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 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

2 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 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 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

3 - 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 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 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

4 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 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.

5 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. 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.

6 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 has edited or co-edited four issues of New Directions for Community Colleges, co-authored two AIR online professional development courses, and written E! ective Reporting for the Association for Institutional Research. She earned her in Political Science from the University of Illinois-Urbana, and holds an from the Kellogg Graduate School of Management at Northwestern University, an in Public Law and Government from Columbia University, and a in Political Science from the University of Illinois-Urbana. Dr. Terri M.

7 Manning is the Associate Vice President for Institutional Research and Director of the Center for Applied Research at Central Piedmont Community College (CPCC). Prior to coming to CPCC, she was fulltime faculty at the University of North Carolina at Charlotte and Oklahoma State University and part-time at Tulsa Community College. She is a program evaluator and a data coach for seven Achieving the Dream colleges. She has done institutional e! ectiveness consulting with multiple colleges and universities and serves on visiting teams for the Southern Association of Colleges and Schools. She sponsors an Annual Institute on Best Practices in Institutional E! e ideas and information contained in this publication are those of the authors and do not necessarily re" ect the views of Carnegie Corporation of New York, Lumina Foundation for Education, or e Teagle .. 3 Foreword .. 4 Learning Outcomes Assessment in the Community College.

8 5 Demands for Accountability and Transparency .. 6 Assessment Approaches and Applications .. 10 Challenges for Community Colleges .. 11 Guidelines and Cautions for Community Colleges.. 19 Conclusion.. 23 References.. 24 NILOA National Advisory Panel.. 26 About NILOA.. 27 NILOA Sta! .. 27 NILOA Sponsors..27 National Institute for Learning Outcomes Assessment | 3 A b s t r a c ti 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 ha 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 u n d e r s ta 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 s e l f - r e f l e 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 i n t e l l e c t 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

9 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 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 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 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 li 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 e d u c a t e i n no 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 le 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 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 nd 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 nt 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 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 e d u ca 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 t io 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 Learning Outcomes Assessment in Community Colleges e open access mission of Community colleges demands working with individuals with widely varying academic skill levels and diverse educational backgrounds.

10 As a result, Learning Outcomes Assessment in Community colleges presents an array of opportunities and challenges distinctive to these institutions and the students that they serve. is paper analyzes the ndings from two recent surveys, one of institutional researchers and one of chief academic o cers from Community colleges, to better understand the state of student Learning Outcomes Assessment in this increasingly important sector. In the context of these ndings, the authors discuss the multiple demands for accountability and transparency that characterize the environment within which Community colleges operate. ey describe Assessment approaches used by Community colleges and review how institutions can and do use the results. ey also provide some examples of good practices in Assessment , and suggest some guidelines and cautions for Community colleges that are seeking to advance the Assessment agenda. e authors encourage Community colleges to honestly and openly assess student Learning and to use information obtained through the Assessment process to improve retention, progression and academic success of students on Community college Community colleges are going to ful ll their core mission, essential and ongoing assessments must be done to structure an environment of student success and completion.