Closing the Loop - ePortfolio, Assessment and Learning at LaGuardia

8/13/2019 Closing the Loop - ePortfolio, Assessment and Learning at LaGuardia

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What is Closing the Loop?

LaGuardias Approach

LaGuardias Case Studies

Our Lessons Learned & Next Steps

Whats Your Next Step?2Polnariev, Fernandez, & Del Rosario -- CUNY's 12th IT Conference


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Using assessment evidence to makechange designed to improve studentlearning.

A challenging task: In Bantas 2009study of assessment programs at150 colleges, only 6% demonstrated

a meaningful closing the loopprocess

Closing the Loop

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-Talk to your neighbor: How far along are you at closing the

loop at your campus?

What are the challengesto closingthe loop on your campus?

What have you learnedfrom yourexperience that will help you in futureefforts to close the loop?

How do youclose the loop?



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18,623 students 81.4% household income

less than $25,000

Student diversity: 18% Asian, 15% Black ,

37% Hispanic, 10% White (non-Hispanic) Selected by Community College Futures

Assembly as a finalist for the2012 BellwetherAward in Instructional Programs & Services

Recognized by Excelencia in Education 2009 forexemplary leadership in serving the needs ofLatino and nontraditional students

Highest re-accreditation from MSCHE (2012)

LaGuardiasContext


O C


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Our Assessment Cycle


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Benchmark Readings

College-wide readings of student workrelated to Gen Ed competencies

Periodic Program Reviews

Each major (program) reviewingstudent work related to both Gen EdAND programmatic competencies

Gen Ed Outcomes AssessmentTwo Complementary Structures



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A LearningCollege:

Systematic Inquiryinto Student

Learning

Individual FacultyRead & Assess

Student Work inCourses

Provide developmentalguidance & assessmentin classes

Faculty in ProgramsRead & Assess Student

Work in Periodic ProgramReviews

Make changes in curriculum &pedagogy, based on findings Faculty CollegewideRead & Assess Student

Work in BenchmarkReadings

Assess progress on corecompetencies acrossprograms.

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Students examine their own learning in

reflective ePortfolios


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-Students document &reflecton their learning

-Builds engagement &student success

-Helps us gather &organize artifacts forcollege-wide assessmentprocess

-Grounding assessment inauthentic artifacts ofstudent learning helpsfaculty identify changes inpedagogy & curricula toimprove student learning

ePortfolios SupportAuthentic Assessment



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Gathering Evidence



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Assessment of Student Work



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Core Competencies

4 General Education Competencies:Critical Literacy (includes: Critical Thinking,Reading, and Writing,)

Oral Communication

Quantitative ReasoningInformation and Research Literacy

Programmatic Competencies

Defined by programs and majorsAs appropriate, defined by outsideaccrediting bodies



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Benchmark Readings

Conducted annually since 2011

Focus on Gen Ed Competencies: CriticalLiteracy, Research and Information Literacy,Quantitative Reasoning, and Oral Comm.

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Over 50 faculty haveparticipated, full-timeand adjunct, from alldepartments.

Results reported tocollege at-large and toprograms doing PPRs

Polnariev, Fernandez, & Del Rosario -- CUNY's 12th IT Conference

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Progress inCore Competencies

Making Progress:Avg.Gain Across Competencies = 0.87


Wh t i


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What is a

Periodic Program Review?

Programs do a PPR every 5-7 years Focus on 3 years of intensive work

Faculty use evidence to assess Gen Ed &Program competencies

Faculty identify areas needing attention,develop recommendations and actionplan

Can apply to Center for Teaching &Learning for a Mini-Grant to implementaction plan


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PPR calendarPolnariev, Fernandez, & Del Rosario

- CUNY's 12th IT Conference


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Adjusting the Process

Providing more sustained and collectivesupport

Engagement w/ Program Directors

Multiple follow-ups with program faculty CTL Mini-grants: Programs have option

to apply CTL for support needed to

implement change Link to Strategic Planning



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Powerful group ofcampus leaders

Charged w/ relatingassessment process

to their colleagues

Program Directors


Crucial and effective because PPRfocuses on the major.

Developed grids, implementation plans,general competency assignments, anddata collection

O A t C l


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PPR Case Studies



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Business Administration

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1) PPR Finding: Scores onoral communication lowin accounting, businessadministration & otherbusiness majors.

2) Follow-Up Action:Using a mini-grant,faculty tested anintervention, using

Communication faculty,who did classroomworkshops & trainedother business faculty.


