Designing and Assessing an Integrated Educational Experience: Alignment of Student Learning Outcomes across Curricular and Co-Curricular Units at Georgia Gwinnett College (GGC)

Juliana S LancasterGeorgia Gwinnett College

• 4-year, State College in the University System of Georgia• Authorized by GA Legislature in May 2005, Opened in August 2006

Year Enrollment FacultyFall 2006 Enrollment: 118 11Fall 2007 Enrollment: 787 100Fall 2011 Enrollment: 7784 500+ (305FT, 200PT)Fall 2012 Estimate: 9300

• Degree Programs• Fall 2006: BBA Business; BS Biology, Psychology• Fall 2007: BBA Business; BS Biology, Psychology, Information

Technology• Fall 2011: BBA Business; BS Biology, Psychology, Information

Technology, Mathematics; BA English, History, Political Science; BSEd: Early Childhood Ed, Special Ed

A Brief Review of GGC

Why?

Inform Senior Leadership

Address AccreditorExpectations

The Higher Learning Commission

How?

Build a structure from the top down

Begin with the Vision, Mission and Strategic Plan

GGC Mission

Georgia Gwinnett College provides access to targeted baccalaureate level degrees that meet the economic development needs of the growing and diverse population of the northeast Atlanta metropolitan region. It emphasizes the innovative use of technology and scheduling flexibility and a variety of course delivery options. Georgia Gwinnett’s outstanding faculty and staff actively engage students in various learning environments, serve as mentors and advisors, and assist students through programs designed to enhance their academic, social, and personal development. GGC produces contributing citizens and future leaders for Georgia and the nation. Its graduates are inspired to contribute to the local, state, national, and international communities and are prepared to anticipate and respond effectively to an uncertain and changing world.

Begin with the Vision, Mission and Strategic Plan

Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan

Integrated Educational Experience Outcomes

Clearly communicate ideas in written and oral form

Demonstrate creativity and critical thinking in inter- and multidisciplinary contexts

Demonstrate effective use of information technology

Demonstrate an understanding of diversity and global perspectives leading to collaboration in diverse & global contexts

Demonstrate an understanding of human and institutional decision making

Demonstrate an understanding of moral and ethical principles

Demonstrate and apply leadership principles

Demonstrate competence in quantitative reasoning

Begin with the Vision, Mission and Strategic Plan

Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan

Establish Program-level Student Learning Outcomes linked to Institutional Outcomes

Major IEE 1

IEE 2

IEE 3

IEE 4

IEE 5

IEE 6

IEE 7

IEE 8

Biology

Business

Early Childhood Education

English

CDAC

Intramural & Club Sports

Student Involvement

Consider your institution-wide SLOs and those of an academic major or Student Affairs office on your campus (yours or another)• Map connections between the two sets

of SLOs• How does the program support the

institution’s attainment of the institutional SLOs?

Share with 1-2 people near you

STOP

Begin with the Vision, Mission and Strategic Plan

Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan

Establish Program-level Student Learning Outcomes linked to Institutional Outcomes

Map the relationships between Program-level Outcomes and Courses

Begin with the Vision, Mission and Strategic Plan

Establish Institutional Student Learning Outcomes derived from Vision, Mission and Plan

Establish Program-level Student Learning Outcomes linked to Institutional Outcomes

Select or create and implement assessments of each outcome

Outcome Measure TargetO 1: Correct

use of historical sources

M 1: Common, embedded tasks in

survey courses

Outcome will considered as met if

60% of students scored at least 60% of all

possible points on this question.

O 1: Correct use of

historical sources

M 2: Writing assignments in upper-division

courses scored by common rubrics

Outcome will be considered as met if

65% of students scored at least 65% of all

possible points designated to this

element of the written assignment by the

rubric.

O 1: Correct use of

historical sources

M 5: Capstone/Content Methods Written

Assignment

Outcome will be considered as met if

70% of students scored at least 65% of all

possible points designated to this

element of the assignment by the

rubric.

Map the relationships between Program-level Outcomes and Courses

Think of a course or program within the major/office you thought of in Exercise 1• List your learning outcomes for the

course/program•Match them to the learning outcomes for

the major/office• Add this to your map of program and

institutional SLOsShare with 1-2 people near you.

