Presentation Transcript

1. How Do CCCU Adult Programs Measure Up?

   Dr. Cynthia Tweedell, CCCU Center for Research in Adult Learning Dr. Mary Moretto, Goshen College Dr. Shirley Roddy, Mid-America Christian University Dr. George Howell, Indiana Wesleyan University
2. What is the Center for Research in Adult Learning? Partnership between Indiana Wesleyan University and Council for Christian Colleges and Universities.
3. Steering Committee Richard Ellis– John Brown University, AR Don Finn– Regent University, VA Steve Holtrop– Huntington University, IN Lori Jass– Bethel University, MN Audrey Kelleher– Belhaven University, MS Toni Pauls– Warner Pacific University, OR Shirley Roddy– Mid-America Christian Univ., OK George Howell– Indiana Wesleyan Univ., IN Anita Underwood– Nyack College, NY Cameron Wold– Colorado Christian Univ., CO Deborah Wright– Montreat College, NC Mimi Barnard– CCCU Cynthia Tweedell– Center for Research
4. Research Agenda Learning outcomes assessment for adults  Benchmarking  Retention of adult students  Spiritual transformation of adults  Best practices in online learning  Teaching diverse learners  Alumni surveys
5. Strategic Goals Sponsor at least one conference per year. May 10-12, 2010 In Cincinnati Publish at least one monograph per year. Integration of Faith and Learning for Adults coming in May Provide benchmarking data on adult education. Assist in student learning outcomes assessment Serve as a resource for research in adult programs. Coordinate projects at the request of institutions www.indwes.edu/cral
6. Benchmarking from the CCCU Center for Research in Adult Learning Adult Student Learning Outcomes 3rd year of project About 10 schools participating Common writing prompt Beginning and graduating students 3 faculty from each school as scorers Critical Thinking, Written Communication, Christian Worldview How does your school compare to other adult programs?
7. 2008 Results: 6 Colleges
8. 2009 Results: 5 Colleges
9. What Do Colleges Do With The Results? Two Case StudiesMid-America Christian Indiana Wesleyan
10. Mid-AmericaCHRISTIANUniversity
11. Response To Data Review MACU’s presentation of data in comparison to other participating institutions Consider that the results could be reflective of the reality. Initiate dialogue with the College of Adult and Graduate Studies Chairs.
12. MACU’s presentation of data Determine if MACU’s data indeed matched with the presented data from the other participating institutions in time, setting and resources available to the student during their response. Consider the impact of the sample size and MACU’s method of randomization for possible influence on results
13. Conduct and Participate in Subsequent Studies Attempt to replicate the study by participating in subsequent multi-institutional studies Compare ourselves to ourselves--Replicate our own institution’s study to determine if we get similar results.
14. IN THE MEANTIME… Considering that the data may be reflective of student achievement in the areas measured, it does not seem prudent to wait until further studies have been conducted. Immediately put into place measures that will increase students’ level of achievement in the areas reflective of need
15. What we have already done Initiated discourse with chairs, using the research results as a tool Established remediation courses in math and English Standardized our own method of data gathering and compared ourselves to ourselves!
16. School of Business & LeadershipCollege of Adult & Professional Studies
17. Assessment Process Questions for School of Business & Leadership Program Directors & Faculty (Graduate, Bachelor and Associate) Critical thinking How can we build on existing threads? Christian worldview How can we increase the Christian Worldview of our students? Written communication How can we improve our students’ written skills? The CCCU Adult Student Learning Outcomes Project was run in parallel with College and School initiatives related to the outcomes of this project
18. Assessment Process: Critical Thinking Critical thinking: How can we build on existing threads? Review by faculty of critical thinking resources Selection narrowed to five textbooks Two textbooks selected by the School of Business & Leadership Ongoing faculty development activities on critical thinking
19. Assessment Process: Critical Thinking Faculty and Academic Leaders selected the following critical thinking textbooks to reinforce the critical thinking thread in programs: Undergraduate Business Programs Browne, M. & Keeley, S. (2010). Asking the Right Questions: A Critical Guide to Critical Thinking (9th Ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. Graduate Business Programs Paul, R. & Elder, L. (2006). Critical Thinking: Learn the Tools the Best Thinkers Use. Upper Saddle River, NJ: Pearson/Prentice Hall.
20. Assessment Process: Critical Thinking Critical thinking resource for our course writers Nosich, G.M. (2009). Learning to think things through: A guide to critical thinking across the curriculum (3rd Ed). Upper Saddle River, NJ: Pearson Prentice Hall
21. Assessment Process: Christian Worldview Christian Worldview: How can we increase the Christian Worldview of our students? Ongoing evaluation of the integration of faith in curriculum Faculty Devotions and Biblical Principles in Business Curriculum threads that reinforce knowledge, skills and disposition (be, know and do) of students’ Christian Worldview Develop character of students by a Christ-centered example/role model Faculty member’s expression and role modeling of Judeo Christian values in the classroom Faculty development activities to improve faith integration
22. Assessment Process: Written Communication Written communication: How can we improve our students’ written communication skills? School of Business & Leadership Faculty committees developed scoring guides for written work to better explain expectations to students on written work and to help faculty be more objective in their assessment. Met objectives/requirements of assignment (35%) Critical thinking (35%) APA formatting (15%) Mechanics (Grammar, Spelling, Word choice, Punctuation and Sentence structure ) (15%) Ongoing faculty development activities on grading written work
23. Assessment Process: Written Communication Written communication: How can we improve our students’ written communication skills? Faculty task force examined our Liberal Arts Requirements (General Education courses) and made recommendation to revise the number of credits required in English /Composition/Speech/Literature Going to College’s Academic Affairs Committee in first quarter of 2010 Writing lab – MAPP (Make a Paper/Project) Online Student Resources with Prentice Hall Reference Guide