Continuous Improvement Plan

1. Continuous Improvement Plan Building a Culture of Continuous Improvement 2011 to 2021 Monica Varner, Ph.D. Director of Assessment and Institutional Effectiveness

2. Building A Culture of Continuous Improvement • Meaningful Assessment • Accountability Framework • Student Learning Outcomes • Student Learning & Performance • Learning Outcomes, Measures, & The Assessment Loop • Student Learning Portfolio • Faculty Development • Continuous Improvement Annual Report

3. Meaningful Assessment “I’ll argue that most assessment efforts have resulted in little learning improvement because they have been implemented without a clear vision of what “higher” or “deeper” learning is and without understanding of how assessment can promote such learning.” (Angelo, 1999: 59-60) “Though accountability matters, learning still matters most.” (Angelo, 1999: 59)

4. Accountability Framework • Essential Learning Outcomes • Robust Educational Programs • Concrete Levels of Performance • Cohesive Learning Community • General & Program Specific Goals • Assessment Across The Curriculum • Cumulative Learning and High Level of Student Accomplishment • Validation of Assessment Practices • Commitment to Educational Improvement • Visibility & Transparency AACU, 2008. “Our Students’ Best Work: A Framework for Accountability Worthy of Our Mission” 2nd Edition.

5. Essential Learning Outcomes • Information Literacy • Inquiry and Analysis • Integrative Learning • Written & Oral Communication • Critical Thinking • Creative Thinking • Quantitative Literacy • Ethical Reasoning & Action • Intercultural Knowledge and Competence • Problem Solving • Civic Engagement • Foundations and Skills For Lifelong Learning Value Rubrics Project: Valid Assessment of Learning in Undergraduate Education, www.aacu.org.

6. Continuous Improvement • Bloom’s Taxonomy Student Learning Action Verbs: Knowledge: define, describe, recognize, label Comprehension: explain, summarize, associate Application: solve, illustrate, demonstrate Analysis: compare, classify, contrast, infer Evaluate: criticize, discriminate, interpret Create: design, create, invent, change https://www.google.com/search?q=revised+blooms+action+verbs(English4fun-Blog:Bloom’s (Revised)Taxonomy)

8. Desired Student Learning Outcomes Employer Rating of Desired Student Learning: • Problem Solving Diverse Settings 91% • Ethical Issues In Field 87% • Direct Experience With Community 86% • Civic Knowledge, Skills, and Judgment 82% • Critical Thinking & Analytic Reasoning 82% • Liberal Arts and Sciences 80% • Written and Oral Communication 80% • Applied Knowledge In Real World Settings 78% • Information Literacy 72% • Innovation & Creativity 71% Hart Research Associates, It Takes More than a Major: Employer Priorities for College Learning & Student Success (Washington, DC: AAC&U, 2013) LEAP Employer – Educator Compact: Making Quality A Priority As Americans Go To College. April. 2013 www.aacu.org/leap

9. Student Learning & Achievement: Challenges To Consider • Knowledge of Human Cultures and the Physical and Natural World ETS: 10% of college seniors test proficient in mathematics. • Intellectual and Practical Skills ETS: 8% of college seniors test proficient in critical thinking. 9% of college seniors test proficient in written communication. • Integrative and Applied Learning NSSE: 20% of seniors report having worked with a faculty member on a research project. 49% of seniors report doing internships. 33% of seniors report participating in a senior culminating experience (capstone project). Finely, A. 2012. Making Progress? What We Know About the Achievement of Liberal Education Outcomes. (AAC&U, 2012)

10. What Impacts Learning & Performance? Psycho-Social Impact: • Cognitive • Emotional • Social • Motivation • Socialization • Prior Knowledge • Social Capital Organizational Impact: • Institutional Practices • Pedagogical Practices • Learning Environments (McAuliff, 2013; Pew, 2007; Tinto, 2006-2007; Dika & Singh, 2002)

11. Student Learning Outcomes Student Learning Outcomes Should: • State clearly what students will know. • State clearly what students will be able to do with what they know. • Be clear and implementable goals. • Include formative & cumulative learning. • Be measureable & related to learning. • Be able to be assessed by multiple measures. Varner, M., 2012. Assessment Best Practices: Assessment Summit (Suskie, 2009; NILOA, 2012; Anderson and Krathwohl, 2001)

12. Assessment Instruments & Activities: Indirect Measures:Online Assessment: Course Grades Online Readiness Survey Student Satisfaction Survey Timely Performance Feedback Focus Groups Peer Feedback Graduation Rates Multiple Assessment Strategies Graduate School Admission Rates Student-Content Job Placement Data Student-Peers Student-Instructor Direct Measures (Rubrics) Student-LMS Objective Tests Threaded Discussions Research Papers Group Work Supervisor Rating Writing Assignments Oral Presentations Video Oral Presentations Student Reflections (Varner, 2012; Suskie, 2009; Value Project: Valid Assessment of Learning in Undergraduate Education, 2012; CSU CTL: Online, 2012)

