FACULTY LEARNING COMMUNITY How well are students learning

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FACULTY LEARNING COMMUNITYHow well are students
learning?

• Mid-Year Progress Report

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OUTCOMES ENVISIONED

• Understand current knowledge of human cognition
  and learning
• Design assessment tasks procedures to obtain
  useful information on student learning
• Integrate assessments into classroom
• Make assessment of student learning a subject of
  scholarship

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SPECIFIED PROGRAM ACTIVITIES

• Monthly seminars informal discussions among
  participants
• Attend conferences on assessment
• Dissemination Workshop
• Reports

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CPS Questions1-3
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MONTHLY ACTIVITIES

• Community meets twice each month (often more)
• 2-hour meeting blocks
• Focus of meetings
• Plan activities
• Share knowledge of learning and assessment
• Organize events activities
• Evaluate outcomes of activities
• Compare progress on individual goals and
  activities

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CONFERENCES ON ASSESSMENT

• AAHE WASC Developing Institutional Strategies
  for Assessing Improving Student Learning.
• January 23-25, 2004
• San Ramon
• 6 out of 8 members participated
• Provost Morales inducted as honorary member of
  the Learning Community Team
• Teams required to present Capstone Project

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TEAM CAPSTONE PROJECT

• Presented to President Ortiz on February 20 at
  Learning Community meeting. President supports
  project.
• President Announces at 1st Budget Summit on
  February 26 that Cal Poly Pomona will become a
  learning-centered university.
• President challenges Learning Community to
  develop key values of a Learning-Centered
  university
• President asks Learning Community to present plan
  on February 28 to VPs, Deans, Assessment Café
  members

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CPS Questions4
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CONFERENCES ON ASSESSMENT

• AAHE 2004 Assessment Conference Connecting
  Public Audiences to Our Work
• June 12-15, 2004
• Learning Community submitted two proposals
• Both proposals accepted!

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PROPOSAL 1Do Faculty Learning Communities
Really Work? Building a campus-wide culture at
Cal Poly Pomona

• Roundtable discussion on experiences and
  outcomes of an interdisciplinary faculty learning
  community on assessment at Cal Poly Pomona

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PROPOSAL 2 A Tale of Two Stakeholders How
Faculty and Students View Assessment

• What are the similarities and differences between
  faculty and student understanding of effective
  teaching assessment practices?
• BUT, what is the basis of this comparison?
• Assessment Café during Fall Conference
• Need for student input

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Faculty Learning Community Designs andHosts
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Cal Poly Pomonas 1st Student exCHANGE lounge
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Fundamental Goal

• In addition to participating in Community
  meetings and activities,
• Each member of the learning community will
  achieve their own stated objectives

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PROGRESS REPORTS

• Jeanne Almaraz
• Curriculum assessment.
• Will publish paper on outcomes of Student
  Exchange Lounge Assessment Café.
• Amy Gimino
• Promote long-term retention higher thinking
  levels.
• Analysis of critical thinking responses.
• Made Exchange Lounge integral part of Grade
  course on Tests, Measurements Evaluation (GED
  532)
• Tina Hartney
• Embedding assessment in new Biology curriculum
• Use of Personal Response System in assessment

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PROGRESS REPORTS

• Bob Hurt
• Become engaged in a scholarly dialogue about
  assessment.
• Share his knowledge.
• Don Paan
• Update and enhance expertise in assessment.
• Learned how to best define effective learning.
• Formulated new set of for assessing learning in
  ENG 105.
• Don St. Hilaire
• Assessing on-line off-line resources
• Use of Classroom Performance System in Assessment

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PROGRESS REPORTS

• Phyllis Nelson
• Identifying barriers to student learning.
• Use of Classroom Performance System.
• Gil Brum
• Use of Classroom Performance System in Assessment
  in a large non-majors biology class

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Classroom Performance Personal Response System

• Entire Learning Community involved
• 6 of 8 Members test CPS in their courses in
  Winter 2004 (Brum, Gimino, Hartney, Hurt, St.
  Hilaire, Nelson)
• Almaraz and Pan agree to be observers

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ASSESSING CPS

• Does CPS help students become better
  self-assessors?
• Does CPS help students be more engaged in the
  classroom?
• Does CPS help instructors better assess
  progressive knowledge understanding?
• Does CPS provide students with effective learning
  tools?
• Do students like CPS and find it to be a valuable
  tool for learning?
• Is the CPS system easy to use?

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Whats Next?

• Test CPS during Spring Quarter
• Compare CPS to PRS
• At the invitation of VP Berman, meet with I IT
  about CPS and PRS
• Organize Spring Quarter Dissemination Workshop
• AAHE Prepare, attend write report on what we
  learned
• Complete personal goals
• Make a recommendation to FDAC about the future of
  the Learning Community

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Final CPS Questions