The 2013 NCA HLC Annual Conference was held at the Hyatt Regency in Chicago on April 5-9 2013.Below are the conference reports from Olive-Harvey College attendees.
Elizabeth Whitehead (Faculty - Reading)
Repurposing Student Learning Outcomes Assessment
What were the main outcomes of the session? What were the most important/groundbreaking points?
The main points of the session were curricular coherence, and the relationship between administrators and faculty.
How does this session relate to teaching and learning and assessment?
This session related to teaching, learning, and assessment in the professionals from Webster University shared what actions they took to increase student learning success and assessment by having faculty work together as well as with administration.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
One of the major points presented in this lecture was concerning the relationship between faculty and administration regarding assessment. Mr. Watts suggested that a step-by-step process for administrators should take when listening to faculty concerns: listen, inquire, propose, test, and implement. He also suggested that faculty and administration serve on the same assessment committee, where the focus is on sharing and learning rather than monitoring.
My role making this actionable item come to fruition is by suggesting this now. I think it would be beneficial if faculty and administration could meet together in the interest of assessment where our common concern is increasing student success.
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- Location: Columbus C-F, East Tower- Gold Level
- Presenters: Julie Weissman (Director), John Watts (Librarian), Nancy Hellerud (Associate Provost) Webster University
- Description: Although the assessment movement was initiated more than 25 years ago, it still leaves many faculty perplexed and frustrated. This session will focus on how the University is reframing student learning outcomes assessment in a way that invites faculty to collaborate in addressing mission-related challenges that they encounter.
What were the main outcomes of the session? What were the most important/groundbreaking points?
The main points of the session were curricular coherence, and the relationship between administrators and faculty.
How does this session relate to teaching and learning and assessment?
This session related to teaching, learning, and assessment in the professionals from Webster University shared what actions they took to increase student learning success and assessment by having faculty work together as well as with administration.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
One of the major points presented in this lecture was concerning the relationship between faculty and administration regarding assessment. Mr. Watts suggested that a step-by-step process for administrators should take when listening to faculty concerns: listen, inquire, propose, test, and implement. He also suggested that faculty and administration serve on the same assessment committee, where the focus is on sharing and learning rather than monitoring.
My role making this actionable item come to fruition is by suggesting this now. I think it would be beneficial if faculty and administration could meet together in the interest of assessment where our common concern is increasing student success.
Download Original Report
Elizabeth Whitehead (Faculty - Reading)
Tools for Assessing Cognitive Outcomes of Experiential Learning
What were the main outcomes of the session? What were the most important/groundbreaking points?
The most important facet of this workshop was receiving instruction of how to use the P-SAP.
How does this session relate to teaching and learning and assessment?
This session related to teaching, learning, and assessment because the P-SAP is a universal rubric that can be used across the disciplines. This would be an excellent tool for teaching and for assessment week.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
We should integrate the P-SAP into our assessment practices. I will attach the documentation distributed during this session with this report so that we may use this valuable tool in the future.
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- Location: Crystal C; West Tower; Green Level
- Presenters: Peggy Fitch (Vice President for Student Development, Central College), Pamela Steinke (Assessment Coordinator, University of St. Francis)
- Description: This session will introduce two tools for assessing problem-solving and critical thinking outcomes of experiential learning. The Problem-Solving Analysis Protocol (P-SAP) is an open-ended protocol scored with two global rubrics and the Cognitive Learning Scale is a brief 9-item pretest-posttest. Both instruments will be available at no cost.
What were the main outcomes of the session? What were the most important/groundbreaking points?
The most important facet of this workshop was receiving instruction of how to use the P-SAP.
How does this session relate to teaching and learning and assessment?
This session related to teaching, learning, and assessment because the P-SAP is a universal rubric that can be used across the disciplines. This would be an excellent tool for teaching and for assessment week.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
We should integrate the P-SAP into our assessment practices. I will attach the documentation distributed during this session with this report so that we may use this valuable tool in the future.
Download Original Report
Jacquelyn Johnson (Chair, Department of African American Studies)
Assessment of Student Learning: Moving from Messy to Meaningful
What were the main outcomes of the session? What were the most important/groundbreaking points?
Presentation made it clear that with a plan and administrative support, a solid assessment project could be carried out—even with more than one campus—if it were faculty-driven and developed at the department/program level with substantive administrative support, adequate time and funding.
How does this session relate to teaching and learning and assessment?
The presentation outlined what they did to organize their assessment efforts. Their
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
This could be applied to Olive-Harvey with a faculty-driven assessment strategy developed by the assessment committee led by at least one or two faculty members with full release time. My role is to work with my department faculty wherever possible to create assessment opportunities to improve our teaching and learning.
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- Location: Regency B, Gold Level, Sunday, April 7, 2013, 10:30am
- Presenters: VanBoening & Tharnish
- Description: “Discover how to make assessment more meaningful. Learn how Central Community College used a faculty-driven committee to create uniform assessment procedures, provide consistent feedback and educate the college on assessment of student learning. In this session, we share our standard report template, common rubric review document and an ASL handbook.”
What were the main outcomes of the session? What were the most important/groundbreaking points?
Presentation made it clear that with a plan and administrative support, a solid assessment project could be carried out—even with more than one campus—if it were faculty-driven and developed at the department/program level with substantive administrative support, adequate time and funding.
How does this session relate to teaching and learning and assessment?
The presentation outlined what they did to organize their assessment efforts. Their
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
This could be applied to Olive-Harvey with a faculty-driven assessment strategy developed by the assessment committee led by at least one or two faculty members with full release time. My role is to work with my department faculty wherever possible to create assessment opportunities to improve our teaching and learning.
Download Original Report
Jacquelyn Johnson (Chair, Department of African American Studies)
An Integrated Effort to Develop and Assess Critical Thinking Skills
What were the main outcomes of the session? What were the most important/groundbreaking points?
Students everywhere are struggling with critical thinking. The way they have been succeeding is by providing resources for faculty to gather informally and formally to discuss and brainstorm ways to make students relate course content across subjects. He stressed that the employers want students that can reason.
How does this session relate to teaching and learning and assessment?
In this presentation, Dr. Jones discussed the many ways that the faculty at the USAFA has been working to bridge the gap between what they teach and what students learn.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
Faculty is supported with time, funding and space to develop assignments. This has brought success. My role is to work with my department faculty wherever possible to create assessment opportunities to improve our teaching and learning.
Download Original Report
- Location: Regency C, Gold Level, Monday, April 8, 2013, 4:15pm
- Presenters: Dr. Steven K. Jones
- Description: “In this session, we will describe the efforts of an integrated faculty team formed to promote the development of cadets’ critical thinking skills. We will also discuss the team’s use of the Critical thinking Assessment Test (CAT) as both a faculty development and assessment tool.”
What were the main outcomes of the session? What were the most important/groundbreaking points?
Students everywhere are struggling with critical thinking. The way they have been succeeding is by providing resources for faculty to gather informally and formally to discuss and brainstorm ways to make students relate course content across subjects. He stressed that the employers want students that can reason.
How does this session relate to teaching and learning and assessment?
In this presentation, Dr. Jones discussed the many ways that the faculty at the USAFA has been working to bridge the gap between what they teach and what students learn.
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
Faculty is supported with time, funding and space to develop assignments. This has brought success. My role is to work with my department faculty wherever possible to create assessment opportunities to improve our teaching and learning.
Download Original Report
LaTanja Moody (Director of Developmental Education)
Converting Roadblocks into Roadways: Reconstructing Developmental Math Courses Persistence; Curriculum; Technology/Technology Tool
What were the main outcomes of the session? What were the most important/groundbreaking points?
Best Practice example of Flipped Classroom for Mathematics that utilized weekly Before & After Assessments, Student engagement techniques; Addressed various styles of learning and allowed for a few built in accommodations for students with learning disabilities.
How does this session relate to teaching and learning and assessment?
Video based learning and online practice tools available for student to have self- paced engagement with material. This allows for repetition or acceleration based on student need.