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Business Administration


3) Action: Evaluate theIntervention Facultyassessed pre- & post-student speeches:

Avg. score increasedfrom 3.05 to 3.675

60% of studentsshowed improvement

Departmental Conclusion:Intervention was effective;must be expanded toreinforce/deepen impact.


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Paralegal Studies PPR


2)Recommendation(fall 2012): Work withAcademic Affairs and theBusiness dept. faculty toexplore ways to continue

to assess studentsinternship experiences aswell as to develop newinternship relationships.

1) PPR Finding

(June 2012): Need toassess theeffectiveness andimpact of Paralegal

internshipopportunities onstudents.


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Paralegal Studies PPR


3)Action(spring2013): Worked withAssessment team anddepartment Faculty tocreate a plan to assessthe effectiveness of thestudent internshipexperience. Planincludes gathering

Paralegal StudentInterns in an Onlinecourse featuring


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Building a Culture of Assessment

Spring 2012: Middle States commendsLaGuardia for creating a culture of assessment,notes sense of community working towardshared goals

Spring 2013: College-wide Instructional StaffMeeting (all faculty) celebrates the work of 6programs engaging in PPR in 2012-13. Each

program presents a highlight from their report,focusing on student learning: a Data Point, anevidence-based Recommendation, and an ActionPlan for 2013-14.



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Rethinking competencies

Testing ways to measure Integrative Learning.

Alignment with Student Affairs and co-curricula assessment

Refining PPR process. Evaluation of assessment-based changes in

curricula and pedagogy

Our next steps



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QUESTIONS?

Inquiry

Reflection

Integration


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References Arcario, P. & Wilson, J. (2007). Putting It Together: General Education at

LaGuardia Community College.In Reclaiming the Public University:

Conversations on General and Liberal Education. (Eds). Summerfield, J. &C. Benedicks. NY: Peter Lang.

Arcario, P., Eynon, B., Klages, M. & Polnariev, B. A. (2013). Closing theLoop: How We Better Serve Our Students through a ComprehensiveAssessment Process. Metropolitan Universities Journal, 24, pp. 21-37.

www.cumuonline.org/mujAbstracts.aspx?a=93 Banta, T. W., (1999).Assessment in Community Colleges: Setting the

Standard for Higher Education? Boulder: National Center for HigherEducation Management Systems.

Eynon, B. It Helped Me See a New Me: ePortfolios, Learning & Change at

LaGuardia,

inAcademic Commons, January 2009.http://www.academiccommons.org/issue/January-2009

Provezis, S. (2012). LaGuardia Community College: Weaving Assessmentinto the Institutional Fabric. Examples of Good Assessment Practice.National Institute for Learning Outcomes Assessment.

http://www.cumuonline.org/mujAbstracts.aspx?a=93http://www.academiccommons.org/issue/January-2009http://www.academiccommons.org/issue/January-2009http://www.cumuonline.org/mujAbstracts.aspx?a=93


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Thank you!


Dr. Bernard A. Polnariev, Admin. Executive Officer

Professor Hector Fernandez, Associate Professor Dr. Mercedes Del Rosario, ePortfolio Director, CTL

&

Dr. Bret Eynon, Associate Dean for Academic [email protected]

718-482-5400
mailto:[email protected]:[email protected]


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Activity Solo Work:

(15 min.) Complete activity template

Group work:

(5 min.) Intros (name, institution, role, self-identified assessment level)

(10 min.). Listing Questions & Issues.Go around the table, each person adds aquestion or issue: Where are you stuck? Whathelp do you need in closing the loop?

(15 min.) Small group discussion Solutions to

closing the loop questions & issues.

(15 min.) Large group discussion

1 take away from this session

1 take away from this conference35Polnariev, Fernandez, & Del Rosario -- CUNY's 12th IT Conference

Educational Goals:


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What knowledge should students in the program graduate

with?Goal Activities:

What activities will help you achieve this goal?Measures of Goal Achievement:

How will you know you have achieved this goal?

Key Partners:

Who needs to be involved in assessment?

Courses:

What courses address the competency you are measuring?

Timeline:

When do students take these courses? At what points do

you need information?

Closing the Feedback Loop:

How will you analyze and report on data? To whom? When?

How much time do you need to get reporting done? What

revisions to programs could be made based on findings?36


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What are your next steps?

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Documents

Closing the Loop - ePortfolio, Assessment and Learning at LaGuardia