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Mince-Creating a Learning Culture

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6/24/20091Creating a Learning Culture and Acquiring Faculty Buy-InDr. Rose MinceDean of Instruction of Curriculum and AAssessment Community College of Baltimore CountyThere Will Be Prizes!• This session will include a variety of creative and fun ways to increase faculty buy‐in and increase engagement with a learning culture.•You have to attend the session to participate•You have to attend the session to participate and earn “fabulous cash prizes”; actually, there will be no cash, but there will be prizes!What is a Learning College/Culture?John Tag g• A learning college is an institution that produces student learning and an institution that learnsthat learns• EVERYONE is a LEARNER, so…6/24/20092Let’s Get Engaged!Make Engagement InescapableActive and Collaborative Learning: Engagement In and Out of the Classroom• Participated in a community‐based project• Had discussion with instructors outside of class• Worked with classmates outside of class to prepare class assignments• Made a class presentationMake Engagement Inescapable• Worked with other students during class• Discussed ideas from classes with others (family members, co‐workers)• Asked questions in class or contributed to class discussionsclass discussions• Student engagement is an index of the nature and extent of the student’s active participation in the learning process.‐Community College Survey of Student Engagement ‐6/24/20093More Good Ideas• Give faculty a voice• Help people connect to those who can support them• Share stories• Show them the data!• Build collective responsibility• Give rewards• Have fun!Activity: Think, Pair, Share• Revise the list of engagement strategies to include specific things that can be done at your institution to increase faculty engagement • Share your list with a partner and steal all good ideas• Circle your top two strategies and write when and how you can implement themWhat is a Culture of Evidence?Jeffrey Seybert• Indicators of performance are regularly developed and data collected to inform decision‐making, planning, and improvementIdiid l d ititti l fl ti d•Individual and institutional reflection and action are typically prompted and supported by data• Good evidence=relevant, verifiable, representative, cumulative, and actionable6/24/20094Why A Culture of Evidence?• Accountability, Performance, and Outcomes• Constituent Services• Institutional Competitiveness•Funding and Resource AllocationFunding and Resource Allocation• Security, Privacy, and Protection of Personal Information‐Educause Center for Applied Research (ECAR)Building a Culture of EvidenceMDRC, Building a Culture of Evidence for Community College Student Success, Achieving the Dream, Lumina Foundation• Colleges commit to collecting and analyzing d ddata to improve student outcomes—a process known as building a culture of evidence• Identify which groups need the most help and implement strategies to improve academic outcomesDefinition‐Any way in which we judge the effect of an educational intervention• Assessment attempts to answer the question “Has the student learned what was intended to be learned?”Assessment in Educationto be learned?• Assessment is the process that takes us from ideas, opinions, and, at times, confusion to understanding in a manner that is precise, predictive, valid, and reliable (McDoniel, 2009)6/24/20095A Review of the Assessment LiteraturePeter Ewell, Assessment Update, Jan‐Feb, 2009• New Leadership for Student Learning and Accountability, a pamphlet jointly published by AACU and CHEA, Jan., 2008•US colleges and universities need to assume•US colleges and universities need to assume responsibility for generating credible evidence of student achievement without government bidding and put forward a set of framing principlesA Review of the LiteratureA Culture of Evidence: Postsecondary Assessment and Learning Outcomes: Recommendations to Policymakers and the Higher Education Community• ETS‐Carol Dwyer, Catherine Millett, David Payne, June, 2006• What is needed is a systematic, data‐driven, comprehensive approach(Continued)• Postsecondary education today is not driven by hard evidence of its effectiveness. Consequently, our current state of knowledge about the effectiveness of a college education is limited. The lack of a culture oriented toward evidence of specific student outcomes hampers informed decision‐making by institutions, by students and their families, and by the future employers of college graduates.6/24/20096Spellings Commission Report– Change from a system primarily based on reputation to one based on performance– Use the results of student learning assessments to indicate how much students’ skills have improved over time; this data should be made available toover time; this data should be made available to students and reported in the aggregate publicly– Strategic actions designed to make higher education more accessible, more affordable, and more accountable, while maintaining world‐class qualityActivity Time: Take a Stand!• Anecdote• Best Practice• Online• Cost Effective•Process• Evidence• Individual Freedom• On‐ground• Innovative and Excellent• ProductProcess• Longitudinal Comparison• Micro‐lens• Collaborative Learning• Impact lots of students• Creativity• Making Changes to Improve• Macro‐lens• Individual Performance• Personalized learning• AssessmentLearning College TenetsA learning college/culture• Makes learning its central focus• Makes students active partners in the learning process• Assumes final responsibility for producing student learning• Focuses on learning outcomes to assess student learning and success6/24/20097Learning College Tenets• Creates a holistic environment that supports student learning• Ensures that every member of the college community is a learner• Evaluates all areas of the college by the ways they foster student learning‐Ter ry O’BanionLearning Culture=Assessment• A Learning College succeeds only when improved and expanded learning can be documented for its learners•What does this learner know?•What does this learner know?• What can this learner do?“…institutional assessment efforts should not be concerned about valuing what can be measured, but, instead about measuring that which is valued.”----Banta, T. W., Lund, J. P., Black, K. E., & Oblander,


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