Leadership for Meaningful Assessment Presented at the NEASC Annual Conference Boston December 9, 2015 By Trudy W. Banta Professor of Higher Education and Senior Advisor to the Chancellor for Academic Planning and Evaluation Indiana University-Purdue University Indianapolis 301 University Boulevard, Suite 4049 Indianapolis, Indiana 46202 tbanta@ iupui.edu http://www.planning.iupui.edu
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Leadership for Meaningful Assessment Presented at the NEASC Annual Conference Boston December 9, 2015 By Trudy W. Banta Professor of Higher Education and.
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Leadership for Meaningful Assessment
Presented at the
NEASC Annual ConferenceBoston
December 9, 2015
By
Trudy W. BantaProfessor of Higher Education
andSenior Advisor to the Chancellor forAcademic Planning and Evaluation
Indiana University-Purdue University Indianapolis301 University Boulevard, Suite 4049
Indianapolis, Indiana 46202tbanta@ iupui.edu
http://www.planning.iupui.edu
Outcomes AssessmentProcess of providing credible evidence of
Alicia Betsinger, PhDNew England Association of Schools and Colleges (NEASC)
Annual Conference December 9-11, 2015
Arts & Sciences
• Teagle Foundation Grant (2010-2012): Faculty Development at the Next Level: Departments and Academic Programs
– Embedding faculty development and learning-centered practices into departmental structures. At both Dartmouth and Brown, teaching and learning centers will work with a small group of departments to develop and implement department-wide student learning outcomes. Each institution will draw on the expertise and influence of their teaching and learning centers. The institutions' project leaders and faculty participants will work together to discuss assessment data, share information, and report on projects.
Scenario 1: You are a new President/Provost and your accreditation report is due in a year. What specific actions do you take to support the work?
Scenario 2: You are the new Accreditation Liaison Officer (ALO) and your accreditation report is due in a year. What specific actions do you take to gain the support needed to submit a successful report?
Leadership for Meaningful
Assessment:The BHCC
Perspective
Dr. Maria PuenteDean Lori A. CatallozziBunker Hill Community
College
New England Association of Schools and Colleges (NEASC)
Annual Meeting December 9, 2015
Assessment can only be meaningful to us if it is:
Mission-centric Outcomes-based Broad and inclusive Reflective, active and continuous
Making Assessment Institutionally Meaningful: The BHCC Experience
Our College has had meaningful assessment experiences because the leadership:• values a mission-driven approach• emphasizes and supports a culture of
evidence• creates opportunities and structures for
sustaining broad-based, inclusive participation
• engages the campus community in cycles of collaborative reflection, planning & action
Leading an Institutionally Meaningful Assessment Process: The BHCC Experience
Our Mission Statement:Bunker Hill Community College serves as an educational and economic asset for the Commonwealth of Massachusetts by offering associate degrees and certificate programs that prepare students for further education and fulfilling careers. Our students reflect our diverse local and global community, and the College integrates the strengths of many cultures, age groups, lifestyles and learning styles into the life of the institution. The College provides inclusive and affordable access to higher education, supports the success of all students, and forges vibrant partnerships and pathways with educational institutions, community organizations, and local businesses and industries.
The BHCC Experience: Assessment as Mission-Centric
The phrase “…supports the success of all students…” speaks to one of our institutional values, Inclusiveness and Equity.
But how do we know if these values are really being practiced? How can we assess equity in a meaningful way?• Success of Pell Students vs. Non-Pell Students• Success of Students of Color vs. Success of White
Students• Why these measures? Narrowing of achievement
gaps is an indicator of progress towards greater inclusiveness & equity
The BHCC Experience: An Example of Assessment as Mission-Centric
Outcomes can be both quantitative and qualitativeStudent Learning Outcomes Assessment Program
(SLOAP) – an example of outcomes-based assessment• Faculty-driven initiative intended to promote a
College-wide culture of assessment; Focus on projects that help close the feedback loop
SLOAP’s Writing Across the Curriculum initiative: Long-running, college-wide initiative that allows faculty to assess students’ writing and critical thinking abilities across disciplines• Fall 2010 & Fall 2011 projects to improve critical
thinking of students
The BHCC Experience: Assessment as Outcomes-Based
The goal: Inquiry-based, evidence-informed decision-making across all programs and initiatives at all levels of the institution
Learning Communities Developmental Education Reforms Civic and Community Engagement Learn & Earn Life Map Annual Unit Planning & Program Review
The BHCC Experience: Assessment as Broad & Inclusive
How assessment of major initiatives & programs informs our strategic planning• Expansion of SLOAP projects and framework • Scale-up of developmental education acceleration• Engagement of faculty in professional development
that fosters proven pedagogical practices • Expansion of high impact practices for students in
the 30-60 credit range• Integration of culturally inclusive curricula and
practice
The BHCC Experience: Assessment as Reflective, Active &
Continuous
• Learning Community impact on six key indicators of student success
• College-wide increases in fall-to-fall retention, overall course completion, developmental education and gateway course completion
• Narrowing and closure of racial/ethnic disparities in achievement
• Successful course completion and retention of Pell grant students
The BHCC Experience: Gains & Achievements
• Implement outcomes-based General Education Program
• Integrate LifeMap across the curriculum• Integrate high impact practices at 3o credit mark• Increase percentage of students who graduate
within four years• Increase percentage of students who earn a degree
before transfer• Continue to focus on closing achievement gaps
The BHCC Experience: Goals for 2015-2020
Each table will focus on one of four data handouts and should be prepared to briefly report out.
Questions for table discussion: 1. What does the data tell you? Are there overall
trends? Disparities? 2. What conclusions can you draw from the
data?3. What additional research questions does the
data raise?
Activity: Data Jigsaw
2004 2005 2006 2007 2008 2009 2010 20110%
10%
20%
30%
40%
50%
60%
Persistence: Year-to-Year
My College
Same Entry Year
ATD Network
Student Cohort
Figure 1. Year-to-Year Persistence of Students in the ATD Network for the 2004-2011 Cohorts (BHCC denoted as “My College”).
Source: 2014 Achieving the Dream Benchmarking for Success Report
Figure 2. Fall-to-fall Retention at BHCC by Race and Pell Status, 2007-2013. Source: BHCC Office of Institutional Effectiveness
Figure 3. Successful Course Completion of BHCC Students by Race/Ethnicity, Fall 2007 – Fall 2013 Source: BHCC Office of Institutional Effectiveness
88%
69%82%
59%16.7
28.7
13.9
21.8
15.3
26.7
12.9
19.4
87%
67%82%
57%
Learning Community Seminars (n = 2652)Comparison (n = 887)
Learning Community Clusters (n = 1407)Comparison (n = 662)
Figure 4. Learning Community Retention & Credits Earned Using Matched-Pair Analysis 2008-2012Source: DVP-PRAXIS LTD and OMG Center for Collaborative Learning, 2013
Term-to-Term Year-to-Year
Within First Year At End of Second Year
Within First Year At End of Second Year
Term-to-Term Year-to-Year
RetentionCredits Earned
How has leadership for assessment influenced the outcomes assessment process at your institution?
Given what you have heard today, do you have any new questions about outcomes assessment?