Karen Kurotsuchi Inkelas P. Jesse Rine Inaugural Academic Symposium April 14, 2011 Bridging the Empirical Divide of College Teaching and Student Learning.

Karen Kurotsuchi InkelasKaren Kurotsuchi Inkelas

P. Jesse RineP. Jesse Rine

Inaugural Academic Symposium

April 14, 2011

Bridging the Empirical Divide of College Teaching and Student LearningBridging the Empirical Divide of College Teaching and Student Learning

CASTLCASTLHEHECenter for Advanced Study Center for Advanced Study

of Teaching & Learning of Teaching & Learning in Higher Educationin Higher Education

CASTLCASTLHEHECenter for Advanced Study Center for Advanced Study

of Teaching & Learning of Teaching & Learning in Higher Educationin Higher Education

Student learning

outcomes assessment

Collegeteaching and pedagogy

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Two parallel streams in the teaching and learning literatureTwo parallel streams in the teaching and learning literature

Literature on college teaching and pedagogyLiterature on college teaching and pedagogy

• Teaching and pedagogical best practices– NSSE Benchmarks of Effective Educational Practices

– McKeachie’s Teaching Tips

• Learning Styles– Index of Learning Styles

(Richard Felder & Barbara Solomon)– Multiple Intelligences (Howard Gardner)

• Course evaluations

• Classroom assessment

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Literature on student learning outcomes assessmentLiterature on student learning outcomes assessment

• Typologies of outcomes assessed– AAC&U Essential Learning Outcomes – Lumina’s Degree Qualifications Profile– Wabash Study of Liberal Arts Education

• Institutional-level assessments– Peggy Maki, Trudy Banta, Linda Suskie, etc.

• Accreditation/Quality assurance– SACS, SCHEV

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Several stakeholders with varying interestsSeveral stakeholders with varying interests

Student learning

outcomes assessment

College teaching

and pedagogy

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Faculty

Students

Parents

Public policymakers

Accreditors

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For optimal effectiveness, the two streams need to integrateFor optimal effectiveness, the two streams need to integrate

Student learning outcomes assessment

College teaching

and pedagogy

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One place to start:Mandatory SCHEV competency assessments One place to start:Mandatory SCHEV competency assessments

• Quantitative reasoning

• Writing

• Scientific reasoning

• Critical thinking

• Oral communication

• Undergraduate research

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Other recommended student learning outcomesOther recommended student learning outcomes

• Knowledge of human cultures and the physical & natural world

• Intellectual & practical skills

• Personal & social responsibility

• Integrative & applied learning

• Intellectual skills

• Specialized knowledge

• Broad, integrative knowledge

• Civic learning

• Applied learning

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AAC&U’s Essential Learning Outcomes

Lumina’s Degree Qualifications Profile

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Popular methods for assessing student learning outcomes (Maki, 2004)

Popular methods for assessing student learning outcomes (Maki, 2004)

• Direct methods• Students’ demonstration of learning via some form of standardized test focusing

on aspects of student learning• Examples: CAAP, CLA, MAPP, plus GRE subject tests, PRAXIS tests, etc.

• Indirect methods

• Students’ perceptions of their learning and the educational environment that

supports that learning• Examples: NSSE, NSLLP

• Performance-based methods• Students represent learning in response to assignments/projects that are

embedded into their educational experiences

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Teaching methods showcased in UVa Academic Symposium presentationsTeaching methods showcased in UVa Academic Symposium presentations

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Assessment methods integrated into UVa Academic Symposium presentationsAssessment methods integrated into UVa Academic Symposium presentations

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Assessment of SLOs? Type of assessment?

63%

37%

11%

47%

42%

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Student learning outcomes assessed as part of UVa Academic Symposium presentationsStudent learning outcomes assessed as part of UVa Academic Symposium presentations

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Where do we go from here?Where do we go from here?

• How can we marshal an inclusive, cross-grounds approach to assessing the nexus between college teaching and student learning outcomes that satisfies all stakeholders?

• This is the primary goal of CASTL-HE

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• Using the Collegiate Learning Assessment (a standardized test)– Josipa Roksa

• Using learning portfolios (Teaching Resource Center)– Dorothe Bach– Marva Barnett

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Next: Two different ways to assess student learningNext: Two different ways to assess student learning