They used the AEIOU engagement model during class time…
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
Given that Dev. Ed. Prof. Dev. is one of my deliverables each semester, in conjunction with the CTL, I plan to host a Dev. Ed. Prof. Dev. Best Practices Sharing Workshop Series.
I will target to initiate the Dev. Ed. series starting Fall ‘13.
Handouts and other material
There is a great handout with reference material to multiple free online resources and apps available for the I-Pad.
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- Location: Columbus I-J East Tower, Gold Level, Sunday April 7th 2:00 PM
- Presenters: Paul Golisch, Dean of Technology; Mike Hamm, Math Faculty; and Jennifer Henderson, Math Faculty, Maricopa Community College – Paradise Valley Community College
What were the main outcomes of the session? What were the most important/groundbreaking points?
Best Practice example of Flipped Classroom for Mathematics that utilized weekly Before & After Assessments, Student engagement techniques; Addressed various styles of learning and allowed for a few built in accommodations for students with learning disabilities.
How does this session relate to teaching and learning and assessment?
Video based learning and online practice tools available for student to have self- paced engagement with material. This allows for repetition or acceleration based on student need.
- Videos include Read/Watch/Guided Practice buttons
They used the AEIOU engagement model during class time…
- Assessment of Online Material – short, quiz that ensures student did reading and pre-work along with gauge understanding of material to focus class activities
- Extension, tougher problems than homework, to guide students to high level thinking and application
- Interactive, group or board work to allow for peer learning and instructor flexibility to facilitate where needed
- Overview, what’s coming next for outside material review to peak interest
- Understand determine what students know during 2nd short assessment. Provides immediate feedback on student learning on specific outcome(s)
Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
Given that Dev. Ed. Prof. Dev. is one of my deliverables each semester, in conjunction with the CTL, I plan to host a Dev. Ed. Prof. Dev. Best Practices Sharing Workshop Series.
- Faculty can share their own Best Practices or information that they obtained from a conference or workshop.
- The I-Pad Note App demonstration in video of session presenter can be given to demonstrate classroom usage to our faculty
- I can work with local faculty to present and prepare to use Flipped Classroom Math context & AEIOU model from this session
I will target to initiate the Dev. Ed. series starting Fall ‘13.
Handouts and other material
There is a great handout with reference material to multiple free online resources and apps available for the I-Pad.
- This sheet also includes the presenter’s information for follow-up questions and discussion.
- Forwarding this information to Dev. Ed. Faculty and sharing with the Dev. Ed. Instruction Task Force.
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LaTanja Moody (Director of Developmental Education)
Shaping Student Success for First Year Students
Main outcomes of the session? What were the most important/groundbreaking points?
Foundations of Excellence: Waubonsee is doing a very systematic approach to process improvement for their FYE and Transfer programs. Given that I’m working on documenting a strategic plan for Dev. Ed., the Foundation of Excellence self-study seems like a program to investigate in parallel with NADE Self-study to establish solid criteria and outline well thought out steps for a Program Level assessment plan for Developmental Education at OHC. I will also share with FYE program (Dean McKee) to confirm if there are any Best Practices concepts that could be leveraged.
Relation to teaching and learning and assessment?
This at is core is all about how to effectively meet the needs of our Dev. Ed. students and developing an effective assessment plan that can be rolling into the colleges overall assessment plans in time for HLC review
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
Handouts & meeting materials
More comments and details available in my summary notes, available upon request for all the sessions that I attended.
Download Original Report
- Location: Regency C West Tower, Gold Level, Monday April 8th, 2:15 PM
- Presenters: John Gardner, Pres. John N. Gardner Institute for Excellence in Undergraduate Education; Melinda James, Vice Pres. of Student Development; Stacey Randal, Dir. of Institutional Effectiveness; and Danielle DuCharme, Assist. Prof. of Biology and CTLT Faculty Liaison, Waubonsee Community College
Main outcomes of the session? What were the most important/groundbreaking points?
Foundations of Excellence: Waubonsee is doing a very systematic approach to process improvement for their FYE and Transfer programs. Given that I’m working on documenting a strategic plan for Dev. Ed., the Foundation of Excellence self-study seems like a program to investigate in parallel with NADE Self-study to establish solid criteria and outline well thought out steps for a Program Level assessment plan for Developmental Education at OHC. I will also share with FYE program (Dean McKee) to confirm if there are any Best Practices concepts that could be leveraged.
Relation to teaching and learning and assessment?
This at is core is all about how to effectively meet the needs of our Dev. Ed. students and developing an effective assessment plan that can be rolling into the colleges overall assessment plans in time for HLC review
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
- Look up Foundations of Excellence self-study and compare to NADE self-study
- Work with Dev. Ed. Instruction Task Force: If we had to start over, what would we do for differently for Dev. Ed.?
- Information Webinars on the Foundations of Excellence’s FYE, Transfer and Gateway to Completion (G2C) programs are noted on one handout. Investigating which one to attend
Handouts & meeting materials
- Institute for Excellence Booklet
- April & May Informational Webinar list
- Slide set from Waubonsee’s presentation
More comments and details available in my summary notes, available upon request for all the sessions that I attended.
Download Original Report
Dennis Given (Faculty - English, Reading & Literature)
Making Retention the Linchpin around which the University Organizes its Activities: Working to bring Tinto’s Vision to Reality
Although the process of thinking through how to use data to identify causal factors for student attrition was interesting, I believe the main outcome for this session had to do with five suggested strategies:
b. Professional Development for Adjuncts
In my own view the most important points had to do with bonding with students and educating students about the process of career development. I say that because I am currently contextualizing career development into all my English classes (English 98, 100, 101, and 102), and although I have lost some students (mostly in English 98), for those that remain, this focus has resulted in more engagement – and hopefully, more retention and completion. Bonding, of course, is a strategy I have always believed in. One area of great concern is the retention of African American males.
These five suggested strategies also relate to teaching, learning, and assessment. Certainly, major and career exploration is taking place in the classroom (via regular instruction and attempts like my own which are undertaken to varying degrees) and the efforts of our career advisors. We also have such programs as Men of Distinction to address the issue of retention of African American males. More needs to be done, however. The presenters also discussed the role of learning communities in teaching, learning, and assessment, as well as testing to identify students at risk, and the use of mentors (Student Success Coaches) to encourage these students. They also suggested an early alert program, such as Grades First. We are actively pursuing each of these endeavors.
As for the racial composition of our faculty, I believe that given our current student demographic, the diversity we have is sufficient. As the TDL program evolves and a more diverse campus becomes evident, this issue may need to be addressed.
In my view, we are doing well in relation to each of the aforementioned five strategies; however, although we are certainly making efforts to encourage adjunct participation in professional development, there is still work to be done in relation to attracting more adjunct interest. My own role here has been more of a “divide and conquer” approach, as I have entered into a mentor relationship with one of our adjuncts, Alicia Parker. Through this relationship, she has become more interested in professional development and has even applied for a full-time position here at Olive-Harvey. Perhaps this type of relationship could be encouraged amongst other faculty and the adjuncts in their departments.
As for the tracking of numbers related to attrition and retention, one interesting suggestion on how to use data was noted by the presenter and may be something we should consider: use swipe cards (perhaps student ID cards) to record student use of support services. Although I am sure efforts are being made to keep track of these numbers, the use of a swipe card might be much more efficient and time sensitive.
Finally, I believe that my main role in relation to application of the content of this HLC session has to do with my tenure project. As stated earlier, I am contextualizing career development into my English classes. I believe I will be doing the same in an African American Studies and English learning community in the fall, and tentatively, I’m planning to do the same in the spring of 2014 with a TDL course and English. As I develop expertise in relation to the process of contextualization, the plan is to be able to present the findings of my study, to develop a “clearing-house” of ideas, and to be available for consultation to all faculty who would choose to use this method of teaching and learning in order to improve retention and graduation rates.
Download Original Report
- Location: Regency A, West Tower, Gold Level, Monday, April 8, 2013. (3:15 – 4 p.m.)
