State University
Worcester State University
10. 10
Appendix B Session Proposals for September 30th
AMCOA Conference
Topic Presenters Institution
“Teamwork: the Key to Faculty Engagement.”
Discussion of the Title III funded program, The
Connected College, administered at Bristol
Community College, which involves collaborating
with faculty to develop institution and program-
level assessment strategies through the creation of
a set of Course Design Toolkits.
Kevin Forgard, the project’s instructional
designer
Maureen Melvin Sowa, Professor of History
Bristol Community College
“The development and function of BHCC’s
faculty-driven assessment initiative: the Student
Learning Outcomes Assessment Project
(SLOAP).” Based on a conceptual assessment
framework that provides an institutional model for
all assessment activities.
Judy Lindamood, Chair, Early Childhood
Education & Human Services Department
Timothy McLaughlin, Chair, English Department
Natalie Oliveri, English Department
David Leavitt, Director of Institutional Research
Bunker Hill Community College
“Using Business Process Analysis to Facilitate
Buy-In and Effective Assessment Information
Flow.”
1) How to improve faculty buy-in by
approaching VALUE Rubrics as a
customizable tool to test in a low-pressure
pilot project
2) How to get started on a Business Process
Analysis
Ann Caso, Director of Institutional Research
Susan Chang, Director of Assessment
Cynthia Glickman, Business Systems Analyst
Patricia Lynne, Associate Professor and
Assessment Liaison, English Department
Ellen Zimmerman, Associate Vice President for
Academic Affairs
Framingham State University
“How Institutional Research Supports
Middlesex Community College’s Program
Review Process.” Improving access and
advancing student success by strengthening
evidence-based practices and resource allocation.
Embedded in this program review process is the
assessment of program effectiveness, including
impact on students – student success and student
learning – for both academic and co-curricular
programs.
Lois Alves, Vice President of Institutional
Research and Enrollment Services
Cynthia Lynch, Service Learning Coordinator
Elise Martin, Associate Dean of Assessment
Middlesex Community College
11. 11
Appendix B (continued)
Topic Presenters Institution
“Assessment of Supplemental Instruction.” In
the spring of 2011, NECC carried out an extensive
assessment project, focused on classes designated
for Supplemental Instruction (SI). Quantitative
and qualitative data was collected through methods
including surveys completed by students, faculty,
and SI leaders. The findings provided important
insights into SI at NECC, and suggested numerous
strategies for improvement.”
Lynne Nadeau, Coordinator: Academic Resource
and Tutoring Center
Linda Shea, Assistant Dean: Library and
Academic Support Services
Ellen Wentland, Assistant Dean: Academic
Program Review, Outcomes Assessment, and
Educational Effectiveness
Northern Essex Community College
“Discussion of UMass Dartmouth’s
Commitment to Student Learning statement
(CSL).” Founded on broad campus discussion,
using LEAP principles, and motivated by NEASC
standard 4.16, it states aspirational goals for
students upon graduation. Developed
collaboratively, CSL has guided renovation of
general education, improved advising, and will
soon help refocus academic major learning goals.
Richard Panofsky, Assistant Chancellor for
Institutional Research & Assessment
UMass Dartmouth
“Institutional Research.” Jonathan Keller, Assoc. Commissioner for
Research, Planning and Information Systems
DHE
“Using NSSE/CCSSE Results.” A panel
discussion to share strategies and best practices.
David Leavitt, Director of Institutional Research
Elise Martin, Associate Dean of Assessment
TBD_________________________
TBD_________________________
Bunker Hill Community College
Middlesex Community College
12. 12
Appendix C
Draft for Review by AMCOA TEAM
Parameters for AMCOA Assessment Experiments
August 18, 2011
Funding for the AMCOA project under the Davis Educational Foundation grant awarded to
DHE includes support for scalable assessment experiments developed among our public
higher education institutions that have the potential to: (1) “provide a foundation for the
system-wide plan connected to the Vision Project,” and (2) demonstrate that a “campus and
system collaborative approach to assessment of student learning can be helpful to public
campuses and to the public system as a whole” (Davis Educational Foundation Grant).
The following list provides parameters for developing a proposal to undertake the design
of an assessment experiment. The experiment:
1. Builds on current campus-based systems that report results as well as
plans to improve student learning, creating a statewide system that
addresses both (a) accountability and (b) improvement.
2. Reports exiting students’ achievement levels in General Education
based on scoring students’ authentic work, using agreed upon
nationally informed scoring rubrics such as the LEAP rubrics and
translating assessment results into scores or dashboards that are
useful across campuses. Initially, GE reporting will begin with a focus
on results of scoring student work that demonstrates critical thinking,
writing, and quantitative reasoning.
3. Demonstrates or offers the ability to aggregate or to disaggregate
assessment results based on institutional demographics
4. Experiments with
a. web platforms (including current existing data systems at
DHE) to enable disaggregation and aggregation of assessment
results across student populations or
b. portfolio assessment technologies that would provide cost
efficiencies for campuses
5. Identifies plans to improve patterns of weakness in student work
6. Provides useful results for transfer from two-year to four-year
institutions
7. Experiments with the use of NSSE and CCSSE surveys and consortia
that enable comparisons between or among similar institutions,
including consortia development of additional survey items for NSSE
and CCSSE instruments
13. 13
Appendix C (continued)
Funding:
The Davis Grant provides a total of $60,000 for this phase of the AMCOA Project. The
maximum grant for a proposed experiment is $12,000.
Proposal:
Please submit to Peggy Maki by October 31, 2011 a one- to two-page proposal that includes
the following information:
Initially, a description of your overall approach to your experiment based on
the 7 parameters listed above
Identification of those involved in your experiment, including the person who
will chair or convene the group
Approximate timeline you will follow to develop an experiment that you will
demonstrate at the fourth statewide assessment conference
Budget that may include support for meetings, compensation for faculty time,
compensation for new DHE staff demands focused on developing, pilot
testing, or assisting the development of web-based reporting in an
assessment experiment
Proposals that involve collaboration between or among two-year and four-year institutions
are welcome, demonstrating that reported results are useful for our public institutions and
provide valuable information about our students’ achievement levels across their
education. Submitted proposals will be reviewed and ranked by a panel of AMCOA
members and then submitted to the Commissioner and Advisory Board for final selection
in November, 2011.