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Faculty Development
for Core Outcomes
Lynda Milne
POD Network Conference
Reno, Nevada
October 25, 2008
Acknowledgements
Stacy Wells, Century College
Julia Curtiss, Metropolitan State University
Contact Lynda Milne
Center for Teaching & [email protected]
Study Background
Past discussions on the role of liberal arts, liberal education
2010 conversations Minnesota Transfer
Curriculum Oversight Committee discussion on “educated Minnesotan”
National press for accountability
Leadership Council, Nov 2006: study, not more conversations
Study Summary Study purpose: collect data on all
32 system institutions’ institution-level core learning outcomes– Definition / detailed competencies– Dissemination to campus community– Integration throughout curricula– Assessment– Ongoing evaluation, revision processes
All institutions responded– 26 have core institution-level outcomes– 4 have “only program-level outcomes”– 2 have “not yet detailed outcomes”
Few have fully defined, disseminated, integrated, and assess outcomes
Common– Communication– Thinking– Technology, information literacy– Diversity, ethics
National Studies AAC&U Report, January 2007
– College Learning for the New Global Century
– “Near-total public silence about what contemporary college graduates need to know and be able to do.”
– Essential Learning Outcomes
Wabash National Study of Liberal Arts Education, Fall 2006– 7 outcomes associated with
undergraduate education
Institutional Studies
Alverno College– Eight Abilities (since 1970s)
Indiana University Purdue University Indianapolis– Six principles of undergraduate learning
Moraine Park Technical College (Wisconsin)– 7 Core Abilities promoted to all
students from registration through graduation
Portland Community College (Oregon)– 6 Core Outcomes, including self-
reflection on learning at graduation Bowling Green State University
(Ohio)– 3 categories of University Learning
Outcomes, in addition to mastery of the learning outcomes of a field of study
Study Summary Study purpose: collect data on all
32 system institutions’ institution-level core learning outcomes– Definition / detailed competencies– Dissemination to campus community– Integration throughout curricula– Assessment– Ongoing evaluation, revision processes
All institutions responded– 26 have core institution-level outcomes– 4 have “only program-level outcomes”– 2 have “not yet detailed outcomes”
Few have fully defined, disseminated, integrated, and assess outcomes
Common– Communication– Thinking– Technology, information literacy– Diversity, ethics
Let’s Talk
Manila handout questions Many of them ask about how
your center can help. Ignore those questions for now.
Take about 5 minutes to write answers about core outcomes at your college or university.
Get as far as you can, and then take another 10 minutes to discuss with one other person
Universal Outcomes
Communication– Often embracing many other
outcomes (group interaction, diversity, writing, computer literacy)
Thinking– Usually including problem-
solving and critical thinking, but also including creativity, aesthetic appreciation, decision-making
Common Outcomes
Technology and Information Literacy– From keyboarding to presentation
of information Diversity, Culture, Global
Awareness– Sometimes separate goals;
sometimes including citizenship Ethics and Social Responsibility
– Often mirrors MnTC, but may include citizenship, diversity, team work, decision-making, personal values
Social Interaction, Cooperation– Distinct goal at six 2-year colleges
Common Outcomes
Personal Goals, Lifelong Learning– At 11 institutions
Mathematics– Sometimes as logical
reasoning, problem-solving
Citizenship– Again, may include respect for
diversity, social responsibility
Attitudinal/developmental – Professional attitude, readiness
for career, take pride in work; balance
Unique Outcomes
Actively engage in creative/performing arts
Learn to use the resources of the college’s academic community and its urban context for learning
Processes Related to accreditation Related to institutional
mission changes Some involve faculty, staff,
students; some include community or program advisory committees
Some engaged external consultants
Several have plans for ongoing review and revision
Assessment Several institutions have direct ties
between course learning outcomes and their institutional core outcomes
Several are using rubrics, WIDS One considered student and
institutional portfolios Several institutions are using—or
contemplating using—standardized tests at or near graduation– Collegiate Assessment of
Academic Proficiency, California Critical Thinking Skills Test, California Critical Thinking Dispositions Test—soon: Voluntary System of Accountability (all 7 universities)
Integration
Commonly cited communication methods– Web site, catalog, student
handbook
Integration into curriculum development common
Information for students less common and visible
A few provide information for students at orientation; one administers an annual assessment of students
Surprises Differences among our
institutions—even within sectors
Science and math not universally defined as core outcomes
Variations on Minnesota Transfer Curriculum (statewide agreement on 10 common goals for student learning by time of transfer from two-year college to university: http://mntransfer.org)
Responses to Date: CAOs /
Deans Maintain Web site
– Permits institutions to learn from one another
– Add ways for institutions to update information
– Provide additional resources for institutions
Examples of assessments Process details (faculty
conversations…)
Do not share with Board…yet
Core Learning Outcomes and
Teaching Centers Suggest…or get involved in…the
conversation Get appointed to a key
committee Decide how your CTL Work Plan
can support efforts to:– Define goals and competencies– Disseminate and educate– Integrate goals into course and
curriculum goals– Help faculty with assessment
Ask faculty and administrative leadership to determine how the center can support coordinated, informed efforts across the institution.
Questions for Leadership
How can we begin to articulate common goals across the college or university—without creating new mandates?– AACU/CHEA “New Leadership for
Student Learning and Accountability” “Each college and university…should
develop ambitious, specific, and clearly stated goals for student learning appropriate to its mission, resources, tradition, student body, and community setting.”
How can upcoming accreditation processes encourage work in this area?
Benefits for Centers
A focus on student learning outcomes and helping faculty define, detail, and assess them can…– Give centers a core strategic
focus– Clarify the rationale for many
of our programs– Assist in institutional
development– Put us positively at the
center of efforts related to accreditation and accountability
Discussion: Let’s Talk About Us
1. Has your institution determined core student outcomes and competencies for your graduates? If yes, what are they? If no, will you be doing so? How can your Center help?
2. Do you have detailed descriptions that define each outcome? How can your Center help in the development of these?
3. How does information about your outcomes get communicated across campus: to faculty, staff, and current and incoming students?
4. How are the outcomes being integrated into all curricula? How can your Center support that integration?
5. How can your Center help faculty to better assess student achievement of these outcomes?