Reflecting Back to Move Forward: Quality Enhancement Planning

1. Reflecting Back to Move Forward:Quality Enhancement Planning Karen Webber Bauer Presented to Academic Affairs Faculty Symposium Unicoi State Park, Helen GA March 30, 2007 kwbauer@uga.edu

2. Today’s UGA Fall 2006 • 33,959 students • SAT = 1228 • From 131 countries, many US states • 4,000 courses per term • 900,000 student credit hours per year • High retention and graduation rates • 8,546 degrees awarded 05-06 • Total revenues of $1.24 billion (FY06) • 18 million square feet of space

3. What do we know about our students? • Academically • Psychosocially • Alcohol use • Grades, majors

4. What we don’t know (or know enough) • Why students depart prior to graduation • How and when do student most effectively learn • Lecture vs. small groups, classroom, distance, etc. • How study abroad, internships affects the thinking, actions of our students • Who and why go to work and grad school • Perceptions of alumni • How Gen Ed intermeshes with goals & objectives in the major

5. Yes, some efforts ongoing • And that’s great!

6. Assessment – Why? Accountability Improvement

7. Institution-wide assessment like a puzzle LCs; Capstone NSSE Writing Rubric Program Eval No one measure adequate

8. Five Levels of Assessment From Miller, R. & Leskes, A. (2005). Levels of Assessment: From the Student to the Institution. Washington, D.C.: Association of American Colleges and Universities.

9. Assessment Methods for Levels 1 & 2 • Objective exams • Reflective essays • Portfolios • Case studies • Small group assignments • Research paper/lab report • Oral exams • Performances

10. Examples of Rubrics • http://wsuctproject.wsu.edu/ctr.htm • http://eng.auburn.edu/programs/chen/programs/accreditation/assessment-rubrics.html • http://www.uwstout.edu/soe/profdev/rubrics.shtml • http://faculty.academyart.edu/resources/rubrics.asp • http://www.winona.edu/AIR/rubrics.htm • http://rubistar.4teachers.org/index.php

11. Ways to assess learning • One minute paper • Muddiest point • Point-counterpoint • Mind maps • Journal entries • Peer lessons • Card sort See Silberman, M. (1996). Active Learning: 101 Strategies. Boston, Allyn & Bacon. • Immediate Feedback Assessment Technique http://www.epsteineducation.com/ifat.php

12. Do Grades Have a Place in Assessment? • Sure, but can’t be the only evidence • Tell us how well a student performed but don’t tell us if s/he mastered components such as critical thinking, writing skills over full program • Don’t tell us what students learn in cocurricular activites

13. So– we need goals & objectives and measurable outcomes ! Ask yourself: • Is the outcome measurable? • Is it meaningful? • Is it manageable? • How will I know when it’s been achieved; how do I develop systematic assessment? Adapted from Bresciani, M. (2004). Outcomes-Based Academic & Cocurricular Program Review.

14. Make It Measurable (see handout) • Design an experiment to test a chemical hypothesis • Write with clarity, coherence, correctness • Use voice, movement to interpret a dramatic character NOT Easily Measurable: • Think critically • Be a lifelong learner • Be a good citizen

15. Why Assess? • Improvement • Individual faculty and departmental curriculum • Quality Enhancement Plan (QEP) • Accountability • Reaffirmation of Accreditation

16. The QEP • Carefully designed and focused set of activities that address one or more aspects of student learning. • Complements the ongoing institution-wide evaluation already occurring • Evolves from a series of discussions, reflection of what we know, where we are going • Plan must be submitted 4-6 weeks prior to site visit

17. The QEP • May include addressing changes in students’ knowledge, skills, behaviors, and/or values • Examples: • enhancing the academic climate for learning • increasing student engagement in learning • strengthening general education curriculum • enhancing critical thinking skills • enhancing innovative teaching strategies • introducing innovations in use of technology in curriculum

18. Goals for Today & Tomorrow • Regarding Teaching and Learning-- use the break out sessions and other discussion time to explore: • Summary of current activity • Opportunities for advancement • Measures to assess success • What resources needed • Impact on faculty

19. Select References • Angelo, T., & Cross, P. (1993). Online teaching goals inventory . Center for Teaching, University of Iowa. http://www.uiowa.edu/~centeach/tgi/ • Angelo, T. & Cross, P. (2000). Classroom assessment techniques. San Francisco: Jossey-Bass. • Bloom’s Taxonomy: http://www.learningandteaching.info/learning/bloomtax.htm • Bresciani, M. (2006). Outcomes-based academic and co-curricular program review. Sterling, VA: Stylus. • Critical Thinking Community: http://www.criticalthinking.org/ • Collaborative Learning – info from UD’s Center for Teaching Effectiveness: http://cte.udel.edu/ccl.htm • Grunert, J.(1997).  The course syllabus.  A learning-centered approach.  Bolton, MA: Anker Publishing. • Huba, M & Freed J. (2000). Learner-centered assessment on college campuses : shifting the focus from teaching to learning. Boston: Allyn & Bacon. • Silberman, M. (1996). Active learning: 101 strategies. Boston: Allyn & Bacon. • Suskie, L. (2004). Assessing student learning. Boston: Anker Publishing. • Walvoord, B. (1998). Effective grading : a tool for learning and assessment. San Francisco: Jossey-Bass.