learning from our experience: implementing...
TRANSCRIPT
LEARNING FROM OUR EXPERIENCE: IMPLEMENTING INSTITUTIONAL ASSESSMENT OF STUDENT CRITICAL
LIFE SKILLSMARIANNE GUIDOS AND JEANNE WILLIAMS
CitizenshipCommunicationCritical ThinkingProblem-Solving
RelationshipSelf-Management
What are the basics?
Who needs to be included?
Who do we need to communicate with?
What’s the best way to deliver the message?
How will we deliver the data?
A LITTLE BIT OF HISTORY ON THE CRITICAL LIFE SKILLS
Year 1 2011/12 AQIP Team – CLS went from 23 to 6
Year 2 2012/13 Developed common rubrics
Year 3 2013/14 Rubrics piloted
Year 4 2014/15 Professional Level Articulated Campus-wide integration of CLS Data collected!
Year 5 2015/16 On-going review of data collected 2 consecutive semesters of survey to
compare
Citizenship Skills Rubric
Demonstrate local and global awareness, social responsibility, and effective engagement with diverse populations.Not Acceptable Introductory/Novice Life/Acceptable Profession Ready
Local Engagement (e.g. Farm to Table movement, compost and recycling awareness)
Lacks interest and knowledge of ways to engage in the local community
Illustrates knowledge of local engagement opportunities and civic responsibility
Demonstrates locally in the community and is knowledgeable about civic, economic, and legal regulations
Participates locally in the community and applies knowledge regarding civic, economic, and legal regulations to their professional life
Global Awareness (Australian Shiraz versus California Syrah, Wisconsin Emu, Florida alligator)
Lacks knowledge of or interest in global interconnections
Demonstrates some knowledge of, or interest in, global interconnections
Aware of and understands global interconnections and commerce
Values global interconnections and utilizes and professes worldly benefits
Social Responsibility (Gavage, Certified Organics versus organics, Grass fed versus Grain)
Lacks knowledge of societal expectations and the impact of actions on the community
Some knowledge of societal expectations and the impact of actions on the community
Demonstrates knowledge of societal expectations and acts accordingly.
Actively works to enhance societal expectations and the quality and sustainability of life for others
Engagement with Diverse Populations (Kitchen Spanish, wealthy cooks versus poor)
Lacks ability or willingness to work with others who are from different backgrounds
Willing to work with others who are from different backgrounds
Demonstrates the ability to work effectively with others who are from different backgrounds
Reaches out to work with and assist others who are from a variety of backgrounds (e.g. farmer, wholesaler, societal statues, gender, religion and race)
OVERVIEWCLS Core
TeamInstitutional Research
Curriculum
Faculty
CurriculumInstructional Manager
Curriculum
Institutional Research
Curriculum
Plan for and conduct process improvement
Pull and format data from SIS
Manage surveyprocess
Respond to survey
Manage survey process
Assist in survey response
Resolve issues and close survey
Develop reports
Assist in survey response
CLS SURVEY AND DATA COLLECTION
WHAT’S MAKING IT WORK?CommunicationLots of communication between many individuals and groups
CLS Core Team
Institutional Research
Curriculum
Faculty
CurriculumInstructional Manager
Curriculum
Institutional Research
Curriculum
WHAT’S MAKING IT WORK?Communication
FacultyMake it easy for themMake it clear to themAsk for feedback
PROVIDE CLEAR INSTRUCTIONS
PROVIDE ASSISTANCE
PROVIDE ASSISTANCE
GIVE THEM OPPORTUNITIES TO PROVIDE ACCURATE DATA AND FEEDBACK
GIVE THEM OPPORTUNITIES TO PROVIDE ACCURATE DATA AND FEEDBACK
GIVE THEM OPPORTUNITIES TO PROVIDE ACCURATE DATA AND FEEDBACK
TEST, PILOT, AND TEST!
WHAT’S MAKING IT WORK?CommunicationLots of communication between many individuals and groups
FacultyMake it easy for themMake it clear to themAsk for feedback
Instructional ManagersUse their knowledge of programsAsk for feedback
COMMUNICATE POLICIES/PROCEDURES
There is no exception to the rule that every rule has an exception.”
James Thurber, American Author
ADAPT TO FIT DEPARTMENT NEEDS
ExamplesNursing – one instructor per courseSupport courses includedAdditional instructors included
INVOLVE MANAGERS IN SURVEY PROCESSConfirm who should and should not be included
INVOLVE MANAGERS IN SURVEY PROCESSNotify of non-respondents
WHAT’S MAKING IT WORK?CollaborationCurriculum and Assessment and Institutional ResearchShared processIdentify survey process problemsImplement improvementsDocument process. . . . . .
Curriculum and Assessment and Instructional ManagersResolve issues
Curriculum and Assessment and CLS CommitteeReview data Discuss findings, set policy
CLS DATA COLLECTION - RESULTS FROM SPRING 2015
WHAT’S MAKING IT WORK?PilotingStarted small
Implement changes as appropriate
May take more than one pilot phase
CLOSING THE LOOP
In small groups talk about your top barriers from your index cards and identify whether any of our learning experiences can help you in moving forward.