The document outlines a plan for assessing student learning at Frederick Community College. It discusses developing learning outcomes aligned with the goal of students becoming self-directed learners. Examples are provided of outcomes in different student support areas, like athletics and financial aid. A process for assessment is described, including developing outcomes, strategies to meet outcomes, benchmarks, and instruments to measure outcomes. The results are then used to improve student programming and services.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
Assessment is the cash nexus of learning – it is where the payoff is for our students, where all their effort is rewarded with marks or grades.
When we design our assessment, we indicate to our students what is important and what they should focus on. In this presentation, Ann will explore a number of theories that focus on assessment design such as:
Constructive alignment – why aligning what we teach, with the way we teach it, with the way we assess it is important
Supporting learning – how assessment supports learning and how it is central to student learning
Authentic assessment – including the issues of assessment design and workload from the perspective of both students and markers
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
The mission of advising is to use a teaching and learning approach that empowers students as they clarify and realize their goals through both curricular and co-curricular engagement.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
Assessment is the cash nexus of learning – it is where the payoff is for our students, where all their effort is rewarded with marks or grades.
When we design our assessment, we indicate to our students what is important and what they should focus on. In this presentation, Ann will explore a number of theories that focus on assessment design such as:
Constructive alignment – why aligning what we teach, with the way we teach it, with the way we assess it is important
Supporting learning – how assessment supports learning and how it is central to student learning
Authentic assessment – including the issues of assessment design and workload from the perspective of both students and markers
Lisa D'Adamo-Weinstein
Director of Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson
Director, Academic Success Center, Retired
Clemson University
Laura Sanders
Assistant Dean, Student Success
College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to: ••• honor the history of established and unique learning centers; and • celebrate the outstanding achievements of centers that meet and exceed these standards. This post-conference institute will walk participants through the rationale for the creation of the designation program; review the criteria for evaluation and the steps for application. We will address relevant theories and best practices in learning center management, encouraging participants to reflect on their own centers and what they they can do to measure up to excellence in the field of learning assistance and academic support.
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Jan 15 How Do You Know It Works Final Read Onlyfelicitymorgan
CANNEXUS 2010 presentation:
Measuring effectiveness of career interventions: presentation examines how we can measure effectiveness of a career intervention using a variety of methods, both objective and subjective. results, challenges and future directions are explored.
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Helping Students Get the Most Out of ExamSoft Longitudinal ReportsExamSoft
Presented by Dr. Melinda E. Lull, Assistant Professor of Pharmaceutical Sciences, Wegmans School of Pharmacy, St. John Fisher College
While students are able to view their own assessment data and longitudinal reports from ExamSoft, they can easily become lost in a sea of numbers and categories. In order to best benefit student performance, students must understand both the interpretation of and the benefit from ExamSoft reports. This session will discuss ways to provide assessment data to students and aid them interpreting and using their results.
Local school board members are a key link between school districts and communities. They represent public concerns around testing and can hold district officials accountable. Given the critical role that local school boards play, Achieve and the National School Boards Association have developed “Assessment 101” resources for school board members. This professional development module is designed to:
· outline the critical role school boards play in supporting high quality assessment systems;
· introduce school board members to key assessment concepts and issues;
· provide an introduction to the Student Assessment Inventory for School Districts as a process to streamline testing and support limited, high-quality assessments for all students.
Training requires time, energy and money. Therefore an organization needs to know whether the investment made in training is being effectively and is worth the effort. As a part of lesson “Effective Hr training and Development Strategy”, brought to you by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/effectivehrtrainingslides
Join us on Facebook: http://www.facebook.com/welearnindia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Propósitos:
• Hacer un plan de avalúo:
– Determinar la meta general a la que aspiran
las unidades de servicio o la competencia que
quieren desarrollar en el estudiante.
– Especificar competencias relacionadas con la
meta.
– Planificar las estrategias para lograrla y el
avalúo/evaluación que se llevará a cabo.
2. Assessment of Student Learning at
Frederick Community College
Evaluating Institutional Learning
Centeredness Conference
San Diego, California · July 2007
3. Presenters
• Dr. Richard Haney
Vice President of Learning Support
• Dr. Debralee McClellan
Associate Vice President for Student Development
4. About Frederick Community College
• Located in central Maryland
– 45 miles west of Washington D.C. and Baltimore
– Northern end of the I-270 high-tech corridor
– County population of 220,000
– Largest county by land mass in the State
• Enrollments
– 4,800 credit students per semester
– 11,000 continuing education students annually
5. Did it work?
• Middle States Commission on Education Accreditation Team
Feedback – March 2006
“The Division of Learning Support deserves enthusiastic
commendation for their work with outcomes assessment. There are
articulated assessment plans in place that include clear functional
area mission statements, maintain realistic benchmarks, and
demonstrate evidence of continuous quality improvement. The model
created by this division should serve as a standard.”
6. Context for Assessment
College focus
• FCC’s re-organization as a “Learning College”
– Vision – “Student Learning First”
– Mission – “FCC, as a learning college prepares individuals to meet
the challenges of a diverse, global society through quality,
accessible, innovative, lifelong learning. We are a student-centered,
community-focused college. FCC offers courses,
degrees, certificates, and programs for workforce preparation,
transfer, and personal enrichment. Through these offerings, FCC
enhances the quality of life and economic vitality of our region.”