13. Student Learning: Continuous Improvement • Performance standards should provide a clearly defined threshold for student learning. • Results should provide a snapshot of overall student learning. • Conclusion statements: Student Learning Focused Strengths and Weaknesses Assessment Changes Curricular Improvements Varner, September 2012, Assessment Best Practices: Assessment Summit. (Suskie, 2009; NILOA, 2012)

14. Continuous Improvement • Faculty Assessment Teams • Assessment Liaisons • Assessment Collaboration • Assessment Planning

15. Assessment Peer Review Discussions • Casual Conversations • Collaboration & Communication • Continuous Improvement

16. Continuous Improvement Assessment Development: • Assessment consultation with faculty, assessment representatives, and academic program faculty from the Office of Assessment and Institutional Effectiveness. Assessment Participation: • Faculty engagement with the assessment process. • Faculty participation in assessment peer review discussions. Assessment Satisfaction: • Faculty who are involved with student learning assessment are more satisfied with university assessment processes.

17. Continuous Improvement Assessment Support & Training: • Mentoring • Assessment Workshops • Curriculum Mapping • Assessment Planning • Continuous Improvement Reports

18. General Education ProgramContinuous Improvement • Promote and Enhance Student Learning • Increase Opportunities For Students To Apply & Practice Learning • Promote Interdepartmental Communication • Promote The Assessment Process • Maintain a Cohesive General Education Program • Promote Continuous Improvement

19. Continuous Improvement • Assessment Planning • Implementation & Analysis • Curricular & Assessment Improvements • Continuous Improvement Annual Reports

20. Academic Program Reviews:Continuous Improvement Plan • Continuous Improvement Reports • Assessment Peer Review Reports • Curriculum Mapping • Student Satisfaction Surveys • Post-Assessment Student Results

21. Continuous Improvement Using Data for Improvement: • Enhanced Student Learning • Higher Retention Rates • Higher Graduation Rates • Increased Program Quality • Enhanced Usage of Resources

22. References AACU, (2008). “Our Students’ Best Work: A Framework for Accountability Worthy of Our Mission” 2nd Edition. Anderson, L.W. & Krathwhol, D.R. (eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. Angelo, T., (1999). Doing Assessment As If Learning Matters Most. 1999 AAHE Bulletin, vol. 51, no. 9, pp. 3-6. www.aahe.org California State University, (2013). Quality Online Learning and Teaching. Center For Teaching and Learning. www.calstate.edu Dika, S. and Singh, K.(2002). Applications of Social Capital in Educational Literature: A Critical Synthesis. Review of Educational Research, 72(1), 31-60. Finely, A. (2012). Making Progress? What We Know About the Achievement of Liberal Education Outcomes. (AACU, 2012). www.aacu.org Hart Research Associates, It Takes More than a Major: Employer Priorities for College Learning & Student Success (Washington, DC: AAC&U, 2013) LEAP Employer – Educator Compact: Making Quality A Priority As Americans Go To College. April. 2013 www.aacu.org/leap

23. References National Institute for Learning Outcomes Assessment, (2012). www.learningoutcomesassessment.org Pew, S, (2007). Andragogy and Pedagogy as Foundational Theory for Student Motivation in Higher Education. Volume 2, Student Motivation. Insight A Journal of Scholarly Teaching. Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide. 2nd Edition. Bolton, MA: Anker Publishing Company Inc. Tinto, V. (2006-2007). Research And Practice Of Student Retention: What Next?. Journal of College Student Retention, Vol. 8(1) 1-19. Value Rubrics Project: Valid Assessment of Learning in Undergraduate Education, (Fall 2011/Winter 2012) Peer Review. Assessing Liberal Education Outcomes Using Value Rubrics. www.aacu.org. Varner, M & Housel, S. (2012). “From Confusion to Conversation: Improving Student Learning and Assessment One Step at a Time,” at the 2012 National Assessment Institute, Indiana University Purdue University Indianapolis, Indiana, October 28-30. Varner, M., (2012). Assessment Best Practices: Assessment Summit; Faculty Development, PSCJ, RSU. Varner, M. (2012). “Building a Culture of Service: Civic Engagement/Service Learning,” at the National Conference on Learner-Centered Teaching, Sponsored by Langston University, Purdue University, US Department of Agriculture and the US Department of Education, Tulsa, Oklahoma, April 3-4.