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

2 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 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

3 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

4 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 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

5 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 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

6 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 . 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.

7 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.

8 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.

9 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. 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.

10 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"