Creating a Culture of Assessment Lynn University September, 2018

Transcription

1 Creating a Culture of Assessment Lynn University September, 2018 Katrina Carter-Tellison, Academic Dean, Dean - Arts and Sciences Michael Petroski, Director - Academic Assessment DREXEL UNIVERSITY S FIFTH ANNUAL CONFERENCE ON ASSESSMENT SEPTEMBER 12, 13 and 14, 2018

2 Outline! Who We Are! Where We Are! Where We Were! How We Got Here

3 Who We Are Lynn University, founded in 1962, is a private, independent college based in Boca Raton, FL. The university is accredited by the Southern Association of Colleges and Schools, Commission on Colleges (SACSCOC) to award associate, baccalaureate, master s and doctoral degrees. Lynn University offers instructional delivery at its main campus at 3601 N. Military Trail, Boca Raton, FL 33431, at all of its SACSCOC approved off-site locations, and via online delivery. The Vice President for Academic Affairs ensures the statement above is used in all accreditation reporting.

4 Who We Are Core Curriculum - Dialogues of Learning! All 5 Dialogues Required All 4 Years! Lower Level Dialogues are Stand-Alone! Most Upper Level Dialogues Embedded in Majors

5 Who We Are Core Curriculum - Dialogues of Learning! 5 Thematic Areas! Dialogues of Belief and Reason! Dialogues of Self and Society! Dialogues of Justice and Civic Life! Dialogues of Quantitative Reasoning! Dialogues of Scientific Literacy

6 Where We Are! Assessment Week - 2 weeks before the start of each and every fall term! No Assessment Committee! All Faculty, Chairs and Deans participate! Deliverables: Use of Results document for upcoming academic year, revised Assessment Plan

7 Where We Are Assessment Cycle! Review Use of Results document from last academic year! Review data from last academic year! Aggregated by rubric rows! Aggregated by Student Learning Outcomes! Make plan for upcoming academic year! New Use of Results document! Update Assessment Plan, courses, assignments, syllabi

8 Where We Are SACSCOC 8.2 ready, all the time!

9 Where We Were! Assessment viewed as a re-accreditation exercise! (t-2) years: rubrics proliferated

10 Where We Were Core Curriculum (Dialogues)! Content Rubrics! Writing and Oral Presentation! Each assignment had its own rubric! Most measured same thing - maybe?

11 Writing Rubrics???

12 Core Curriculum Solution All Assignments, All Levels! Single Writing Rubric! Good writing is good writing*! Single Oral Communication Rubric! 5 rubric levels, but all identical! Very large sample sizes (n>5000)

13 Where We Were Majors! Having to grade twice! Lack of academic freedom

14 Where We Were Majors! Discipline Specific! Everything and everyone is wonderful! Small sample sizes! What, where and when to measure! Each rubric had own scale! Missing or non-descriptive labeling

15 Outstanding Teachers and Students in Majors

16 How We Got Here Majors! Work done by Faculty in each college/major! Start with Student Learning Outcomes! Map SLOs against required courses

17 How We Got Here Majors! CheckPoint/Capstone model! 4 CheckPoint courses (minimum) for formative assessment! Use Capstone for summative assessment! The collection of selected courses must touch all SLOs

18 How We Got Here Majors! Formulate common assignments (Critical Assignment) and rubrics for selected CheckPoint and Capstone courses! The collection of assignments must touch all SLOs

19 How We Got Here Problems/solutions! Some SLOs too general or vague! What if data shows problems in this area?! What will you do or change to help the students? Know the core areas of business: accounting, management, marketing, economics, operations, and finance in a global context.

20 How We Got Here Problems/solutions! Some SLOs too specific and detailed Product positioning analysis: Identified, developed, explained, applied, evaluated, and/or supported, justified or defended (1) an analysis of the brand and its leading competing brand product benefits, (2) analysis of the brand and the leading competitor pricing strategies, (3) analysis of the brand and the leading competitor marketing channel structures, (4) analysis of the brand and the leading competitor promotional strategies, (5) a current perceptual map for the brand and its leading competitor, (6) the current market product position for the brand and the leading competitor, (7) propose a different (or new) product position, (8) compare the new position to the leading competing brand, (9) the increased market share improvement for the proposed position, (10) the gained competitive advantage (benefits) with the proposed position, (11) the retention of current customers with the proposed position, and (12) the attraction of new customers with the proposed product position.