STOP

Integrated Educational Experience SLOs

Institutional Vision, Mission, Strategic Plan

Course Objectives

Student Affairs Outcomes

Program of Study Outcomes

Activity Objectives

Result:

An overall integratedstructure linkingall levelsof the institution

Assessment Measures Assessment Measures

The Integrated Educational Experience

Aggregate Results from the bottom up

Reports submitted on all individual measures in each program.

English 2011 Achievement Status Details:

Met (16)

Outcome/Objective Measure Finding Status

O 1: Critical and Theoretical Approaches

M 4: ENGL 3040 test

97% of all ENGL 3040 students scored

"competent" on a test of their objective

knowledge of critical and theoretical

approaches to the study of the English

language.

Met

O 1: Critical and Theoretical Approaches

M 5: Capstone Assignment

80% of seniors scored at or above

"Competent' on the rubric component(s)

for understanding critical and theoretical

approaches.

Met

Review data to determine achievement status of each program outcome

Reports submitted on all individual measures in each program.

English 2011 SummaryOutcome/Objective Status of individual

MeasureStatus of Outcome

O 1: Critical and Theoretical Approaches

Met Met

O 1: Critical and Theoretical Approaches

Met

O 2: Interpret / Evaluate Met Met

O 2: Interpret / Evaluate Met

O 2: Interpret / Evaluate Met

O 2: Interpret / Evaluate Met

O 2: Interpret / Evaluate Met

Review data to determine achievement status of each program outcome

Reports submitted on all individual measures in each program.

Compile summary of unit level achievement in general

Met Partially Met Not Met Data Not Available

Academic & Educational Support Units

Administrative Units in Academic & Student Affairs

Advancement UnitsResource Units

Educational Technology Units

Facilities and Operations

2010 Totals

Compile overall dashboard-style view of achievement status of each institutional outcome

Review data to determine achievement status of each program outcome

Reports submitted on all individual measures in each program.

IEE Goals 1 2 3 4 5 6 7 8 Program / Unit

Compile summary of unit level achievement in general

Compile overall dashboard-style view of achievement status of each institutional outcome

Review data to determine achievement status of each program outcome

Reports submitted on all individual measures in each program.

Compile summary of unit level achievement in general

Compile summary of action plans including resources needed

Unit Action Plan Status Action Plan Focus

Need Have Budget Content or Process

Staff Materials Modify Plan

X X X

X None Listed

X X X

X

X X $1000 X X

X X None Listed

X

X X None Listed

X

X

X X None Listed

X X

X X None Listed

X

Integrated Educational Experience SLOs: Institutional Patterns

Institutional Vision, Mission, Strategic Plan

Student Affairs Results and Responses

Program of Study Results and Responses

Result:

An institution-wide, strategic perspective on academic effectiveness

Assessment Findings Assessment Findings

The Integrated Educational Experience

•What resources do you have or would you need to produce a similar aggregation?•What value might a structure like this have

for your office or institution (if you are not already doing something similar)?•What would be the major challenges for

your office or institution?

Share with 1-2 people near you.

STOP

Benefits

A comprehensive and integrated perspective on the institution’s success toward its vision & mission

Institutional Outcomes

Plans

Results

Responses

Supports Student Learning

Explicit, defined list of expected outcomes for each major or general education course and for degree program

For Students

Coordinated content for multi-section coursesEase of communication between faculty teaching multi-section coursesMore clarity on expectations in course sequences

For Faculty

Supports formative evaluation of INSTITUTIONAL effectivenessFor Institution

Supports strategic planning and decision making

Identifies where in institution there may be a lack of commitment to assessmentParticipation rates

Identifies those with strong plans and those needing assistance – provides assessment of assessment office

Evaluation of Assessment Plans

Identifies large-scale strategic issues on which institution is either doing well or for which coordinated, concentrated focus beyond the individual unit might be needed

Compiled Institutional Results & Outcome Status

Identifies commonalities in responsesConsolidates all budget/resource requests in one place, supporting prioritizing or combining Alerts leadership when units are not considering resource implications of their responses

Response Plan & Resource Need

Summary

Challenges

Faculty may view assessment as

indicator of their teaching

•Potential for Inflated assessment scores•100% success in all areas is not informative•Must address concerns over academic freedom

Assessment processes are difficult to

establish

•Need to establish consistency in embedded assessments and standards across course sections

•Need to establish and adhere to timelines for submission of assessment results from courses

•Need to build processes and provide time for compilation and consideration of results within academic disciplines and student affairs offices

Compiling and interpreting to the institutional level requires time.

Thanks for your time and attention!

Questions?