- Presenters: Ernest I. Nolan, Provost and Vice President for Academic Administration, and James O’Neill, Associate Vice President for University Accreditation and Title III Project Director, Madonna University
- Description: The session described a process for thinking through how a university uses data to identify factors that contribute to student attrition in order to design a comprehensive retention plan that promotes broad faculty and staff participation and ownership and improves the quality of student experience at the institution. The speakers detailed an effective case study.
- What were the main outcomes of the session? What were the most important/groundbreaking points?
- How does this session relate to teaching and learning and assessment?
- Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
Although the process of thinking through how to use data to identify causal factors for student attrition was interesting, I believe the main outcome for this session had to do with five suggested strategies:
- Bonding with College Students
- Major and Career Exploration
- Focus on Students of Color – especially African American males
- Advising
- Classroom Experience
b. Professional Development for Adjuncts
In my own view the most important points had to do with bonding with students and educating students about the process of career development. I say that because I am currently contextualizing career development into all my English classes (English 98, 100, 101, and 102), and although I have lost some students (mostly in English 98), for those that remain, this focus has resulted in more engagement – and hopefully, more retention and completion. Bonding, of course, is a strategy I have always believed in. One area of great concern is the retention of African American males.
These five suggested strategies also relate to teaching, learning, and assessment. Certainly, major and career exploration is taking place in the classroom (via regular instruction and attempts like my own which are undertaken to varying degrees) and the efforts of our career advisors. We also have such programs as Men of Distinction to address the issue of retention of African American males. More needs to be done, however. The presenters also discussed the role of learning communities in teaching, learning, and assessment, as well as testing to identify students at risk, and the use of mentors (Student Success Coaches) to encourage these students. They also suggested an early alert program, such as Grades First. We are actively pursuing each of these endeavors.
As for the racial composition of our faculty, I believe that given our current student demographic, the diversity we have is sufficient. As the TDL program evolves and a more diverse campus becomes evident, this issue may need to be addressed.
In my view, we are doing well in relation to each of the aforementioned five strategies; however, although we are certainly making efforts to encourage adjunct participation in professional development, there is still work to be done in relation to attracting more adjunct interest. My own role here has been more of a “divide and conquer” approach, as I have entered into a mentor relationship with one of our adjuncts, Alicia Parker. Through this relationship, she has become more interested in professional development and has even applied for a full-time position here at Olive-Harvey. Perhaps this type of relationship could be encouraged amongst other faculty and the adjuncts in their departments.
As for the tracking of numbers related to attrition and retention, one interesting suggestion on how to use data was noted by the presenter and may be something we should consider: use swipe cards (perhaps student ID cards) to record student use of support services. Although I am sure efforts are being made to keep track of these numbers, the use of a swipe card might be much more efficient and time sensitive.
Finally, I believe that my main role in relation to application of the content of this HLC session has to do with my tenure project. As stated earlier, I am contextualizing career development into my English classes. I believe I will be doing the same in an African American Studies and English learning community in the fall, and tentatively, I’m planning to do the same in the spring of 2014 with a TDL course and English. As I develop expertise in relation to the process of contextualization, the plan is to be able to present the findings of my study, to develop a “clearing-house” of ideas, and to be available for consultation to all faculty who would choose to use this method of teaching and learning in order to improve retention and graduation rates.
Download Original Report
Dennis Given (Faculty - English, Reading & Literature)
An At-Risk Student Immersion Project: College and Career Preparation
The main outcome of this session had to do with the illustrative value of the program instituted by Baker College. Their program differs from our own in that they use an intensive, immersion strategy. In other words, their developmental students have the option of taking a 10-week course (explanation to follow) that prepares them for college credit courses. It is mission-driven, career-focused, student-centered, and project-based.
Here is the course description: Provides career exploration with a focus on essential skills in reading, writing, and math. Students are immersed in specific, real world college and career learning experiences, which incorporate various technologies. This course is intended for students who place in all three developmental courses (English, Reading, and Math). Successful completion of this course requires passing a portfolio review and exit exams.
This course is worth 12 credit hours, and of necessity, meets longer hours and more days than a normal three hour course would meet. Time-wise, it would be the equivalent of taking four classes. Baker College is also one among the few that still runs on a quarter-system. This, therefore, is indeed an intensive, immersion experience for students. This is also why students are given the option of taking regular developmental courses that do not combine writing, reading, and math into one course. It is understood that not all students’ schedules would allow them to take such an intensive and immersive course. Students who do not pass this class must take the regular developmental courses that focus only on one required subject (English, Reading, or Math).
To understand how combining all three courses is even possible, the presenter shared her experience at Baker College, but more importantly, the focus of the course and the student learning outcomes:
Five essential questions are the focus of the course:
Student Learning Outcomes and Enabling Objectives
These, of course, speak to how the content of this session relates to teaching, learning, and assessment.
Finally, it should be noted that this course is taught by three different instructors, each responsible for the content related to his or her discipline. The course was also designed by professional instructional designers along with the course instructors – who must work as a team. However, if Olive-Harvey were to attempt to institute a course like this, we would definitely need to communicate with this presenter and Baker College in a more in-depth manner. We might also need to hire an instructional designer. As for my own role in such an endeavor, if it were to be attempted, I would definitely want to be involved in any pilot program that would be developed. Plus, any expertise I may develop in the meantime could be an asset to the program’s success.
A handout that was provided by the presenter will be provided.
Download Original Report
- Location: Columbus KL, East Tower, Gold Level, Monday, April 8, 2013. (4:15 – 5 p.m.)
- Presenters: Sandy W. Valensky, System Director for General and Developmental Education, Baker College
- Description: This session focused on an innovative, mission-driven approach to addressing at-risk student needs in relation to contextualizing and improving developmental skills in reading, writing, and mathematics. The speaker provided an overview of the cross-disciplinary collaboration, the curriculum development, the implementation, and the initial comparative success data for this career-focused, end-in-mind approach.
- What were the main outcomes of the session? What were the most important/groundbreaking points?
- How does this session relate to teaching and learning and assessment?
- Name and discuss one actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition. Please be specific as possible.
The main outcome of this session had to do with the illustrative value of the program instituted by Baker College. Their program differs from our own in that they use an intensive, immersion strategy. In other words, their developmental students have the option of taking a 10-week course (explanation to follow) that prepares them for college credit courses. It is mission-driven, career-focused, student-centered, and project-based.
Here is the course description: Provides career exploration with a focus on essential skills in reading, writing, and math. Students are immersed in specific, real world college and career learning experiences, which incorporate various technologies. This course is intended for students who place in all three developmental courses (English, Reading, and Math). Successful completion of this course requires passing a portfolio review and exit exams.
This course is worth 12 credit hours, and of necessity, meets longer hours and more days than a normal three hour course would meet. Time-wise, it would be the equivalent of taking four classes. Baker College is also one among the few that still runs on a quarter-system. This, therefore, is indeed an intensive, immersion experience for students. This is also why students are given the option of taking regular developmental courses that do not combine writing, reading, and math into one course. It is understood that not all students’ schedules would allow them to take such an intensive and immersive course. Students who do not pass this class must take the regular developmental courses that focus only on one required subject (English, Reading, or Math).
To understand how combining all three courses is even possible, the presenter shared her experience at Baker College, but more importantly, the focus of the course and the student learning outcomes:
Five essential questions are the focus of the course:
- How are reading, writing, math, and technology essential to all careers?
- How does continuous learning contribute to a profession?
- Why do I need to think critically?
- How do real world experiences contribute to college preparation?
- How does professionalism impact my role as a student and an employee?
Student Learning Outcomes and Enabling Objectives
- Using the writing process to clearly and concisely convey ideas
- Construct meaning from written material
- Apply research skills
- Solve problems using critical thinking skills
- Explore the importance of professionalism
- Evaluate the real world situations through mathematical operations
- Apply various mathematical formulas to solve problems
- Evaluate graphical information
- Investigate tools and resources to support student learning
These, of course, speak to how the content of this session relates to teaching, learning, and assessment.
