Assessment Comes First in the Alphabet

1. AssessmentComes First in the Alphabet Presented by: Deborah Dalrymple, Professor of Nursing

2. Agenda • Team Information • History of Core at MCCC • Core Application – • History 203 • English 101 • Nursing • Assessment Strategies • Lessons Learned • Next Steps

3. Cathy Parzynski Cathy Carsley Additional Team Members:

4. History of Core at MCCC

5. History Current Core Established 1996-1997 • Course Driven Model • Transfer: 36 credits • Career Options: 23 credits or 17 credits • Different options depending on degree • All degree students to experience and master parallel content that defined an “educated person”

6. New Core Curriculum Began in-depth review in 2004-2005 • Completed best practices review • Aligned with Middle States Standards • Endorsed approach incorporating both course-driven and competency based threaded models • Approved by BOT 13 Principal Goals & Core Learning Outcomes of Core Education • Commitment to inclusion of assessment strategies from the beginning

7. 13 Principal Goals & Core Learning Outcomes of Core Education

8. Course/Program Status • All programs were reviewed • Core is met through • Individual courses approved for goal • Course combinations (ECO121/122) • Course and/or program activities • Fine Arts degree AST, PHY or CHE with ART requirements • CIS 110 in combination with HOS 130, HOS 198 + HOS 220 • A series of assignments across a curriculum

9. Core Application for History 203

10. Core Application for History 203 Cathy Parzynski

11. Completed Grid Used for Assessment

12. Revising the ACT 335 Form 1998 Outcomes Revised Outcomes Identify the major events which helped shape the political, economic, social, and cultural identify of the American people up to the Civil War Identify key social, economic, cultural, and political themes in American history to the time of the Civil War Analyze common institutions in American society and how they have affected different groups. Assess America’s evolving relationship with the rest of the world Analyze the influence of various ethnic and gender groups on American history before 1877 Evaluate the relationships between the causes of historical events and their effects • Develop proficiency in reading and writing within the conceptual framework of United State History • Increase proficiency in oral communication within the conceptual framework of United States history • Identify, analyze and question the principle conceptual issues in United States history • Demonstrate a basic familiarity with the various components of United States history and an appreciation of their global and multicultural nature • Develop a familiarity with the ethical issues contain in United States history

13. Core Application – English 101

14. Core Application for English 101 Cathy Carsley

15. Revising the ACT 335 Form 1998 Outcomes Revised Outcomes Read critically Evaluate a writing task for purpose, audience, context, and point of view Address a topic using a rhetorical strategy appropriate to the writing task Locate outside information sources with basic proficiency Develop coherent and persuasive essays that present carefully developed and well-supported theses Use formal, standard usage, grammar, and punctuation Cite the work of others using a standard model of documentation Adopt ethical writing standards • To teach the student to write a coherent, unified and well-developed 500-750 word essays using various expository • To teach clear thinking: the student must recognize careless generalities, unsubstantiated judgments, illogical association of ideas, etc • To teach the student how to write correctly, eliminating errors in sentence structure, punctuation, spelling and usage

16. Completed Grid Used for Assessment

17. Core Application – Nursing

18. Nursing Program • Program Maps • Goals threaded within program • Oral Communication • Quantitative Reasoning • Computer Fluency • Exercise & Health Science • Civic Responsibility • Ethical Reasoning

19. Sample Core Map

20. Assessment Strategies

21. Course Outcomes Linked to Core Outcomes English Pilot Assessment Rubric

22. Pilot Assessment Plan

23. Pilot Set Benchmarks

24. Pilot Set Benchmarks

25. Lessons Learned

26. Ongoing Communication is Key • Re-iterate new outcomes, including new outcomes centered on use of sources • Distribute assessment rubric • Circulate sample syllabi and assignments • Encourage Library instruction • Develop FAQs for part-time faculty • Create mentoring group

27. Marketing Plan is Essential

28. Access to Resources is Crucial

31. Webpage dedicated to each goal and courses that meet it • Combination Goals as required by POS

32. Next Steps

33. Continuous Improvement is Required • Need for more courses via workshops • Need for interdisciplinary courses • New Course Development Opportunities • ECO 117 – Sustainability

34. What Assessment Is Already Underway? • ENG 101 and 101 for Goals 1a, 2, and 5 • SPC 110 for Goal 1b (pilot) • MAT 106 for Goal 3 (pilot) • Computer Fluency Test exploration for Goal 4 • HIS gatekeeper courses redesign for Goal 6 • PSY 101, POL 124 Goal 9 individual faculty pilots • ESW case study re-pilot • Values goals via CSSE survey • Nursing Program assessment started

35. Tentative Calendar

36. Summary • A dynamic process • A change in culture • All campus engagement • Questions • Contact ddalrymp@mc3.edu