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Module Four Improving Teaching and Learning: Closing the Loop

Explore curriculum standards, SLO assessment, and closing the loop process for continuous teaching improvements. Learn to add new courses, revise curriculum, and analyze outcomes effectively.

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Module Four Improving Teaching and Learning: Closing the Loop

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  1. Module Four Improving Teaching and Learning: Closing the Loop Davidson County Community College May, 2011

  2. Module Four: Improving Teaching and Learning: Closing the Loop • Topics • Closing the Loop to Improve Teaching and Learning • Components of a Curriculum Standard. • Process to Revise a Curriculum • Process to Request a New Course. • New Program Application Process • Outcomes: At the completion of Module Four faculty should be able to: • Discuss the components of a Curriculum Standard • Analyze SLO assessment data and suggest curriculum revisions to improve teaching and learning. • Recall the process to: • Add a new course to a curriculum • Revise the current curriculum standard • Revise SLOs and assessment methods • Change a prerequisite at the local and state level.

  3. Develop or modify Student Learning Outcomes (SLOs) Develop, modify, or review a curriculum, course, program, or service. Determine refinements based on outcomes data. Closing the Assessment Loop Design & Measure Student Learning as a result of the Curriculum, Course, or Program Collect, discuss, and analyze data. Stage Four: Closing the Loop Improve How do I use the results to improve teaching and learning? Cycle for Improving Teaching and Learning “Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever. “ This quote takes us to the Improvement Phase of the Assessment Model for Improving Teaching and Learning.

  4. SACS & OUTCOME ASSESSMENT Tying it All Together • *CS 3.3.1 The institution identifies expected outcomes, assesses whether it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: • 3.3.1.1 educational programs, to include student learning outcomes • 3.3.1.2 administrative support services • 3.3.1.3 educational support services • 3.3.1.4 research within its educational mission, if appropriate • 3.3.1.5 community/public service within its educational mission, if appropriate • *CS 3.5.1 The institution identifies college-level general education competencies and demonstrates that graduates have attained them. • *Note: Based on recommended changes from June 2007 action • Closing the Loop: Walvoord (2004) recommends setting aside one faculty meeting a year to discuss the degree program’s student learning outcomes and assessment plan as one of the easiest ways to make the improvements phase a routine departmental function. In the Improvement stage faculty … • share assessment data analysis results; • review assessment results to determine program strengths and areas for improvement; • decide if different assessment methods are needed in order to obtain more targeted information; • determine how assessment results can be used to make improvements to the program (e.g., changes to the curriculum, provide professional development for teaching personnel in certain areas, etc.); • develop an action plan to implement these improvements; • review what needs to be done as the assessment cycle heads back to the writing, teaching and assessing stages (e.g., do student learning outcome need to be revised?, are different assessment methods necessary?, do I need to change the way I am teaching? etc.) .

  5. Matrix Example of Program Outcomes, Assessments, Results and Improvements

  6. Updating Curriculum to Support Learning DCCC Perkins Grant

  7. Updating Curriculum to Support Learning DCCC Perkins Grant

  8. Matrix of Program Outcomes, Assessments, Results and Improvements

  9. CURRICULUM STANDARD Effective TermFall 2011 2011*03] Curriculum Program Title Health Information Technology Code A45360 Concentration(not applicable)  Curriculum Description The Health Information Technology curriculum provides individuals with the knowledge and skills to process, analyze, abstract, compile, maintain, manage, and report health information. Students will supervise departmental functions; classify, code, and index diagnoses and procedures; coordinate information for cost control, quality management, statistics, marketing, and planning; monitor governmental and non-governmental standards; facilitate research; and design system controls to monitor patient information security. Graduates of this program may be eligible to write the national certification examination to become a Registered Health Information Technician (RHIT). Employment opportunities include hospitals, rehabilitation facilities, nursing homes, health insurance organizations, outpatient clinics, physicians’ offices, hospice, and mental health facilities. Curriculum Requirements* [for associate degree, diploma, and certificate programs in accordance with 23 NCAC 02E.0204 (3)] I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs. II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.) III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours. Updating Curriculum to Support Learning DCCC Perkins Grant

  10. Major Hours • A. Core. The subject/course core is comprised of subject areas and/or specific courses which are required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program. • B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core. • C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.

  11. Curriculum Changes at the Local and State Levels

  12. A Plan for Curricula Changes “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein

  13. Curriculum Change Forms

  14. Session Evaluation • One thing I will take from the workshop that I can apply is … • _________________________________________________________________________________________________________________________________________________________________________________ • I would have learned better if you would have… • _________________________________________________________________________________________________________________________________________________________________________________ • The handout materials were… • _________________________________________________________________________________________________________________________________________________________________________________ • Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.

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