Finally, it should be noted that this course is taught by three different instructors, each responsible for the content related to his or her discipline. The course was also designed by professional instructional designers along with the course instructors – who must work as a team. However, if Olive-Harvey were to attempt to institute a course like this, we would definitely need to communicate with this presenter and Baker College in a more in-depth manner. We might also need to hire an instructional designer. As for my own role in such an endeavor, if it were to be attempted, I would definitely want to be involved in any pilot program that would be developed. Plus, any expertise I may develop in the meantime could be an asset to the program’s success.
A handout that was provided by the presenter will be provided.
Download Original Report
Lavina Williams (Faculty - English, Reading & Literature)
Teaching Generation NeXt: Innovating College Instruction
Main outcomes of the session? What were the most important/groundbreaking points?
The presenter focused on active learning strategies to help instructors reduce lecture. He discussed to importance of improving classroom engagement. Attendees were given clickers that demonstrated a tool that can be used to encourage participation, increase attendance, and conduct evidence inventory. The goal was to increase knowledge and understanding of four differing generations. We discussed Veterans, Baby Boomers, Generation X, and Generation Y. The presentation assisted in enhancing comprehension of how generational differences affect learners. The presenter promoted skills for intergenerational communication.
Relation to teaching and learning and assessment?
This session relates to teaching and learning and assessment because it focused on the generational divide. This is important because it is impossible to facilitate learning in a classroom if one does not understand how to properly reach, gain, and maintain student interest. We are living in a time of change. When considering the job of a teacher versus the job of a student, it’s important instructors know how to shift responsibility for learning from teachers to learners. This clearly relates to teaching and learning, and it can be applied to assessment because we must measure student learning. This cannot happen if one cannot facilitate learning in the classroom.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
One actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is there should be mandatory faculty presence in assessment meetings! Every faculty member needs to be made aware of the schools’ current position with HLC and the direction we plan to go in. We need each faculty member to assist in data collection and implementing course objectives, student learning outcomes, and tying them to the mission statement. Faculty members need to get involved with assessment. We must ensure respective stakeholders that our students are prepared.
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- Presenters: Mark Taylor
- Description: This session will offer both evidence of the absolute necessity of, and methods for, innovating college instruction in moving from the old teaching model to active, learner-centered pedagogies that increase student engagement, responsibility and investment in their own learning, and of leveraging newly available technologies and resources, to bring about meaningful and lasting outcomes with our current cohort of students.
Main outcomes of the session? What were the most important/groundbreaking points?
The presenter focused on active learning strategies to help instructors reduce lecture. He discussed to importance of improving classroom engagement. Attendees were given clickers that demonstrated a tool that can be used to encourage participation, increase attendance, and conduct evidence inventory. The goal was to increase knowledge and understanding of four differing generations. We discussed Veterans, Baby Boomers, Generation X, and Generation Y. The presentation assisted in enhancing comprehension of how generational differences affect learners. The presenter promoted skills for intergenerational communication.
Relation to teaching and learning and assessment?
This session relates to teaching and learning and assessment because it focused on the generational divide. This is important because it is impossible to facilitate learning in a classroom if one does not understand how to properly reach, gain, and maintain student interest. We are living in a time of change. When considering the job of a teacher versus the job of a student, it’s important instructors know how to shift responsibility for learning from teachers to learners. This clearly relates to teaching and learning, and it can be applied to assessment because we must measure student learning. This cannot happen if one cannot facilitate learning in the classroom.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
One actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is there should be mandatory faculty presence in assessment meetings! Every faculty member needs to be made aware of the schools’ current position with HLC and the direction we plan to go in. We need each faculty member to assist in data collection and implementing course objectives, student learning outcomes, and tying them to the mission statement. Faculty members need to get involved with assessment. We must ensure respective stakeholders that our students are prepared.
Download Original Report
Lavina Williams (Faculty - English, Reading & Literature)
Exploring the Learning Commons: Tutoring Moves In!
Main outcomes of the session? What were the most important/groundbreaking points?
The most important points of this session was learning how faculty can collaborate and work closely with campus tutoring facilities to stimulate change. One very important piece was learning the data that disclosed the importance of separating tutoring spaces based on discipline. Tips and strategies were given to build alliances that reinforce tutoring campus-wide. Constructing adequate space and creating contracts for students and tutors was discussed. Tutor-track software is responsible for collecting and analyzing data.
Relation to teaching and learning and assessment?
This session relates to teaching and learning and assessment because tutoring is a major resource that increases knowledge. Teachers must be aware of the problems tutors tackle and how they can collaborate with tutors to solidify its importance to students. If tutors
and teachers worked together, students would gain essential support. This topic closely relates to assessment because students must be given the tools to assess themselves and the motivation to improve. In order for learning to take place, students must be involved in their own learning and tutoring can assist them with that.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
One actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is Olive-Harvey should implement a full-time Assessment Coordinator. That person would be responsible for working closely with the campus tutoring labs and collecting data for assessment purposes.
A second actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is separating the disciplines in the tutoring lab. There should be different labs that are separated based on discipline.
A third actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is there should be a requirement to attend tutoring for students enrolled in developmental courses. This would be another way to reinforce Olive-Harvey’s reinvention goals (Graduation, retention, and producing college credentials of economic value).
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- Presenters: Susan Richards, Gerald Giraud, Renee Dechert and Carol Zawacki
- Description: This session explores one community college library’s experience in transitioning from an information commons to a learning commons. The library is being redefined through integrating tutoring, writing instruction, and faculty to enhance student learning. Speakers will share experiences and outcomes that resulted from this ongoing collaboration.
Main outcomes of the session? What were the most important/groundbreaking points?
The most important points of this session was learning how faculty can collaborate and work closely with campus tutoring facilities to stimulate change. One very important piece was learning the data that disclosed the importance of separating tutoring spaces based on discipline. Tips and strategies were given to build alliances that reinforce tutoring campus-wide. Constructing adequate space and creating contracts for students and tutors was discussed. Tutor-track software is responsible for collecting and analyzing data.
Relation to teaching and learning and assessment?
This session relates to teaching and learning and assessment because tutoring is a major resource that increases knowledge. Teachers must be aware of the problems tutors tackle and how they can collaborate with tutors to solidify its importance to students. If tutors
and teachers worked together, students would gain essential support. This topic closely relates to assessment because students must be given the tools to assess themselves and the motivation to improve. In order for learning to take place, students must be involved in their own learning and tutoring can assist them with that.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
One actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is Olive-Harvey should implement a full-time Assessment Coordinator. That person would be responsible for working closely with the campus tutoring labs and collecting data for assessment purposes.
A second actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is separating the disciplines in the tutoring lab. There should be different labs that are separated based on discipline.
A third actionable item from this presentation I feel can be applied in the long or short term at Olive-Harvey College to improve student learning is there should be a requirement to attend tutoring for students enrolled in developmental courses. This would be another way to reinforce Olive-Harvey’s reinvention goals (Graduation, retention, and producing college credentials of economic value).
Download Original Report
Mary Carla Carr (Faculty - Fine Arts)
The Quality Initiative in the Open Pathway (T-SAT-00115-c)
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcomes of the session 1 were the various pathways, the writing for the criterion, the Standard Policies and the procedures for documenting and posting results of your institutions assessment activities while in the Open Pathway. I thought some of the most important/groundbreaking points were that HLC is not interested in lengthy statements about what we are doing in regards to assessment. They are interested in genuine integration of strategy, implementation, innovation, continuity and collaboration. They want the institution to state simply where we have been, where we are at and where we are going in regards to our Assessment efforts at the college.
Relation to teaching and learning and assessment?
These sessions relate to teaching, learning and assessment by speaking to the collection of data, the alignment of the institution’s mission or core values with assessment. In session 1, the emphasis is on the documenting process, the criterion for completion and the agency’s policies. Session 1 related to resources, planning, and institutional effectiveness. /we covered information for one to give careful consideration to whether we as an institution were creating resources, structures and processes in place to sufficiently fulfill our mission and improve the quality of our educational offerings. This session helped to close the loop for me in regards to the use of data collection and transparency. Some of the other important aspects were:
1. MISSION
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
How we can help document that learning is taking place:
This information will be helpful for the writing of the Assurance Argument Effort
1. Start Early
2. Estimate how many people you will need
3. Organize
4. Use the Collaborative Portal
5. Set Goal
a. Aim High
b. Take Risks
c. Learn from successes or failures
d. Strive for significant impact
e. Seriousness of Understanding
f. Genuine Commitment
6. Key Questions:
a. What are you already doing?
b. What would make a significant difference?
c. What would faculty, staff and students say needs serious attention at the institution?
d. What matters the most?
