annual outcomes assessment report--2000-01 - Shoreline ...

Shoreline Community College
ANNUAL OUTCOMES ASSESSMENT REPORT-2003-04 Assessment Liaison/s Phone Email
Jim James 206-546-6949 jdjames@ctc.edu
Pam Dusenberry 206-546-4626 pdusenbe@ctc.edu A. Highlights of Major Assessment Activities/Project For the fifth year, a major portion of Shoreline's Assessment allocation
was dedicated to faculty assessment development efforts through an RFP
process coordinated by the Institutional Effectiveness Committee.
Remaining funds supported the Office of Institutional Effectiveness,
Assessment and Research, the Assessment Liaison. For 2003-04 funds were awarded to 7 faculty projects (5 new and 2
continuing) representing the Humanities Division, Intra-American Studies
and Social Science Division, Library/Media Center, ESL and the Work Skills
Assessment Center. . Professional Development Retreat: Crossing Disciplines, Neal Vasishth,
Humanities, nvasisht@shoreline.edu, Tim Payne Intra-American Studies
and Social Science Division, tpayne@shoreline.edu.
. Assessing Information Literacy in ESL Courses, Elena Bianco, Library
Media Services, ebianco@shoreline.edu
. WorkKeys Assessment for Dislocated Workers, Cindi Price, Work Skills
Assessment Center, cprice@shoreline.edu
. Information Literacy Online Tutorial Assessment, Elena Bianco, Library
Media Services, ebianco@shoreline.edu
. Revision and Development of Outcomes and Student Assessment Tools for
Individual VCT Courses, Dick Davis, Humanities, ddavis@shoreline.edu
. Critical Thinking / General Intellectual Abilities Evaluation Project,
Pam Dusenberry, Humanities, pdusenbe@shoreline.edu
. Information Literacy Assessment, Joanna Tillson Library/ Media
Services, jtillson@shoreline.edu
B. Examples of Educational Improvements Made/Actions Taken
. Professional Development Retreat: Crossing Disciplines, Neal Vasishth,
Humanities, Tim Payne Intra-American Studies and Social Science Faculty attended professional development workshops where they had
the opportunity to share teaching strategies, their course outcomes
and methods of assessment. These workshops, such as the one
entitled "Grading on the Same Page," also allowed faculty a chance
to step back and see how those outcomes and methods of assessment
fit in relation to each other and in relation to Shoreline's
general course outcomes. Here are some examples of workshops that
helped with pedagogical growth: "Shoreline's Surefire Classroom
Practices," "Inductive vs. Deductive Learning" and "Teaching
Obstacles." o Faculty had formal and informal time to get to know one another as
people, not just as instructors. This was invaluable time devoted
to developing person to person relations. The following workshops
were instrumental in community building and improving the collegial
climate amongst faculty at Shoreline CC: "Getting to Know You,"
"Interacting with Deaf Colleagues and Students," "Be the Rock, Be
the Tree: An Exercise in Reflection," "Conversation Café, Gamin'
and Goofin'," "Playing to Learn, Global Team Trivia Game!," and
"Giving Back and Looking Forward: Group Reflection."
o In the workshop entitled "Four Hands on the Steering Wheel: The Art
of Team-Teaching," new Interdisciplinary Studies teams and faculty
with interest in making teams were able to learn team teaching
strategies from faculty experienced in Interdisciplinary
instruction. Interdisciplinary assignments were created in the
session.
o Faculty developed unity in purpose and direction and discussed ways
for maintaining it during the school year. This was accomplished
in the following workshops, "Hot Faculty Issues," "Conversation
Café," and "Giving Back and Looking Forward: Group Reflection."
o Additional project detail is contained in Appendix A.
. Assessing Information Literacy in ESL Courses, Elena Bianco, Library
Media Services
o Team participants learned about information literacy and discussed
ideas for incorporating it into their classes. At least one team
member created a new assignment focused on Internet searching for
her Level 3/4/5 ESL classes.
o Team participants indicated that they are now more aware of the
information literacy concepts that may be included in their regular
classroom activities and assignments and will make a point of
assessing the information literacy outcomes as well as the other
outcomes inherent in those assignments and activities..
o Surveys given to ESL faculty indicated that faculty wanted more
workshops for their students. In response, the ESL liaison
librarian who participated on the team created a series of
workshops for ESL students on the SIRS social issues database and
offered it through the ESL Technology Center. She plans to
continue offering these workshops
o The ESL librarian also plans to offer workshops on information
literacy skills for faculty in the division. This also is a result
of the survey. If faculty are more comfortable with these skills
themselves they will be more likely to incorporate them in their
classes.
o The team has created a website with sample information literacy
assessments that can be shared and used with other faculty members.
We did this in the hopes that such an "assignment bank" would make
it easier for faculty to include and assess these skills in their
courses.
o The team created several grids that show which information literacy
outcomes are appropriate to each level of ESL. Next to the
information literacy outcomes, the grids list the corresponding ESL
learning outcomes which are currently listed in the ESL Curriculum
Guides and course MCO's. Hopefully, these grids will demonstrate
to faculty that many of these outcomes ALREADY are being
incorporated and that it would not take much more work to assess
for these skills.
o The team plans to present our findings and suggestions to the
department faculty meeting in the Fall as a follow-up to this
project. We would like to seek additional assessment funding to
offer faculty workshops on how to integrate information literacy
into their curriculum. We would like to offer small stipends for
faculty to participate in these workshops.
o Additional project detail is contained in Appendix B.
. WorkKeys Assessment for Dislocated Workers, Cindi Price, Work Skills
Assessment Center
o Students able to present to employers a Workplace Skills
Certificate documenting their skills
o Students able to identify skills sets and improve the skills via
the use of Key Train in their chosen occupational field
o Employers receive meaningful evidence of work skills
o CES staff are able to guide students in career choices and training
based on WorkKeys scores
o Additional project detail is contained in Appendix C.
. Information Literacy Online Tutorial Assessment, Elena Bianco, Library
Media Services
o The tutorial is linked from the library's main page so it is now
easily accessible to students
o The assessment portion is expanded and is interactive, to give
students responses to their answers.
o An questionnaire of this tutorial has been added and allows
students to submit their answers online.
o Faculty members from English, CEO and Science have been identified
who will pilot the tutorial in Fall 2004 or Winter 2005.
o Additional project detail is contained in Appendix D.
. Revision and Development of Outcomes and Student Assessment Tools for
Individual VCT Courses, Dick Davis, Humanities
o Prior assessment projects provided interaction with full-time and
associate faculty. Through this interaction outcomes/assessment
information for visual communications courses were developed,
revised and published on line as well in printed format. The goal
of the overview/ review of the outcomes for each of 15 courses was
to have teams of instructors participate in the reviews and develop
commonly agreed upon outcomes for each course. Documents were
designed and published on-line for use by the teams. Much of the
process was accomplished on-line with minimal meeting time. When
discussion meeting were held they required less time to complete.
The various groups involved had advanced information to use to
apply to problems within the outcomes developed The import of on-
line meeting was that it allowed our associate faculty, who have
other career obligations to participate without impact on their
daily work schedule. The group interaction and group evaluation of
courses provided us with outcomes for each course as well as the
ability to identify "cross course" outcomes. The cross course
outcomes are ones that appear in most if not all-individual course
outcomes within the program. This overlap of outcomes became the
foundation for the development of assessment tools that evolved.
From the developed outcomes for each of the 15 courses we then (as
a group) created two sets of assessment questions. These sets were
based on input from industry, industry standards and as identified
by our full and associate instructional staff. These questions are