Student Learning Outcomes SLO Assessment Process QEP HIP

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Student Learning Outcomes (SLO) Assessment Process QEP HIP Grant Information Sessions Christina Chester-Fangman and

Student Learning Outcomes (SLO) Assessment Process QEP HIP Grant Information Sessions Christina Chester-Fangman and Barb Peterson Co-Chairs, QEP Faculty / Staff Development & Support Committee August 29, 2017

QEP Faculty / Staff Development & Support Committee Ø Our charge is two-fold: 1)

QEP Faculty / Staff Development & Support Committee Ø Our charge is two-fold: 1) plan training and support for faculty / staff who wish to engage students in a High Impact Practice (HIP); the focus of this training will be related to the use of the Student Learning Outcomes (SLO) rubric designed to assess a “Signature Assignment” related to a QEP High Impact Practice. 2) review specific faculty “Signature Assignments” to ensure they align with the SLO Rubric

Integrative Learning VALUE Rubric � Based on AAC&U � 3 SLOs: ◦ Student will

Integrative Learning VALUE Rubric � Based on AAC&U � 3 SLOs: ◦ Student will be able to connect applied experiences derived from participation in HIPs with relevant knowledge acquired in the University setting. ◦ The student will be able to adapt and apply skills, abilities, theories, or methodologies acquired in the University setting to address novel situations or problems in applied settings. ◦ The student will be able to demonstrate the ability to engage in meaningful self-reflection that leads to self-awareness and a sense of competence of effective responding to new and challenging contexts. � Rubric

Aligning Your “Signature Assignment” with the Rubric � Move to standardized prompts for “Signature

Aligning Your “Signature Assignment” with the Rubric � Move to standardized prompts for “Signature Assignment” to help students reflect critically on the HIP experience ◦ Include specific language from the rubric ◦ Use action verbs to help students think more critically about their HIP experience ◦ Refrain from the use of prompts that have narrow responses (ex. Yes or no questions)

Bloom’s Taxonomy � To promote higher forms of thinking in education rather than just

Bloom’s Taxonomy � To promote higher forms of thinking in education rather than just rote learning ◦ SLO #1 = Think �analyze, relate, synthesize ◦ SLO #2 = Act �apply, adapt, justify ◦ SLO #3 = Reflect �evaluate, critique, judge

Assessment Cycle Example provided by Ashlee � Grant proposal submitted and approved � SLO

Assessment Cycle Example provided by Ashlee � Grant proposal submitted and approved � SLO prompts shared with and reviewed Development & Support Committee � Feedback provided by Barb and Christina on how well prompts are aligned with SLO rubric � Signature assignment submitted by student and graded and assessed by instructor � Random sample of signature assignments reviewed by QEP Summer Assessment Team

Contact Info � Christina Chester-Fangman � Barb � Library � College � chester-fangmanc@apsu. edu

Contact Info � Christina Chester-Fangman � Barb � Library � College � [email protected] edu � [email protected] edu � Ext. 1267 Co-chair � Ext. Peterson of Education 6468 Co-chair

QUESTIONS? Thank You!

QUESTIONS? Thank You!