- The art of looking around...
- Something to build on
- Something that needs energy
- Something to be accelerated…a practice
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- Location: Grand C-F, East Tower, Gold Level
- Presenters: Lynn Priddy, Vice President for Accreditation Services, Higher Learning Commission
- Description: Using examples from pioneer institutions, this session features the most common approaches and topics for Quality Initiatives to date. A quick overview of the process and options then highlights of the different ways institutions might customize their QI experience to the greatest benefit for their institution. A practical set of tips and steps conclude the session.
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcomes of the session 1 were the various pathways, the writing for the criterion, the Standard Policies and the procedures for documenting and posting results of your institutions assessment activities while in the Open Pathway. I thought some of the most important/groundbreaking points were that HLC is not interested in lengthy statements about what we are doing in regards to assessment. They are interested in genuine integration of strategy, implementation, innovation, continuity and collaboration. They want the institution to state simply where we have been, where we are at and where we are going in regards to our Assessment efforts at the college.
Relation to teaching and learning and assessment?
These sessions relate to teaching, learning and assessment by speaking to the collection of data, the alignment of the institution’s mission or core values with assessment. In session 1, the emphasis is on the documenting process, the criterion for completion and the agency’s policies. Session 1 related to resources, planning, and institutional effectiveness. /we covered information for one to give careful consideration to whether we as an institution were creating resources, structures and processes in place to sufficiently fulfill our mission and improve the quality of our educational offerings. This session helped to close the loop for me in regards to the use of data collection and transparency. Some of the other important aspects were:
- Assessment and improvement of student learning
- Appropriateness of degree programs differentiated learning goals
- Student retention, persistence and completion
- Co-curricular programs appropriate to the institution, its mission, and its students
- Effective advising, preparation and placement of students
- Appropriate transcription and awareness of credit; program; and course rigor
1. MISSION
- Institution’s mission is clear and articulated publicly; it guides the institution
- Ethical and Responsible Conduct:
- Communicates clearly and publicly
- Quality, Resources and Support:
- The environment is questioned wherever and however its offerings are delivered
- Evaluation and improvement:
- What are your systems of evaluation, educational program, learning environment, support services and effectiveness?
- What Works and How?
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
How we can help document that learning is taking place:
This information will be helpful for the writing of the Assurance Argument Effort
1. Start Early
2. Estimate how many people you will need
3. Organize
4. Use the Collaborative Portal
5. Set Goal
a. Aim High
b. Take Risks
c. Learn from successes or failures
d. Strive for significant impact
e. Seriousness of Understanding
f. Genuine Commitment
6. Key Questions:
a. What are you already doing?
b. What would make a significant difference?
c. What would faculty, staff and students say needs serious attention at the institution?
d. What matters the most?
- The art of looking around...
- Something to build on
- Something that needs energy
- Something to be accelerated…a practice
Download Original Report
Mary Carla Carr (Faculty - Visual & Performing Arts)
Mission Possible: Aligning Assessment's Purpose with your Institutions Mission (G-SUN-0200-e)
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcomes of session 2 were the aligning of Assessment’s purpose with the institution’s mission. I could appreciate this session because it gave the tie in back to what is the mission or purpose of the college. This is the heart of what the institution says that it is about and how do we relate that into the assessment of student learning outcomes. The alignment of the mission and assessment helps to clearly identify the type of student that is graduating from our institution. Some of the most important points were the various types of institution’s which exist specifying the area of interest such as: global, research, holistic, business, classical, community etc. This let’s one know that the mission is tied to whomever are the most important stakeholder’s for that given institution.
Relation to teaching and learning and assessment?
These sessions relate to teaching, learning and assessment by speaking to the collection of data, the alignment of the institution’s mission or core values with assessment. In session 1, the emphasis is on the documenting process, the criterion for completion and the agency’s policies. Session 1 related to resources, planning, and institutional effectiveness. /we covered information for one to give careful consideration to whether we as an institution were creating resources, structures and processes in place to sufficiently fulfill our mission and improve the quality of our educational offerings. This session helped to close the loop for me in regards to the use of data collection and transparency. Some of the other important aspects were:
1. MISSION
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
Actionable Item:
Clickers” were utilized during the session. I could really appreciate the use of the clickers and having active participation. It helped to keep the audience engaged, promoted participation from all in an non-threatening way and provided immediate feedback. These are all very useful classroom assessment tools that I intend to incorporate in my classes for next year. I immediately came back to OHC and spoke with Elissa Tobin about my excitement of the possibilities of utilizing the clickers in classroom assessments for Fall 2013. I have started using them for the end of my Spring 2013 class just as a polling measure. I will continue to work with Ms. Tobin this summer to fully integrate and change my courses to use this form of technology as a summative assessment for my students. This seemed like such a small thing, yet I am always seeking ways in which I can improve upon my skill and knowledge in order to better engage our students. I would be willing to share in a workshop my experiences with incorporating technology in the classroom.
Download Original Report
- Location: Crystal B, West Tower, Green Level
- Presenters: Jeremy D. Penn, Director, University Assessment and Testing; John Hathcoat, Data Analyst, Oklahoma State University
- Description: Assessment will not be effective if it is not aligned with the mission of your institution. In this session, we use examples to explore different types of institutional approaches to learning and discuss how to align assessment with those different approaches.
- Keyword(s): Assessment of Student Learning; Mission; Quality Improvement
- Target audience: Assessment leaders who face challenges using assessment to make institutional improvements.
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcomes of session 2 were the aligning of Assessment’s purpose with the institution’s mission. I could appreciate this session because it gave the tie in back to what is the mission or purpose of the college. This is the heart of what the institution says that it is about and how do we relate that into the assessment of student learning outcomes. The alignment of the mission and assessment helps to clearly identify the type of student that is graduating from our institution. Some of the most important points were the various types of institution’s which exist specifying the area of interest such as: global, research, holistic, business, classical, community etc. This let’s one know that the mission is tied to whomever are the most important stakeholder’s for that given institution.
Relation to teaching and learning and assessment?
These sessions relate to teaching, learning and assessment by speaking to the collection of data, the alignment of the institution’s mission or core values with assessment. In session 1, the emphasis is on the documenting process, the criterion for completion and the agency’s policies. Session 1 related to resources, planning, and institutional effectiveness. /we covered information for one to give careful consideration to whether we as an institution were creating resources, structures and processes in place to sufficiently fulfill our mission and improve the quality of our educational offerings. This session helped to close the loop for me in regards to the use of data collection and transparency. Some of the other important aspects were:
- Assessment and improvement of student learning
- Appropriateness of degree programs differentiated learning goals
- Student retention, persistence and completion
- Co-curricular programs appropriate to the institution, its mission, and its students
- Effective advising, preparation and placement of students
- Appropriate transcription and awareness of credit; program; and course rigor
1. MISSION
- Institution’s mission is clear and articulated publicly; it guides the institution
- Ethical and Responsible Conduct:
- Communicates clearly and publicly
- Quality, Resources and Support:
- The environment is questioned wherever and however its offerings are delivered
- Evaluation and improvement:
- What are your systems of evaluation, educational program, learning environment, support services and effectiveness?
- What Works and How?
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
Actionable Item:
Clickers” were utilized during the session. I could really appreciate the use of the clickers and having active participation. It helped to keep the audience engaged, promoted participation from all in an non-threatening way and provided immediate feedback. These are all very useful classroom assessment tools that I intend to incorporate in my classes for next year. I immediately came back to OHC and spoke with Elissa Tobin about my excitement of the possibilities of utilizing the clickers in classroom assessments for Fall 2013. I have started using them for the end of my Spring 2013 class just as a polling measure. I will continue to work with Ms. Tobin this summer to fully integrate and change my courses to use this form of technology as a summative assessment for my students. This seemed like such a small thing, yet I am always seeking ways in which I can improve upon my skill and knowledge in order to better engage our students. I would be willing to share in a workshop my experiences with incorporating technology in the classroom.
