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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.
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The document discusses the revised process of assessment and accreditation for affiliated and constituent colleges by the National Assessment and Accreditation Council (NAAC) effective from July 2017. It provides an overview of NAAC's vision, mission, core values, and the revised assessment framework. The framework focuses on data-based quantitative indicators for evaluation with increased objectivity and transparency. It introduces pre-qualifiers for peer team visits and system-generated scores. The assessment will be based on a Quality Indicator Framework across 7 criteria including curricular aspects, teaching-learning and evaluation, research, infrastructure, student support, governance and best practices.
How are your staff and students using digital?
Speaker: Ruth Drysdale, senior co-design manager, Jisc.
It is anticipated that, within 20 years, 90% of jobs will require digital skills, so it’s important that universities and colleges are in a good position to prepare today’s students for tomorrow’s workplace. Understanding how students use technology and their attitudes towards its use in learning is a good place to start.
As universities and colleges are investing large sums of money into their digital environment, how do we know if this investment is being realised by staff and students using the technology effectively? In this hands-on workshop, delegates will have the opportunity of using tools and resources to support them with gathering evidence of how staff and students are using technology.
Online Educa Berlin 2013: Quality approved, accredited, competency models for...
This slide presentation was part of a Learnshop at Online Educa Berlin 2013. This was an interactive, discussion based session:
Competency-based education addresses the rising cost of education and supports employability of graduates. It offers a path for adults to accelerate degree completion by acknowledging prior learning and work experience. Until recently, prior learning has meant transfer credit from a different educational institution. Although this is still relevant, it is expanding to include consideration of learning via open educational resources and MOOCs. Can these also be incorporated as part of an accredited degree program? Work in small groups with the expert panel in this dynamic and interactive Learnshop to grow your theoretical and practical understanding of competency-based higher education and develop thinking on implementation of this model in a European context.
CURRICULUM VITAE Susan Maggio
Susan Hecht Maggio has over 15 years of experience in information systems education and administration. She currently serves as the Interim Computer Science Department Chair at the Community College of Baltimore County, where she oversees 8 full-time faculty members, 15 adjunct faculty, and support staff across two campuses. Previously, she held roles including CSIT Coordinator and adjunct faculty at the same institution. She also served as Computer Science Department Chair at The Cardinal Gibbons School for 5 years. Maggio holds a Master of Science in Information Systems from Johns Hopkins University and a Bachelor of Science in Information Systems Business Management also from Johns Hopkins.
Skills for Prosperity: Using OER to support nationwide change in Kenya
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
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Assessment+of+supplemental+instruction+%282%29+9 29-30
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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.Assessing+the+learning+in+sl amcoa+conference-squast
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.
Assessing+learning+outcomes+in+nursing+programs+c427 a
Assessing+learning+outcomes+in+nursing+programs+c427 aAdvancing a Massachusetts Culture of Assessment
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.Amcoa+planning+group+recommendations june+24
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.
Amcoa+mtg+sites+10 12-11
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.
Amcoa+mtg+sites+10 5-11
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.
Amcoa+mtg+sites
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.
Amcoa+membership+list
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.
Amcoa+meeting+minutes+for+september+14+2011
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.
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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]
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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
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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.
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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.
2011 11-17+amcoa+conference+program
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.
Amcoa+co chairs
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.
V4 amcoa+presentation+davidson+hickey+%282%29
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.
Summary+of+comments+based+on+scoring+on+feb++29+2012
The document summarizes observations from a group discussion about using the VALUE rubric and an institutionally-developed rubric to score student writing samples. Some key points made include:
- The group had difficulties differentiating criteria in the VALUE rubric and found the institutionally-developed rubric to be more specific and useful for providing feedback.
- There was disagreement over scoring some samples due to ambiguity in the rubrics and differences in interpreting the assignment and standards between disciplines.
- The group felt improvements could be made to the rubrics by adding a 0 point scale, not applicable categories, and providing more norming information and training.
Reverse+multiple choice+method--presentation 6-feb12
The Reverse Multiple-Choice Method (RMCM) presents content for teaching or testing using a multiple-choice question format. It formalizes reinforcement and explanation by requiring examinees to identify why answers are correct or incorrect, and modify incorrect answers by changing facts to make them correct. This forces analysis and comparison of concepts. RMCM aims to harness the power of "wrong" answers and be more efficient than open-ended questions while allowing automated scoring.
Minutes+of+the+mar+26th+amcoa+meeting
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.
Minutes+of+the+feb+29th+amcoa+meeting
The document summarizes the minutes from the eighth meeting of the Advancing a Massachusetts Culture of Assessment (AMCOA). Key details include:
- Representatives from 22 institutions attended the meeting hosted at Northern Essex Community College to focus on assessing student writing.
- Two assessment experiments were summarized, including a collaboration between Framingham State University and MassBay Community College to improve transfer student experiences, and an experiment comparing rubrics between Bristol Community College and Massasoit Community College.
- An update was provided on a draft proposal for continued Davis Educational Foundation funding for AMCOA activities in areas like system-wide learning outcomes assessment, campus assessment support, and increased faculty/staff engagement.
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Martin ir mcc
- 1. How Institutional Research Supports Middlesex Community College’s Program Review Process MCC’s new Strategic Plan includes the following Strategic Direction: “Improve access and advance student success by strengthening evidence-based practices and resource allocation.” Embedded into our 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. Our IR office supports this work in two significant ways: by providing programs with a standardized, user-friendly data packet and by working with the Associate Dean of Assessment and program chairs to clarify questions related to program goals for which additional data will be useful. Attendees at this session will be provided with copies of our Program Review template and our standardized data packet. This session will be presented by Lois Alves, Vice President of Institutional Research and Enrollment Services, Cynthia Lynch, Service Learning Coordinator, and Elise Martin, Associate Dean of Assessment. Projector requested, no need for Internet connectivity.