Learning Outcomes Assessment in Community …

1 National Institute for Learning Outcomes Assessment | 1 k n o w l e d g e a c c o u n t a b i l i t y c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t c u r i o s i t y c h a l l e n g e c r e a t e a c h i e v e m e n t c on n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t c u r i o s i t y c h a l l e n g e k n ow l e d g e a c c o u n t a b i l i t y c o n n e c t i o n u n d e r s t a n d c o m m u n ic a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d i n t e l l

2 E c t k n o w l e d g e a c c o u n t a b i l i t y c o n n e c t i o n s e l f- r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o m m u n i c a t e c u r i o s i t y c h a l l e n g e c r e a t e a c h i e v e m e n t c o n n e c t i o n se l f - r e f l e c t i o n c u r i o s i t y c h a l l e n g e c r e a t e a c h i e v e m en t c o n n e c t i o n s e l f - r e f l e c t i o n k n o w l e d g e a c c o u n t a b i li t y c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a nd c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i on s u c c e s s i n g e n u i t y i n t e l l e c t c u r i o s i t y c h a l l e n g e e d u c a t e i n n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t c u r io s i t y c h a l l e n g e c r e a t e a c h i e v e m e n t k n o w l e d g e a c c o u nt a b i l i t y c o n n e c t i o n s e l f - r e f l e c t i o n e d

3 U c a t e a c t i o n u n d e r s t a n d c o m m u n i c a t e c u r i o s i t y c h a l l e n g e c r e a t e ac h i e v e m e n t c o n n e c t i o n s e l f - r e f l e c t i o n u n d e r s t a n d c om m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y a c t i o n e d u c a te a c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c t i o n un d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y in n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t c u r i o s i t y c h a l l e n g e k n o w l e d g e a c c o u n t a b i l i t y c o n n e c t i o n a c c e ss q u a l i t y s e l f - r e f l e c t i o n c u r i o s i t y c h a l l e n g e c r e a te a c h i e v e m e n t l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c es s i n g e n u i t y s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d i n t e l l e c t k n o w l e d g e

4 A c c o u n t a b i l i t y c o n n e c t i o n s e l f- r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d k n o w l e d g e a c c o u n t a b i l i t y c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e ac t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q ua l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t c u r i o si t y c h a l l e n g e c o n n e c t i o n k n o w l e d g e a c c o u n t a b i l i t y c o n n ec t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o mm u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y c h a l l e n g e c r e a t e a c h i e v e m e n t c o n ne c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c on n e c t i o n s e l f - r e f l e c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e

5 A r n a c c e s s q u a l i t y a c t i o n c r e a t e a c h i e v e m en t c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r st a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v at i o n s u c c e s s e d u c a t e a c t i o n c o m m u n i c a t e l i s t e n l e a r n a c ce s s q u a l i t y a c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o m m u ni c a t e e d u c a t e i n n o v a t i o n s u c c e s s s e l f - r e f l e c t i o n k n o w l e d g e a c c o u n t a b i l i t y c o m m u n i c a t e l i s t e n l e a r n ac h i e v e m e n t c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i on u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i ty i n n o v a t i o n s u c c e s s i n g e n u i t y i n t e l l e c t a c c e s s q u a l it y i n n o v a t i o n s u c c e s s s e l f - r e f l e c t i o n

6 C u r i o s i t y c h al l e n g e c r e a t e a c h i e v e m e n t c o n n e c t i o n s e l f - r e f l e c t i on u n d e r s t a n d e d u c a t e a c t i o n u n d e r s t a n d c o m m u n i c a t e l is t e n l e a r n a c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e ar n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s i n g e n u i t y c u r i o s i t y c h a l l e n g e c r e a t e a c h i e v e m e n t c o n n e c t i o n se l f - r e f l e c t i o n u n d e r s t a n d c o m m u n i c a t e l i s t e n l e a r n a c c e s s q u a l i t y a c t i o n c r e a t e a c h i e v e m e n t c o n n e c t i o n s e l f - r e f l e c t i o n e d u c a t e a c t i o n u n d e r s t a n d c o m m u n i c at e l i s t e n l e a r n a c c e s s q u a l i t y i n n o v a t i o n s u c c e s s ed u c a t e a c t i o n c o m m u n i c a t e l i s t e n l e a r n a c c e s s Learning Outcomes Assessment in Community

7 CollegesCharlene Nunley, Trudy Bers, and Terri ManningForeword by Walter BumphusNational Institute for Learning Outcomes AssessmentJuly 2011O c c a s i o n a l P a p e r # 1 0l e a r n i n g o u t c o m e s a s s e s s m e n t . o r gNational Institute for Learning Outcomes Assessment | 2 About the AuthorsDr. Charlene R. Nunley is currently Professor and Program Director of University of Maryland University College s Doctor of Management in Community College Policy and Administration. She accepted this posi-tion after retiring from the presidency of Montgomery College in Mary-land in 2007.

8 Her views on the role of Community colleges have been featured in the Wall Street Journal, e Washington Post, e Baltimore Sun, Community College Times, Community College Journal, and e Chronicle of Higher Education. In the Fall of 2005, Dr. Nunley was named to the Secretary of Education s Commission on the Future of Higher Education ( e Spellings Commission). She was the only Community college representative on the panel. Her earned Bachelor s and Master s degrees are from e Pennsylvania State University and a in Education Policy from George Washington University.

9 Dr. Trudy Bers is the Executive Director of Research, Curriculum and Planning at Oakton Community College in Des Plaines, Illinois. She is a Data Facilitator for Achieving the Dream; a consultant-evaluator for the Higher Learning Commission; and teaches a course on institutional e! ectiveness and Assessment for the University of Maryland University College doctor of management in Community college leadership program. She ha