21 How We Got Here Problems/solutions! SLOs not measurable! Keep asking How? show an increased caring about social justice and social advocacy have a greater appreciation of human diversity understand the dynamics of change appreciate the global nature of all financial decisions and investments

22 How We Got Here Problems/solutions! SLOs not measurable! Introducing Benjamin Bloom

23 How We Got Here Problems/solutions! Faculty don t like grading twice! Make grading rubric specific to assignment! Helps students improve!! Cross-list rubric rows to SLOs

24 How We Got Here Problems/solutions Checkpoint #2: CRJ 202 Policing in America Critical Assignment and Rubric Critical Assignment - Police Unit In this paper, students will explore the nature of police organizations by providing an overview of the different functions of a law enforcement agency and an evaluation of ethical issues in a contemporary policing agency. Then, using class materials as a reference, students will select one specific police unit (e.g., Crime Scene Investigations (CSI), Traffic Crash Investigations (TCI), Traffic Homicide Investigations (THI), road patrol functions, supervision of police personnel, marine patrol, K-9 operations, Internal Affairs (IA) or community policing). The paper should include an indepth analysis of the functions of the unit within the law enforcement agency, the impact the unit has on the community.

25 How We Got Here Problems/solutions Rubric Rows Overview of Police Functions SLO 1.1, SLO 1.5 Analysis of Specific Unit SLO 1.1 Evaluate ethical issues in policing SLO 1.1, SLO 4.1 Impact of Unit on Community SLO 1.1, SLO 5.1

26 How We Got Here Problems/solutions SLO 1.1: Identify the functions of the police SLO 1.5: Discuss the interrelated structure of the Criminal Justice System SLO 4.1: Identify and evaluate ethical issues in policing SLO 5.1: Critique the nature of oppression and the impact of policies on specific groups

27 How We Got Here Problems/solutions Checkpoint #4: AVM 483 Aviation Technologies In this project, you are researching and presenting the selected aircraft as if you were in one of these professional roles Airline Pilot, Corporate Pilot, Owner, Aircraft Manager, or Potential Buyer. The presentation will include the following research/detail/information on the aircraft to demonstrate your knowledge in this role: History - use the aircraft discussed in your Reflection paper (AVM 1.1, 2.1) Aircraft advancements (aerodynamics & systems - PHAK) (AVM 1.1, 1.3, 2.2) Specifications and proposed use (AVM 1.2, 1.3, 1.4) Maintenance requirements (AVM 1.3, 1.4, 2.5) Operating costs (AVM 2.5) Required crew (AVM 1.4, 2.4, 2.5)

28 How We Got Here Problems/solutions Aviation Management CheckPoint Rubric Rows History AVM 1.1, 2.1 Aircraft Advancements AVM 1.1, 1.3, 2.2 Specs and use AVM1.2, 1.3, 1.4 Maintenance AVM 1.3, 1.4, 2.5 Operating Costs AVM 2.5 Crew AVM 1.4, 2.4, 2.5

29 How We Got Here Problems/solutions Entrepreneurship and Creativity: Criteria for Evaluation 1) The extent to which your question, answer and overall presentation is entrepreneurial and creative (i.e. imaginative/provocative/blue tree/insightful etc.) 2) Your ability to demonstrate that you fully understand the concepts in this course. This would require that you select relevant examples for 8 concepts/topics to illustrate your comprehension and that your questions and answer demonstrates course relevance (i.e. strong ties to key course concepts) 3) The extent to which you apply the 8 concepts/topics you select in the context of your own question with clarity (i.e. well-prepared, good style, gracefully expressed, carefully presented). 4) The amount of integration you accomplish between disparate topics in order to create a holistic perspective of entrepreneurial creativity and innovation, instead of addressing 8 separate and unrelated topics. 5) Evidence of synthesis, the level at which you unify concepts to make a point or establish a position and conscientiousness (i.e. through coverage of relevant materials and content) are important 6) The quality of your self-assessment as evidenced by your reflective statement in terms of conciseness (succinct expression that complies with length restrictions)

30 How We Got Here Problems/solutions Construct the entrepreneurial framework and process from idea, concept, and model creation to assessment and development of viable business opportunities and ventures. ENT SLO 1.1 Examine the strategies for developing entrepreneurial motivation, efficiency and productivity within an entrepreneurial venture. ENT SLO 1.3

31 Conclusions! Top-down commitment and support, but detail (work) must be bottom up! Involve everyone! Explain to faculty why and how this helps students! Be patient! Can take several cycles! Never really finished

32 Culture Change! Rubrics and assessment are part of our normal, on-going operations! It s how we do business

33 Culture Change! From Rush to Routine! From Panic to Plan

34 Contact Katrina Carter-Tellison Academic Dean Dean - College of Arts and Sciences (561) kcartertellison@lynn.edu Michael Petroski Director - Academic Assessment (561) mpetroski@lynn.edu