Telling our stories: It’s about the conversation

November 2007

Linda JohnsonAQIP/HLC Assessment Coordinator

Instructor expectations

10 years ago 2007 and beyond

Manage classroom independent of broader world

Understand mission/vision of school

Communicate with public/stakeholders about results in classroom

Connect with mission/vision on personal level

10 years ago 2007 and beyond

Think in terms of own classroom and department

Accountability was in the form of grades not publicly shared

Think in terms of systems and one’s role in the system

Accountability in form of projects, test results and is published/shared in the composite (proof that skills have been attained)

Colleges must maintain accreditation standards to receive federal funding.

Process voluntary, but necessary.

College completes a comprehensive self-study or a systems portfolio

Teams of presidents, deans, student services personnel, and faculty review portfolios, visit campuses, etc.

Accreditation

Alternative accreditation track (fall 2006)

Aligns accreditation with continuous improvement

Dynamic, grassroots involvement from all

groups

Continuous review of important issues with action projects to accomplish changes

Academic Quality Improvement Process

AQIP teams identify and manage projects related to broader issues “think tank teams”

Ie. AQIP Education Design and Delivery focuses on Helping Students Learn

Committees address specific tasks such as curriculum approval and policy review

STI’s structure

Research about student learning

◦Starts with “What do students know how to do after I have taught them?”

◦Projects to show that are selected/rated

How are individual faculty involved?

Are there trends or patterns in student performance?

What changes can be made to improve their learning?

Results are analyzed and reported

Have a conversation about what that means—within the department/team, with Advisory committee members, with potential employers

Assessment Report in database Making Connections Report in database

Then…

Start with a list of skills you are expecting the student to demonstrate

Comprehension of terminology 1 2 3 4Ability to read circuit diagram/chart 1 2 3 4 Application of troubleshooting technique 1 2 3 4Ability to synthesize concepts 1 2 3 4Use of appropriate language/style 1 2 3 4Correctness/accuracy/precision 1 2 3 4

Rubric creation

Broader in scope-- surveysConsiders retention, satisfaction survey results, graduation rates, cost, etc.

State program review process

Indirect Assessment is

Broad student outcomes

The application of those across programs and the institution ie. problem solving in accounting or written communication in laser technology

What are we assessing?

Tell them about the broad student outcomes—here’s what you will gain by the time you graduate

Involve them in rating sessions and self-assessment (we learn by teaching)

Let them tell the story of what they learned from the project, where they struggled, what it means

Involving students

Medical Transcription… Nancy Gacke

Computer Programming and Internet Application Development …Gary Kappenman

Surgical Technology…Kim Wenzel

Stories from your fellow teachers