Download Original Report
Khalilah Watson (Faculty - English, Reading & Literature)
Assessment of Student Learning: Moving from Messy to Meaningful
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcome of this session was to provide faculty or administration with the lessons learned as well as the processes for effectively getting involved or continuing assessment of student learning. The key question that undergirded this session was “How do we move beyond something messy to something meaningful?” The panelists wonderfully answered this question by providing an extensive overview of how they got started, types of meetings they had, what the first year consisted of, identifying outcomes, some challenges were outlined and steps towards redesigning their efforts for the future.
Relation to teaching and learning and assessment?
This session relates to teaching, learning and assessment, specifically within the area that connects to my discipline, because an initiative was discussed about how they are striving to incorporate a college wide activity that includes the assessment of writing: The English Project. Thus, written communication is a concern for faculty across the disciplines. Research papers or some type of written assignment is given at the end of the semester; which will then be assessed by content from a wide range of faculty and the English Faculty assessed the mechanics. A key question within this effort was given: “What kind of writing is expected in other disciplines?” Essentially, all of faculty wanted to have a better understanding of the types of writing that is being done across the campus
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
In an effort to re-ignite the fire for the Writing Across the Curriculum Committee and Program at OHC, I believe that I can consider some of the pointers shared from this session. In the Fall 2013 semester, it is my hope to survey the faculty again about our student’s writing; and then, to provide the faculty with some Brown Bag Discussion where we can develop and agree on a Written Communication Rubric for across the discipline. In this same regard, it my hope that some faculty will be interested in providing a capstone writing assignment at the end of some course; and data will then be generated based upon our results and findings.
Download Original Report
- Location: Regency B West Tower, Gold Level, Sunday April 7th, 10:30 AM
Main outcomes of the session? What were the most important/groundbreaking points?
The main outcome of this session was to provide faculty or administration with the lessons learned as well as the processes for effectively getting involved or continuing assessment of student learning. The key question that undergirded this session was “How do we move beyond something messy to something meaningful?” The panelists wonderfully answered this question by providing an extensive overview of how they got started, types of meetings they had, what the first year consisted of, identifying outcomes, some challenges were outlined and steps towards redesigning their efforts for the future.
Relation to teaching and learning and assessment?
This session relates to teaching, learning and assessment, specifically within the area that connects to my discipline, because an initiative was discussed about how they are striving to incorporate a college wide activity that includes the assessment of writing: The English Project. Thus, written communication is a concern for faculty across the disciplines. Research papers or some type of written assignment is given at the end of the semester; which will then be assessed by content from a wide range of faculty and the English Faculty assessed the mechanics. A key question within this effort was given: “What kind of writing is expected in other disciplines?” Essentially, all of faculty wanted to have a better understanding of the types of writing that is being done across the campus
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
In an effort to re-ignite the fire for the Writing Across the Curriculum Committee and Program at OHC, I believe that I can consider some of the pointers shared from this session. In the Fall 2013 semester, it is my hope to survey the faculty again about our student’s writing; and then, to provide the faculty with some Brown Bag Discussion where we can develop and agree on a Written Communication Rubric for across the discipline. In this same regard, it my hope that some faculty will be interested in providing a capstone writing assignment at the end of some course; and data will then be generated based upon our results and findings.
Download Original Report
Cornelia Forrester (Faculty - Physical Science Department)
Increasing STEM Retention, Persistence, and Success: Interventions, evidence, and Progress
Main outcomes of the session? What were the most important/groundbreaking points?
Outcomes: Describe interventions, evidence and progress related to student learning and retention, persistence and success in STEM disciples using the NSF-STEP program
What were the most important/groundbreaking points?
To expand their STEM graduates IUPUI is using several strategies such as peer-mentoring, Science Career Development Services center, STEM Summer research program with 2 year college.
Relation to teaching and learning and assessment?
I noticed that implementing a students’ centered pedagogy showed improvements on the graduate numbers especially with African Americans. The inclusion of a Science Career Development Service center had an impact on the number of students who accepted positions in the field and those who went to graduate and professional schools. The Summer Research program helped students retention in STEM and build their GPA.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
We could assist with finding science related internships, summer research experience for undergraduates (REU) programs. Prepare a clearing house of all the available REU and internships that our students are eligible for along with information needed and deadlines to help our more science students build their research experience and to retain our science majors. Make this information available to all students say through the transfer center or some central office so that students could get access to all information quickly.
Currently, I supervise one of the peer-mentoring strategies we are using; Supplemental Instruction (SI), I would help those students find summer research experiences.
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- Location: Sunday April 7th, 9:30 AM
- Presenters: Stephen Hundley, Chair and Associate Professor; Howard R. Mzumara, Director of Testing Center, Indiana University –Purdue University Indianapolis (IUPUI)
Main outcomes of the session? What were the most important/groundbreaking points?
Outcomes: Describe interventions, evidence and progress related to student learning and retention, persistence and success in STEM disciples using the NSF-STEP program
What were the most important/groundbreaking points?
To expand their STEM graduates IUPUI is using several strategies such as peer-mentoring, Science Career Development Services center, STEM Summer research program with 2 year college.
Relation to teaching and learning and assessment?
I noticed that implementing a students’ centered pedagogy showed improvements on the graduate numbers especially with African Americans. The inclusion of a Science Career Development Service center had an impact on the number of students who accepted positions in the field and those who went to graduate and professional schools. The Summer Research program helped students retention in STEM and build their GPA.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
We could assist with finding science related internships, summer research experience for undergraduates (REU) programs. Prepare a clearing house of all the available REU and internships that our students are eligible for along with information needed and deadlines to help our more science students build their research experience and to retain our science majors. Make this information available to all students say through the transfer center or some central office so that students could get access to all information quickly.
Currently, I supervise one of the peer-mentoring strategies we are using; Supplemental Instruction (SI), I would help those students find summer research experiences.
Download Original Report
Cornelia Forrester (Faculty - Physical Science Department)
Assessment of Student Learning: Moving from Messy to Meaningful
Main outcomes of the session? What were the most important/groundbreaking points?
Outcomes: Learn how to make assessment more meaningful. Learn how CCC used a faculty –driven committee to create uniform assessment procedures, provide consistent feedback and educate the college on assessment of student learning.
What were the most important/groundbreaking points?
They created a standard reporting template, common rubric document and a faculty handbook on assessment of student learning. The Assessment committee was divided into sub-committees. Each sub-committee reviewed the assessment report of at least five (5) different programs along with their rubrics. The sub-committee was responsible for interviewing each department along with reviewing their department’s report. This allowed for a larger group of faculty to understand assessment and the impact of the process of assessment.
Relation to teaching and learning and assessment?
In each academic program and department there was continuous reviewing of the assessment actions and plans. They implemented a plan-do-check-act cycle. The semester was spent implementing the plan and collecting data which were then analyzed at the end of the semester. Each department was responsible for completing their department’s report; the reports were graded by the assessment committee, especially by other faculty outside of the content areas. The department was given a grade (whether developing, emerging or achieving). This feedback was sent to departments so that they could review and make changes to the next assessment cycle.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
We could develop a similar handbook (sample in the HLC sessions website) for faculty. This would provide details about the assessment process, yearly cycles, templates to assessment of student learning reports, assessment personnel, our HLC pathway and other HLC info and much more. This will allow all faculty to have full knowledge of OHC assessment advances.
We could borrow the process of dividing the assessment committee into sub-groups to work with various departments. As a member of the assessment committee I would be willing to work for us to implement both tasks mentioned above.
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- Location: Sunday April 7th, 10:30 AM
- Presenters: Lori A. VanBoening, MLT Program Director: Carole L.Tarnish, Information Tech Instructor both of Central Community College (CCC)
Main outcomes of the session? What were the most important/groundbreaking points?
