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A Shifting Paradigm: Interpreting HLC Criterion 3

A Shifting Paradigm: Interpreting HLC Criterion 3. Prepared for University of Toledo Graduate Council March 23, 2010 Constance J. Shriner, PhD. Higher Learning Commission.

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A Shifting Paradigm: Interpreting HLC Criterion 3

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  1. A Shifting Paradigm: Interpreting HLC Criterion 3 Prepared for University of Toledo Graduate Council March 23, 2010 Constance J. Shriner, PhD

  2. Higher Learning Commission Criterion 3: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission

  3. Bradford Frame

  4. Automated Fingerprint Searching on the new IBM Card Sorter

  5. A Paradigm Shift • Previously, accreditation utilized a Minimum Threshold Model • Does the program demonstrate the potential to educate? Resources? Experiences? Doing the “right” things?

  6. A Paradigm Shift • Previously, accreditation utilized a Minimum Threshold Model • Does the program demonstrate the potential to educate? Resources? Experiences? Doing the “right” things? • Competency Based Model • Have learners achieved competency or learning objectives identified for the program? • How does the program use knowledge of learners’ mastery to improve educational experiences?

  7. What is Outcomes-Based or Competency-Based Education? • A bit of terminology: • Competencies • Objectives • Outcomes

  8. Competencies • Attributes we expect in a graduate of our program • General, overarching goals • Complex, usually require mastery of multiple sub-skills

  9. Objectives • Statements of what learners are expected to do as a result of our instruction – describe observable behaviors • Support the acquisition of the identified competencies • Guide the instruction and instructional experiences provided for learners

  10. Outcomes • Compilation of evidence that learners have mastered objectives and demonstrated competence

  11. EXAMPLE Competency: The applicants will be proficient in making proper right, left and u-turns.

  12. EXAMPLE Competency: The applicant will be proficient in making proper right turns. Objectives: Check traffic ahead, behind and on both sides Objectives: Signal 100 feet ahead of turn Objectives: Turn into lane nearest curb Objectives: Move into curb lane well in advance

  13. EXAMPLE OUTCOMES: Applicant makes 3 proper right turns during road test. Rater checklists provide evidence of competence. Competency: The applicant will demonstrate the ability to make proper right turns. Objective: Check traffic ahead, behind and on both sides Objective: Signal 100 feet ahead of turn Objective: Turn into lane nearest curb Objectives: Move into curb lane well in advance

  14. Competency-Based EducationOutcomes-Based Education • Begins with definition of competencies • Requires the identification of supporting objectives • Requires evidence of “outcomes” or successful performance

  15. Biomedical Science PhD Program • Overarching program objectives were identified during the reorganization process • Assessment strategies exist…. • They need to be made explicit • And aligned with program learning objectives

  16. Learning Objectives: Demonstrate knowledge of basic bioinformatic and statistical methods Demonstrate knowledge of the pathophysiology of prominent types of cancer Perform laboratory procedures necessary for completion of the thesis or dissertation project Communicate research findings effectively, orally and in writing Demonstrate respect for and adhere to all laws and regulations governing the biomedical research use of animals and patient materials… Outcomes/Measures Coursework and written exams Dissertation proposal Major and minor examinations Observations during mentored laboratory/research experiences Publications Presentations Biomedical Science PhD Program

  17. The Process of HCL Self-study Core Component 3a • The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible • The organization clearly differentiates its learning goals for undergraduate, graduate and post-baccalaureate programs by indentifying the expected learning outcomes of each. • The organization’s assessment of student learning extends to all educational programs including credit and non-credit certificate programs

  18. Additional Requirements: • Assessment of student learning provides evidence at multiple levels: course, program and institutional • Assessment of learning includes multiple direct and indirect measures • Faculty are involved in defining expected student learning outcomes and creating strategies • Faculty and administrators routinely review the effectiveness and uses of the organization’s program to assess student learning • Information gathered annually by University Assessment Committee (Dr. Ron Opp – Chair)

  19. Long-term Benefits • A Shriner Opinion • Thinking about and discussing desired learner outcomes improves program quality • Development and articulation of strategies that will be used for assessment • Provide guidance for faculty and mentors • Improve students’ experiences

  20. Questions? • Comments?

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