7. Context for Assessment
College focus
• Division of Student Development became Division of Learning
Support
• Learning Support mission statement – “To provide services in a
changing, professional environment that encourages and supports lifelong
learning.”
8. Learning Support
Organizational Structure
• Athletics
• Enrollment Management
• Financial Aid
• Information Technology
• Student Development
• Student Life
• Welcome & Registration Center
9. Overview of Assessment Process
in Learning Support
• College’s transition to a learning college shifted the focus of
assessment to student learning
– Shift from student satisfaction to student learning
– Movement away from evaluating programs by the numbers to
measuring the learning that has occurred as a result of the student’s
involvement in the program and/or services
– Forced departments to re-think their true purpose
– Emphasis shifts from what we do to what we want students to be able
to do
10. What we did
• Used the statewide goal of a self-directed learner as a model for
developing learning outcomes across functional areas
– Managers charged to develop assessment objectives for their
program areas to address the goal - “Student will become a self-directed
learners”
11. Definition of Self-directed Learner
The student will:
• Define a need or problem and employ effective
decision-making to resolve it
• Plan ahead/set goals
• Acquire knowledge
• Use available resources
• Seek assistance from appropriate people/experts
• Apply critical analysis to consider options
• Evaluate decisions
12. What we did
• Division-wide retreats in 2003 – “The Student Learning Imperative”
and “Outcomes Assessment in the Learning College”
Key questions we asked of ourselves as we developed our
assessment plan
• What are we trying to do and why?
• How does my program contribute to student learning?
• How well are we doing?
• How do we know?
• How do we use the information to improve or celebrate successes?
• Do the improvements we make work?
13. Preguntas clave
• ¿Qué hacemos o queremos hacer para que logren aprender?
• ¿Qué queremos que los estudiantes aprendan?
• ¿Cómo sabemos si han aprendido?
• ¿Cómo vamos a usar la información para mejorar o celebrar los éxitos?
• ¿Funcionan las mejoras que hacemos?
14. Learning Support Assessment Plan FY
AREA:
GOAL/OBJECTIVE:
EXPECTED OUTCOMES
1.1
1.2
MEASUREMENT BENCHMARK ASSESSMENT TOOLS
1.1
1.2
15. Learning Support Assessment Plan FY - continued
STRATEGIES ASSIGNED TO
1.1
1.2
STATUS/FEEDBACK LOOP (How has data been used to enhance learning, services, processes?)
16. Examples of Learning Outcomes in
Learning Support Areas
• Athletics
– Goal - Assist students in becoming self-directed learners by promoting
development of sportsmanship and citizenship skills
– Learning Outcome - Student-athletes exhibit good sportsmanship and
citizenship skill
•Welcome & Registration Center
– Goal -Assist students in becoming self-directed learners by enhancing
one-stop operations
– Learning Outcome - Students demonstrate the ability to navigate
registration processes in subsequent semesters
17. Examples of Learning Outcomes in
Learning Support Areas
• Financial Aid
– Goal – Assist students in becoming self-directed learners by providing
information, assistance, and directions to students regarding sources of
financial aid and the application process.
– Learning Outcome - students will more effectively negotiate the
financial aid process.
– Learning Outcome – Students will demonstrate increased awareness of
financial aid opportunities
– Learning Outcome – Students will receive an increased number of
Maryland State Scholarship Awards
19. Steps in Assessment
1. Develop Functional Area Goal(s)
– What is the overall purpose of the area?
2. Develop Outcomes that Operationalize the Goal
– What do we want students to know or to be able to do?
– Must be measurable – how will you know if student
accomplished the outcome?
20. Steps in Assessment
3. Develop Strategies to Ensure Outcomes will be Met
– Services, resources, programs offered
– Opportunities for students to accomplish what you want
them to do or to learn what you want them to know
4. Establish Benchmarks
– The level of student accomplishment will you accept as
evidence that students have met the outcome
21. Steps in Assessment
5. Develop Assessment Instrument to Measure each
Outcome
– Survey, focus group, portfolio of student work, rubrics,
pre and post measurement
6. Use Findings to Make Improvements
– Can include changing a program or a service, or
developing a new service to address assessment findings
22. Sample Outcome/Survey Items
Advising Outcome
• Students will demonstrate
knowledge of academic
requirements
– e.g., curriculum for intended
major, how to select general
education courses
Survey Items
• “I know how to select general
education courses”
• “I understand how to select courses
for my major”
• “I understand how placement test
results determine which classes I
can take”
23. Using Results to Improve Practice
• Reviewed outcomes and individual survey items that
received lowest scores from students in 2006 to revise First
Year Advising Program for 2007
– Focused on two lowest rated outcomes and the lowest rated
survey item within a highly rated outcome
24. Using Results to Improve Practice
Outcomes to be Addressed
• Students will demonstrate
knowledge of academic
requirements (general education
courses)
• Students will demonstrate
knowledge of educational policies
and procedures (related to
registration)
• Students will be aware of how to
access college resources and
services (career goal setting)
Strategy Implemented
• Developed consistent delivery
regarding how to select general
education courses
• Implemented Registration
Services module
• Implemented Career Development
module