Outcomes: Learn how to make assessment more meaningful. Learn how CCC used a faculty –driven committee to create uniform assessment procedures, provide consistent feedback and educate the college on assessment of student learning.
What were the most important/groundbreaking points?
They created a standard reporting template, common rubric document and a faculty handbook on assessment of student learning. The Assessment committee was divided into sub-committees. Each sub-committee reviewed the assessment report of at least five (5) different programs along with their rubrics. The sub-committee was responsible for interviewing each department along with reviewing their department’s report. This allowed for a larger group of faculty to understand assessment and the impact of the process of assessment.
Relation to teaching and learning and assessment?
In each academic program and department there was continuous reviewing of the assessment actions and plans. They implemented a plan-do-check-act cycle. The semester was spent implementing the plan and collecting data which were then analyzed at the end of the semester. Each department was responsible for completing their department’s report; the reports were graded by the assessment committee, especially by other faculty outside of the content areas. The department was given a grade (whether developing, emerging or achieving). This feedback was sent to departments so that they could review and make changes to the next assessment cycle.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
We could develop a similar handbook (sample in the HLC sessions website) for faculty. This would provide details about the assessment process, yearly cycles, templates to assessment of student learning reports, assessment personnel, our HLC pathway and other HLC info and much more. This will allow all faculty to have full knowledge of OHC assessment advances.
We could borrow the process of dividing the assessment committee into sub-groups to work with various departments. As a member of the assessment committee I would be willing to work for us to implement both tasks mentioned above.
Download Original Report
Charles Phillips (Adjunct Professor)
Adjunct Faculty Advancement Model: Lessons Learned
Main outcomes of the session? What were the most important/groundbreaking points?
This session main outcomes were that in order to gain an accurate grasp on assessment we have to include the adjunct faculty into the discussion. Many educational institutions just rely on data collected by full time faculty and ostracize the adjunct or part time instructors and that has to change. This is because it is becoming common practice to have a large adjunct population and a small full-time/tenured population to address budget constraints. However, by doing so many students are being only served by adjuncts and never come into contact with a full-time faculty member, which means those students are not taken into account. The facilitators referred to this as the adjunct issues as it relate to assessment. The solution to this issues according to the presenters were to address the needs of the adjunct faculty and change the culture especially when you have large percentages (b/w 40-70%) of your professoriate as adjunct. Topics that were addressed for the adjunct faculty were salary, a yearly contract for stability and an upward mobility scale. By addressing these types of issues adjunct were more receptive to participate in assessment activities and overall built the morale of the faculty involved.
Relation to teaching and learning and assessment?
This relates to teaching and learning and assessment (TLA) because it is suggested that in order to provide an accurate account of assessment in an institution that adjunct faculty must be involved. This is because adjunct faculty may come into contact with students more than a full-time faculty member in certain situation and /or disciplines.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
What Zane College did to address this issue was to create a position called an Adjunct Faculty Coordinator which sole purpose was to keep track of the entire adjunct faculty pool on her campus. By doing so, this position was able to ensure that all Adjunct Faculty was adhering to standardize assessment protocols that were in place to aid in the gathering of vital data needed to ensure the success of the students and the institution. As well as for those adjunct faculty members wanted their experience to be more than teaching a random class and wanted to make their experience more of a career, the Adjunct Coordinator piloted a upward mobility system that gave long term adjunct a sense of stability and belonging. Attached is an outline of how the upward mobility program worked.
I am willing to be the Adjunct Coordinator for the college. This is a necessity according to the presenter because even though the Dean’s office and Department Chairs are the individuals that are responsible for adjunct faculty via evaluations, classroom visits and curriculum analysis it is not being done. Deans and Chairs are encumbered with allot of institutional duties that do not leave much time for adjunct supervision. Which in many case allows adjunct to change the curriculum intentionally or accidently which eliminates the data collected from that course to be used in terms of data for analysis in regards to assessment.
This position would also if put into place take responsibility for the Advancement program for adjuncts. This allows for adjunct faculty to feel as though the institution appreciates their service and rewards them for it. This program engages adjunct faculty on the same level a full-time faculty member would be engaged which allows that adjunct faculty member to feel as though they are a part of the Olive-Harvey family and not an outsider on borrowed time. The facilitators repeated emphasized that if you engage adjunct faculty on the same level as your full-time faculty you yield better results in the classroom and now the adjunct faculty have a stake in the college. In turn, your data for assessment have a great possibility of yield better results. According to the presenters we have to change the conversation from the stratification of faculty (i.e. part-time v. full-time
Handouts & Meeting Materials
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- Location: Sunday April 7th, 1:00 PM
- Presenters: Kline and Kirst
Main outcomes of the session? What were the most important/groundbreaking points?
This session main outcomes were that in order to gain an accurate grasp on assessment we have to include the adjunct faculty into the discussion. Many educational institutions just rely on data collected by full time faculty and ostracize the adjunct or part time instructors and that has to change. This is because it is becoming common practice to have a large adjunct population and a small full-time/tenured population to address budget constraints. However, by doing so many students are being only served by adjuncts and never come into contact with a full-time faculty member, which means those students are not taken into account. The facilitators referred to this as the adjunct issues as it relate to assessment. The solution to this issues according to the presenters were to address the needs of the adjunct faculty and change the culture especially when you have large percentages (b/w 40-70%) of your professoriate as adjunct. Topics that were addressed for the adjunct faculty were salary, a yearly contract for stability and an upward mobility scale. By addressing these types of issues adjunct were more receptive to participate in assessment activities and overall built the morale of the faculty involved.
Relation to teaching and learning and assessment?
This relates to teaching and learning and assessment (TLA) because it is suggested that in order to provide an accurate account of assessment in an institution that adjunct faculty must be involved. This is because adjunct faculty may come into contact with students more than a full-time faculty member in certain situation and /or disciplines.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
What Zane College did to address this issue was to create a position called an Adjunct Faculty Coordinator which sole purpose was to keep track of the entire adjunct faculty pool on her campus. By doing so, this position was able to ensure that all Adjunct Faculty was adhering to standardize assessment protocols that were in place to aid in the gathering of vital data needed to ensure the success of the students and the institution. As well as for those adjunct faculty members wanted their experience to be more than teaching a random class and wanted to make their experience more of a career, the Adjunct Coordinator piloted a upward mobility system that gave long term adjunct a sense of stability and belonging. Attached is an outline of how the upward mobility program worked.
I am willing to be the Adjunct Coordinator for the college. This is a necessity according to the presenter because even though the Dean’s office and Department Chairs are the individuals that are responsible for adjunct faculty via evaluations, classroom visits and curriculum analysis it is not being done. Deans and Chairs are encumbered with allot of institutional duties that do not leave much time for adjunct supervision. Which in many case allows adjunct to change the curriculum intentionally or accidently which eliminates the data collected from that course to be used in terms of data for analysis in regards to assessment.
This position would also if put into place take responsibility for the Advancement program for adjuncts. This allows for adjunct faculty to feel as though the institution appreciates their service and rewards them for it. This program engages adjunct faculty on the same level a full-time faculty member would be engaged which allows that adjunct faculty member to feel as though they are a part of the Olive-Harvey family and not an outsider on borrowed time. The facilitators repeated emphasized that if you engage adjunct faculty on the same level as your full-time faculty you yield better results in the classroom and now the adjunct faculty have a stake in the college. In turn, your data for assessment have a great possibility of yield better results. According to the presenters we have to change the conversation from the stratification of faculty (i.e. part-time v. full-time
Handouts & Meeting Materials
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Rob Reimer (Dean of Adult Education)
Assessment of Student Learning: Moving from Messy to Meaningful
Main outcomes of the session? What were the most important/groundbreaking points?
This session covered how to make assessments more uniform by engaging faculty who are organized on a committee in order to create uniform assessment procedures that create consistent feedback.
