Accountability

Curriculum Mapping/Assessment

Aims Community College
http://www.aims.edu
The academic and CTE programs did not have a foundation for conducting meaningful and sustainable assessment of student learning. One of the key issues was the lack of defined program learning outcomes and the expected level of learning for each outcome. The other issue was the need for a curriculum map in order to identify where learning opportunities existed within the curriculum and where meaningful assessment could take place. The College identified this as a gap that needed to be addressed in order to bridge the gap between Common Learning Outcomes (CLO) and course level outcomes (objectives).

Curriculum mapping is necessary to identify where learning opportunities exist for students within the program’s curriculum. In order to ensure that a culture of assessment is being built, programs and departments will continue to develop assessment projects that are grounded in the values and learning expectations of the course/program/department/institution.

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Ross Perkins

ross.perkins@aims.edu

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Assessing Everything Else: Creating an Internal Assurance Asystem to Assess Support Services

New Mexico Military Institute
http://www.nmmi.edu

New Mexico Military Institute had a system for assessing learning outcomes but did not have a system to evaluate support services.

An internal assurance system was developed which is based upon evidentiary documents, both quantitative evidence with benchmarks and mission documents. The evidence documents act as the nucleus for the database. This system integrates the planning, learning, assessment and feedback loop and serves to facilitate submission of evidence to HLC by linking the Criterion and Components to the evidentiary documents but it can also link them to other accrediting agency’s requirements.

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BG Douglas Murray

dmurray@nmmi.edu

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Capstone Course ePortfolio

Portland State University
http://www.pdx.edu

The culminating general education experience for students at Portland State University is a community-based course focused on creating a collaborative final project that meets a direct need for a community partner. Assessing student achievement of learning outcomes is difficult in a course where the final project is group-produced, much of the learning happens in the field, and the projects and experiences vary widely from course to course. Our challenge was to identify a method to conduct meaningful direct assessment of these community-based group-focused capstone courses.

Portland State’s Capstone program offers approximately 200 sections each year engaging over 3,800 students annually in projects that directly address the needs of our community partners. In order to assess student learning in these courses, we developed an electronic course portfolio review process. The course portfolios are designed to investigate whether students are meeting the learning outcomes set out in a course. In these course portfolios faculty upload student written work, often reflections, which address the one of the goals such as “appreciating the diversity of the human experience.” Faculty also include their course syllabus, course description, the instructions for the assignments they submitted, and a narrative explaining how they address the goal in their course and where they see the most meaningful evidence of student learning related to the goal. This course portfolio provides evidence of individual student learning (the student assignments) with the context (the course materials and faculty narrative) needed to interpret that evidence. We assess course portfolios from about 25% (18 courses) of our 70 unique Capstone courses each year. Since we have 4 goals, we assess a different goal each year and involve 25% of our courses annually. As a result we assess almost every course and each goal within a four year assessment cycle. Throughout the year a small faculty committee designs clear criteria to evaluate the Capstone course portfolios. Each summer, a group of faculty is recruited to review the course materials and student work and determine if the learning outcome being assessed was achieved at a course level, if the course was exemplary at demonstrating the learning outcome or if it was insufficient. The aggregate data from these course portfolios helps us understand how well we are meeting our general education learning expectations in these courses.

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Rowanna L Carpenter

carpenterr@pdx.edu

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Best Practices Booklet - Uses of Grant Funds

Colorado Community College System
http://www.cccs.edu

Perkins federal funds are formula funds and have been available for so long that they are taken for granted. In the past, the funds tended to be used for program maintenance. A new project-based design for grant fund Local Plans was implemented and a paradigm shift was needed. A field based advisory council was implemented to support innovation and to facilitate strategic use of the grant funds. Business and industry council members especially liked to visit sites and see the use of the funds in action.

A cost effective method to evaluate results of the uses of the grant funds in a fair and non-threatening manner. Business and industry representatives enjoy onsite visits and become advocates of the programs and the funds. Peers learn from each other. Models of best fund usage are provided to all eligible grant recipients. The public and policymakers can see how the funds are used to enhance career and technical education program quality. The volunteers act as a liaison between the state’s grant director and the sub-recipients. The visits by the volunteers are not audits or monitoring so the atmosphere is relaxed and open. The volunteers can provide insight to state staff about professional development needs. The process becomes an indirect train the trainer system that distributes best strategies and adds voices from the field to promote innovation and continuous improvement. The selected sites can share the publication with their own boards and constituents and be proud of the recognition. More sets of eyes are watching how the money is being used.

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Average: 4 (1 vote)
Lorrie Toni

lorrie.toni@cccs.edu

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Colorado CTE Advisory Committee Handbook

Colorado Community College System
http://www.cccs.edu

The purpose of this toolkit is to help educators and business/industry representatives to strengthen career and technical education programs within a career pathways system through the use of advisory committees. The toolkit includes tips, techniques, and worksheets for adopting a systematic process for working with committee members.

The Colorado CTE Advisory Committee Handbook is an interactive online toolkit that explains the benefits of program advisory committees and provides templates and forms to assist faculty with advisory committee set up and maintenance; the handbook also includes direction on program evaluation, committee member roles, and tips for program sustainability.

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Jennifer Jasinowski

jennifer.jasinowski@cccs.edu

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Wage Outcomes for CCCS Students

Colorado Community College System
http://www.cccs.edu

This report examines the wage outcomes for community college students based on their highest degree attained and cluster of study.

This report examines the wage outcomes for community college students based on their highest degree attained and cluster of study.

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Average: 3 (1 vote)
Rachel Robinson

rachel.robinson@cccs.edu

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OUS Entering Freshmen Profile for Oregon High Schools

Oregon University System
http://www.ous.edu

How does a university determine how well a high school is preparing their students for success in college?

Universities and high schools need to know whether students from specific high schools are performing college level work at, above, or below state norms. A report for each Oregon high school identifies the number of graduates from their most recent graduating class who attended a 4-year public university in Oregon the fall after graduation. High school academic performance using test scores and GPAs are compared to college performance including grades by subject area and retention to the second fall. Five year trends for the high school and counts of which 4-year public university students attended.

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Average: 4 (1 vote)
Jonathan Jacobs

jonathan_jacobs@ous.edu

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