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Accreditation-Mandated Focus on Learning Outcomes: A Case Study
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| Presenter(s):
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| Larry Seawright,
Brigham Young University,
larrys@byu.edu
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| Joseph Peabody,
Brigham Young University,
peabody@byu.edu
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| Abstract:
Higher education accrediting agencies require that academic programs formulate, clearly state, and publicize appropriate program learning outcome statements. Learning outcomes need to be stated in terms of what students will learn, become, and be able to do upon completing the program, i.e. a learning-centered rather than a teaching-centered focus. This paper describes the development of program learning outcome statements at Brigham Young University in Provo, Utah. We discuss the methods used to develop program learning outcome statements, implications for faculty and administrators, and proposed methodologies for continued monitoring and curriculum improvement. We will also evaluate the effectiveness of the methods used, and the nature and level of response among the faculty, including rationalizing analogies employed by both faculty and administrators. Observations of faculty resistance are contextualized with reports of efforts made to reduce or overcome the resistance.
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Using a Rubric to Evaluate Student Learning and to Increase Faculty Involvement in Curriculum Planning
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| Presenter(s):
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| Katrina Miller-Stevens,
University of Colorado, Denver,
katrina.miller-stevens@cudenver.edu
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| Jody Fitzpatrick,
University of Colorado, Denver,
jody.fitzpatrick@cudenver.edu
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| Abstract:
In response to external demands for measures of program outcomes, the School of Public Affairs at the University of Colorado-Denver (UCD) began the process of developing and using a rubric to assess performance of graduate students in a capstone class. Other outcome measures included surveys of students and alumni; however, this paper will focus on the development of the rubric, the results, and its use. The paper will describe how the development of the rubric was used to involve faculty in dialogues concerning program goals and objectives and to review courses for means for obtaining outcomes. Results from the rubric will be presented as well as a review of course content in reference to goals and objectives. The paper will illustrate how an initial external demand was used to change the dialogue and culture within the school and to move toward a formative review of course curriculum.
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Learning-centered Evaluation of Teaching
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| Presenter(s):
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| Trav Johnson,
Brigham Young University,
trav_johnson@byu.edu
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| Abstract:
Over the past decade, institutions of higher education have placed increased emphasis on promoting student learning. This emphasis has influenced thinking about teaching, course design, and faculty development, but it has had little effect on the way teaching is evaluated. If institutions are serious about promoting student learning, they should align their evaluation practices with their desired teaching outcomes. Evaluating teaching based on student learning can be successful if evaluators focus on answering learning-centered evaluation questions rather than on “measuring” learning (which has been the focus of failed attempts to evaluate teaching based on student learning). In learning-centered evaluation of teaching, evaluators seek answers to questions in four areas: value of learning goals, effectiveness of learning activities, alignment and accuracy of learning assessments, and achievement of learning outcomes. The primary sources for answering these questions are students, instructors, peers, and administrators. Various methods are used to collect data from these sources.
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