Learning Outcomes Implementation Model

1
Learning Outcomes Implementation Model

• a presentation for
• the League for Innovation Workshop with
  Montgomery College
• November 8, 2001

2
Implementation Model

• In selecting an implementation model, SFCC
  assessed several project contexts
• College Strategic Plan
• Florida K-20 Accountabilities
• SCANS Skills Accountabilities
• SACS Must Statements

3
Model Context Strategic Plan

• Strategic Plan 2000 Mission
• Adding value to the lives of our students and
  enriching our community

4
Model Context Strategic Plan

• Strategic Plan 2000 Values
• SFCC is a dynamic, innovative learning community
  committed to
• Academic excellence, academic freedom, and
  intellectual pursuit
• Individual and social responsibility
• Honesty, integrity, and civility
• Cultural diversity and equity
• Collaboration with our community
• Open access
• Life-long learning
• Assessment, accountability, and improvement

5
Model Context Strategic Plan

• Strategic Plan 2000 Educational Programs
• Provide learning opportunities and academic
  support to ensure the highest levels of academic
  performance
• Reconsidering the general education core for the
  learning needs of the 21st Century student
• Improving performance and results in all program
  areas including student retention and completion
• Assessing educational programs to encourage
  academic excellence
• Improving the graduation rates for all program
  areas

6
Model Context Strategic Plan

• Strategic Plan 2000
• Educational Programs Initiatives
• Reconsidering the General Education Core for the
  Learning Needs of the 21st Century

7
Model Context K-20 System

• Proposed State of Florida K-20 Accountability
  Measures will
• be based primarily on student learning and
  performance
• have clear goals
• include easily understood performance measures
• contain realistic yet challenging performance
  standards
• be based on accurate, valid and reliable data
• include steps to widely report results to the
  public
• link performance to the budget when feasible
• provide incentives for good or improved
  performance and consequences for poor
  performance

8
Model Context K-20 System

• Proposed K-20 Measures include
• Highest Student Achievement
• graduation/completion rates
• performance upon transfer to state university
• Seamless Articulation and Maximum Access
• completion of remediation at community college
• academic readiness
• Skilled Workforce and Economic Development
• satisfaction of employers
• Quality Efficient Services
• cost per completer (including excess hours)

9
Model Context SCANS

• Federally-defined SCANS skills
• Competencies workers must have to survive and
  thrive in a high-performance workplace
• Basic Skills reading, writing, mathematics,
  speaking, and listening
• People Skills social, negotiation, leadership,
  teamwork, and cultural diversity
• Personal Qualities self-esteem,
  self-management, and responsibility
• Thinking Skills creative thinking,
  problem-solving, decision-making, and
  visualization

10
Model Context SACS

• SACS Criteria
• Undergraduate degree programs must contain a
  basic core of general education courses.
• The institution must demonstrate that its
  graduates of degree programs are competent in
  reading, writing, oral communication, fundamental
  mathematical skills and the basic use of
  computers.

11
Choice of Implementation Model

• Within these contexts, SFCC chose to build a
  Learning Outcomes Taskforce around the existing
  General Education Committee Structure
• majority faculty membership
• representatives from all academic areas
• institutionalized structure

12
Learning Outcomes Taskforce Membership

• Kathryn Baker, English
• Ed Braddy, Retention
• Dan Coons, Behavioral Sciences
• Mapi Cuevas, Natural Sciences
• Mark Dicks, Prep Math
• Douglas Diekow, Social Science and History
• Sture Edvardsson, Natural Sciences
• Sarah George, Mathematics

• Dawn Graziani, Reading
• Kristine Griffin, Mathematics
• Eugene Jones, ITE
• Terry Klenk, Creative Arts and Humanities
• Leslie Lambert, Creative Arts and Humanities
• Judith McBride, Behavioral Sciences
• Matthew Newell, Creative Arts and Humanties

13
Learning Outcomes TaskforceMembership

• Diane Rankin, Allied Health
• Michael Reiner, Social Science and History
• Russ Roy, Natural Sciences
• Bill Stephenson, English
• Lynn Sullivan, Academic Advisement
• Bruce Teague, Mathematics
• David Tegeder, Social Science and History
• William Wall, English

14
Learning Outcomes Taskforce Framework Year Two

1. LOT revises/confirms SFCC Learning Outcomes Draft
2. Chairs/Coordinators perform Curriculum Audit
   based on SFCC Learning Outcomes
3. Using audit results, LO Management Team forms
   Individual Outcomes Workgroups for each broad
   outcome.
4. Outcomes Workgroups define specific outcomes
   expected of an SFCC graduate in each broad
   Learning Outcomes category.
5. Specific outcomes draft circulated to all college
   personnel for feedback.

15
The Five Ds

• Define
• Develop
• Deliver
• Document
• Disseminate

16
Assessment of Progress

• Define
• Define curriculum areas that encompass 21st
  Century Learning Outcomes within the institution.
• Progress Santa Fe Community College Learning
  Outcomes approved by college in Fall 2001.

17
Assessment of Progress

• Develop
• Develop a comprehensive set of curriculum
  components for each of the 21st Century Learning
  Outcomes.
• Progress Curriculum Audit complete and
  Individual Outcomes Workgroup chairs named.

18
Assessment of Progress

• Deliver
• Deliver learning opportunities appropriate to
  the performance-based curriculum model using best
  practices and multiple pedagogical approaches.
• Progress Professional Development activities
  (e.g., training in cooperative learning, LENS
  project, etc.) underway to support integration
  into curriculum.

19
Assessment of Progress

• Document
• Document student achievement of 21st Century
  Learning Outcomes using approaches that extend
  beyond traditional grades, credits, and degrees.
• Progress SFCC attending League Workshop on
  SmartCards and exploring online outcomes
  portfolios.

20
Assessment of Progress

• Disseminate
• Disseminate model programs, practices, and steps
  toward development with other institutions,
  educators, and policymakers.
• Progress Presentations on Learning Outcomes
  Project for Academic Departments, Educational
  Services Retreat, College Senate Retreat, College
  Planning Council, Board of Trustees, UT-Austin
  Community College Leadership Program.

21
Other Accomplishments

• Revised General Education statement in the
  college catalog to reflect the SFCC Learning
  Outcomes
• Developed and implemented the Computer Placement
  Exam (CPE) to assess technology competency
• Began work on the first of two outcomes-based
  interdisciplinary learning communities,
  Diversity Studiesfunded by Title III

22
Project Website

• The college has established
• a regularly updated website for
• dissemination of all LOP-
• related information, including
• critical documents and
• presentations
• http//inst.santafe.cc.fl.us/21century/