LeMoyne-Owen CollegeDecember 15, 2009

Mimi Czarnik, Professor of English and Dean of Humanities

Becky Burton, Associate Professor of Biology

Alverno College, Milwaukee, Wisconsin

Developing Competence-Based Learning Outcomes

Outcomes for Session II

Discuss competence-based teaching and learning

Explore the purpose of outcomes Examine the role of outcomes in

designing curriculum Move to groups: Put competencies

into disciplinary context

Alverno College, 2009

One of about 60 US women’s colleges(Master’s programs include men)

About 2815 students, including 428 in masters program. 118 full-time faculty

35% ethnic minorities (17% African American), many first generation students and non-traditional age, 96% receive financial aid

“Non-Negotiable” Assumptions about Learning

All students can learn Students need to learn how to learn Education goes beyond knowing to

be able to do what one knows Educators are responsible for

making learning more available by articulating outcomes and criteria for successful performance

Outcomes

A set of statements that describe what a student will be able to do with what he or she knows as a result of a set of learning experiences.

Combines knowledge, ability, and affective characteristics.

“If you don’t know where you’re going, you’ll probably end up somewhere else.”

Why Use Outcomes?

Why Use Outcomes?

Provide direction for teaching and learning Help the student translate experience into

learning Contribute to coherence and continuity in the

curriculum, leading to student development Outcomes help facilitate efficient, coherent,

consistent assessment procedures Assure accountability by making teaching and

learning public and explicit

Making Competencies Concrete

Competencies must be: Contextualized for individual

programs and courses Defined developmentally Translated into student- friendly

language

LeMoyne-Owen Competencies

Program or Department Outcomes

Course Outcomes

Course Assessments

Increasing Degrees of Specificity

Program and Departmental Outcomes are:

Developed by faculty in the department Connected to the mission and outcomes

of the institution Public Observable and measurable A basis of assessment Subject to regular faculty review and

revision

Contextualize Competencies Review the LeMoyne-Owen

Competencies Select one (other than Major Course

of Study) that is central to what you do as a department or program

Restate the competency in the context of your department or program

LeMoyne-Owen Student Competencies

Critical Thinking Communications Values Social Responsibility & Citizenship Scientific & Technological Literacy Lifelong Learning A Sense of Heritage Global Perspective & Diversity Major Course of Study Aesthetic Engagement

LeMoyne-Owen CollegeDecember 15, 2009

Mimi Czarnik, Professor of English and Dean of Humanities

Becky Burton, Associate Professor of Biology

Alverno College, Milwaukee, Wisconsin

Creating Departmental Learning Outcomes

Disciplines as Frameworks for Learning

Why should everyone study your discipline?

What conceptual frameworks, dispositions, or abilities does your discipline offer that all students need?

Disciplines as Frameworks for Learning

What are the qualities of my discipline that will be most helpful to my students?

What strategies for learning will students acquire as a result of studying my discipline?

How do I expect my students to change as a result of studying my discipline?

Departmental Outcomes

Where are they used? In department or program planning

and evaluation How are they used?

To set goals and develop plans for student learning and assessment

Why are they used? To provide shared direction To make expectations public

Sample Outcomes: English

Reads and interprets diverse cultural expressions in works of literature, film, and other media

Communicates an understanding of literary criticism, questions its assumptions, and uses its frameworks to analyze and evaluate works

Engages personally, intellectually, and creatively in the expanding discourse of the discipline of English

Sample Outcomes: Biology

Demonstrates critical thinking skills in evaluating biological data

Demonstrates problem solving ability in designing and carrying out experiments

Collaborates effectively as a member of a research team

Alverno College Faculty-Designed in-Course Assessment

INSTRUCTOR

ADMINISTERSASSESSMENT

INSTRUCTOR(and Student)

STUDIESRESULTS

INSTRUCTOR

DESIGNS/REDESIGNSASSESSMENT

(Integration of Abilities/Discipline Concepts)

INSTRUCTOR(and Student;

Sometimes Peers)

ASSESSESPERFORMANCE

(Student Assessment-as-Learning at Alverno College, 1994, p. 97)

Departmental Outcomes: Pitfalls and Solutions Turf wars

Keep applicable to any graduate Endless lists

Think in terms of categories Outcomes that can’t be assessed

Concentrate on observable abilities: What can they do?

Perfection Outcomes can be reviewed, revised, changed

Writing Departmental OutcomesDevelop one refined departmental outcome

Brainstorm a list of other possible outcomes.