What were the most important/groundbreaking points? Although not groundbreaking, it was important to see the report template that was used and the common rubric review document that was the source of committee discussion and recommendations. Particularly with Adult Education, where we do not have any full time faculty, the standardization of a process to measure assessment is a strategy that will allow metrics and provide faculty with structure and administration the way to gauge the success of both the student and the teacher.
Relation to teaching and learning and assessment?
The title of the session speaks for itself, however, the rubric and committee structure provided a framework that could be used to assess student work. The process was as important, if not more, than the outcome.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
The process can be implemented immediately to advance standard assessments protocol for GED and ESL. The following suggestions were advanced at this session: 1. Volunteer committee, 2. Have Co-chairs, 3. Faculty and Dean should be on the committee, 4. Monthly meetings, 5.a. Research assessment techniques and then b. rubric creation/review, c. Clarify and improve the process, d. assessment of student learning (ASL) Handbook. 6. Identify Outcomes: What do students need to know? 7. Determine Measurement, 8. Document current process.
What can be your role in helping to bring this actionable item to fruition? Contact District to get funding to pay for this committee, which could be combined with curriculum.
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- Location: Regency B West Tower, Gold Level, Sunday April 7th, 10:30-11:15 AM
- Presenters: Lori VanBoening, MLT Program Director, and Carole Tharnish, IT Instructor, Central Community College
Main outcomes of the session? What were the most important/groundbreaking points?
This session covered how to make assessments more uniform by engaging faculty who are organized on a committee in order to create uniform assessment procedures that create consistent feedback.
What were the most important/groundbreaking points? Although not groundbreaking, it was important to see the report template that was used and the common rubric review document that was the source of committee discussion and recommendations. Particularly with Adult Education, where we do not have any full time faculty, the standardization of a process to measure assessment is a strategy that will allow metrics and provide faculty with structure and administration the way to gauge the success of both the student and the teacher.
Relation to teaching and learning and assessment?
The title of the session speaks for itself, however, the rubric and committee structure provided a framework that could be used to assess student work. The process was as important, if not more, than the outcome.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
The process can be implemented immediately to advance standard assessments protocol for GED and ESL. The following suggestions were advanced at this session: 1. Volunteer committee, 2. Have Co-chairs, 3. Faculty and Dean should be on the committee, 4. Monthly meetings, 5.a. Research assessment techniques and then b. rubric creation/review, c. Clarify and improve the process, d. assessment of student learning (ASL) Handbook. 6. Identify Outcomes: What do students need to know? 7. Determine Measurement, 8. Document current process.
What can be your role in helping to bring this actionable item to fruition? Contact District to get funding to pay for this committee, which could be combined with curriculum.
Download Original Report
Rob Reimer (Dean of Adult Education)
Early Alert: Effective Strategies to Increase Success and Retention
Main outcomes of the session? What were the most important/groundbreaking points?
Early Alert plays a critical role with an institution’s retention efforts and the use of GradesFirst approach to Early Alert has proven successful. This Early Alert strategy that creates personalized relationships can be used to increase student success through efficient identification, two-way communication, and tracking.
What were the most important/groundbreaking points? It would be groundbreaking to deploy GradesFirst in the Adult Education environment. This tool could make up for the lack of dedicated advisors for the AE students and would allow for early intervention. I could argue that it is as important to have such a tool at the AE level as it is for credit classes as we have a higher instance of withdrawal for reasons that sometime are the result of frustration at their slow progress and the seemingly endless trek toward high school completion. Early intervention and a phone call can reengage the student and bring him/her back.
Relation to teaching and learning and assessment?
The teacher would be the first point of contact and provides a process oriented approach to intervention; the result of which can sustain learning by addressing student issues as they arise and not waiting for the student to fail. Without the student retained we are unable to teach and we can’t assess.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
A process oriented approach to intervention, such as that provided by GradesFirst, can benefit the Adult Education student as well the credit students at OHC.
This session focused on 2 key points. Attendance matters and intervention works when a relationship exists. By advancing this model to AE will assist us in our retention efforts.
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- Location: Water Tower, West Tower, Bronze Level, Sunday April 7th, 11:45-12:45 PM
- Presenters: Lane Savage, GradesFirst
Main outcomes of the session? What were the most important/groundbreaking points?
Early Alert plays a critical role with an institution’s retention efforts and the use of GradesFirst approach to Early Alert has proven successful. This Early Alert strategy that creates personalized relationships can be used to increase student success through efficient identification, two-way communication, and tracking.
What were the most important/groundbreaking points? It would be groundbreaking to deploy GradesFirst in the Adult Education environment. This tool could make up for the lack of dedicated advisors for the AE students and would allow for early intervention. I could argue that it is as important to have such a tool at the AE level as it is for credit classes as we have a higher instance of withdrawal for reasons that sometime are the result of frustration at their slow progress and the seemingly endless trek toward high school completion. Early intervention and a phone call can reengage the student and bring him/her back.
Relation to teaching and learning and assessment?
The teacher would be the first point of contact and provides a process oriented approach to intervention; the result of which can sustain learning by addressing student issues as they arise and not waiting for the student to fail. Without the student retained we are unable to teach and we can’t assess.
Actionable item from this presentation you feel can be applied in the long or short term at Olive-Harvey College to improve student learning or how we can help document that learning is taking place. What can be your role in helping to bring this actionable item to fruition?
A process oriented approach to intervention, such as that provided by GradesFirst, can benefit the Adult Education student as well the credit students at OHC.
This session focused on 2 key points. Attendance matters and intervention works when a relationship exists. By advancing this model to AE will assist us in our retention efforts.
Download Original Report
Rosie Inwang (Faculty - Computer Information Systems)
Report on Conference Attended
First, I would like to thank Olive-Harvey College administration for giving me the opportunity to attend the 2013Annual Conference of the Higher Learning Commission. The conference sessions were very rewarding and gave me the opportunity to address many issues and concerns leading to Olive-Harvey College reaffirmation of accreditation. This was a great conference with a variety of resources.
Objectives for attending the conference:
Some of the sessions attended:
Recommendations/Ideas
For me the conference set a positive tone of collaborative initiatives for the college to undertake and to continue work on engaging students and ways to consolidate student’s ability to have successful outcomes. Some thought:
What Does This Mean
The accreditation process is continuous and the institution is in a good place to follow the events listed below:
PowerPoint Presentation
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First, I would like to thank Olive-Harvey College administration for giving me the opportunity to attend the 2013Annual Conference of the Higher Learning Commission. The conference sessions were very rewarding and gave me the opportunity to address many issues and concerns leading to Olive-Harvey College reaffirmation of accreditation. This was a great conference with a variety of resources.
Objectives for attending the conference:
- To broaden my knowledge of the Open Pathway process.
- To acquire more information on the ten-year Open Pathway Accreditation Cycle
- To participate in conversations on the Assurance Review process
Some of the sessions attended:
- Open Pathway Track – The Assurance Review (Standard and Open Pathways)
- The New Criteria for Accreditation
- Using the Assurance System: Institutional Perspectives (Standard and Open Pathways)
- Open Pathway – The Quality Initiative: Notes from the Field
- Sunday morning session with our mentor
Recommendations/Ideas
For me the conference set a positive tone of collaborative initiatives for the college to undertake and to continue work on engaging students and ways to consolidate student’s ability to have successful outcomes. Some thought:
- Create a “learning culture using quality initiatives” to bring together faculty members and administrators to continue efforts to determine how to focus resources and energy to improve student learning.
- Open Pathway Quality Initiative to provide for faculty and staff who are new to the process a more adaptable focus and becoming familiar.
What Does This Mean
The accreditation process is continuous and the institution is in a good place to follow the events listed below:
- OHC initial reaffirmation under PEAQ was schedule for 2020.
- HLC changed pathways
- OHC selected the Open Pathway in Fall 2012.
- Year 3 of the cycle we may submit documents to “Evidence File.
- The Assurance Review scheduled for year 4 is waived
- Year 5 – 9 submit documents to the “Evidence File.”
- Year 10 – Assurance Filing (Assurance Argument and Evidence File).
- Federal Compliance Requirements
- Assurance Review and Comprehensive Evaluation w/Site Visit
PowerPoint Presentation
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