Assessment and Reflection on Teaching Highlights in August 2021

Assessment PARTY21 Assessment PARTY21 August 2021 August 2021 As you come in, please post your name and dept. in the chat and add your best summer moment and any news or accomplishments. Name Department Best summer moment? Any news or accomplishments? (personal or departmental) We re glad you re here!

Welcome assessment fans and friends! PEER/PROGRAM ASSESSMENT ROUND TABLE YEAR 2021 CONVERSATIONS WITH COLLEAGUES ABOUT TEACHING, LEARNING AND EVALUATION Elizabeth Evans, Tammy Ferry, Susan Gallanis August 19 & 23, 2021

1. Refresh Your Memory: Refresh Your Memory: GLOs and FOCUS GLOs 2. Reflect on FOCUS GLO#4 . Reflect on FOCUS GLO#4 for 2020-21 Critical Thinking/Creative Problem Solving - -Breakout #1: Breakout #1: GLO #4 & Your Students - -Overview GLO #4 Data Overview GLO #4 Data submitted so far Today s Today s Session: Session: Refresh Reflect Launch Quality Plan 3. . Launch FOCUS GLO#2 Launch FOCUS GLO#2 for 2021-22 - Service and Global Citizenship - - Breakout #2 Breakout #2: GLO #2 & Your Students - -Chat Chat: : GLO #2 Engaging your Peers 4. Quality: Quality: How do we know our process is effective process is effective? 5 5. Plan Plan for Assessment Work in 2021-22

Refresh Refresh Your Memory: GLOs and FOCUS GLOs https://www.cuw.edu/about/offices/instit utional-effectiveness/outcome- statements.html

PAST FOCUS GLOs GLO #5: Communicative Fluency 2018-19 GLO #1: Christian Faith 2019-20

6 Communicative Fluency GLO #5 Communicative Fluency GLO #5 Our graduates communicate effectively. Written Written Communication 1. 1. Oral Oral Communication 2. 2. Interpersonal Interpersonal Communication 3. 3. Other Other 4. 4.

7 GLO #1 Christian Faith GLO #1 Christian Faith Our graduates are grounded in the Christian faith while also recognizing other major worldviews and how they differ from a Christian understanding of the world. 1. Knowledge Knowledge of Bible content. 2. Bible knowledge/CF applied organizational, or professional situations or problems. applied to contemporary, 3. Understanding how CF informs exploration of one s vocation vocation or applying CF to personal and vocational contexts. 4. Recognition of other major worldviews from a Christian understanding of the world. worldviews and how they differ

Reflect GLO #4 - Critical Thinking/Creative Problem Solving 2020-21

9 GLO #4 Critical Thinking/Creative Problem Solving Our graduates think rationally, critically, and creatively. 4.1 Analysis: Inquire, gather appropriate sources, drill down into data or research a topic. 4.2 Synthesis: Develop proposed meaning, structure, or perspective from sources/data; propose multiple solutions or hypotheses. 4.3 Evaluation: Choose and defend or critique the best solution or approach within a framework; test the hypothesis. 4.4 Reflection: Self-regulated metacognition, review of the process used. 4.5 Other/ Undifferentiated: Not one of the above.

Conversation #1 (Breakouts) Critical Thinking/Creative Problem Solving 1. Describe an effective critical thinking/problem solving learning activity/experience in your course/program and the student product completed. Example: Learning experience=Lecture on how drugs interact in body; Student Product=Patient Case Study with patient care plan; 1. Then reflect on: 2. Why was this assignment effective in developing/demonstrating critical thinking in students? How do you know it resulted in learning?

University Level Aggregated Assessment Results GLO #4 - Critical Thinking/Creative Problem Solving 2020-21

12 300 Reflection, 277 Program Entry Data by GLO #4 Category 250 200 651 Evaluations 150 Evaluation, 133 Analysis, 120 Synthesis, 113 100 50 Other, 8 0 Plus 4214 Pharmacy Analysis Analysis Synthesis Evaluation Reflection Other

250 84% Meets/ exceeds 16% Does not Meet 13 Significantly Exceeds, 216 200 Exceeds Expectations, 185 Program Entry Data GLO #4 150 Meets Expectations, 149 651 Evaluations 100 50 Below Expectations, 51 Sig Below Expectations, 50 0 Significantly Exceeds Exceeds Expectations Meets Expectations Below Expectations Sig Below Expectations

14 450 400 Analysis, 400 Program Exit Data by GLO #4 Category 350 300 250 868 Evaluations 200 Synthesis, 197 150 Evaluation, 126 100 Other, 89 50 Reflection, 56 0 Analysis Synthesis Evaluation Reflection Other

100 15 90 Meets Expectations, 88 80 70 Program Exit Data Program Exit Data 868 Evaluations 868 Evaluations 60 Exceeds Expectations, 54 50 Signif Exceeds Expect, 44 40 30 20 94% Meets/Exceeds 6% Does not Meet 10 Below Signif Below Expect, 6 Expectations, 9 0 Signif Exceeds Expect Exceeds Expectations Meets Below Signif Below Expect Expectations Expectations

16 140 120 78% Meets//Exceeds 22% Does not meet 119 116 GLO #4 University GLO #4 University U/G CORE Data U/G CORE Data 100 86 409 Evaluations 409 Evaluations 75% TUG/25%AL 75% TUG/25%AL 80 60 40 44 44 20 0 Signif Exceeds Expect 116 Exceeds Expectations 119 Meets Below Signif Below Expect 44 Expectations 86 Expectations 44 GLO #4 Core Data

Launch: GLO #2 Service/Global Citizenship 2021-22

18 Service and Global Citizenship: Our graduates are globally-minded citizens 2.1 Service: Demonstrate Christ-like care, help, respect when providing service or knowledge of how to serve others. 2.2 Engagement with Diverse People: Recognize the diversity of God s creation through cultural understanding of others and knowledge of self. (includes ULAO 2b) 2.3 Stewardship: Recognize the free and joyous activity of managing life s resources for God s purposes.(incl. ULAO 2c) 2.4 Citizenship: Use political and non-political processes to promote quality of life in the community. (includes ULAO 2a/2d) 2.5 Other/Undifferentiated: Not one of the above.

Conversation #2 (Breakouts) GLO #2 Service/Global Citizenship 1. Describe a service/global citizenship learning activity/experience in your course/program and the student product associated with it. Example: Learning experience=Vaccine simulation; Student Product=Volunteer at vaccination site 2. Then reflect on: Why would this assignment be effective in developing/demonstrating service and global citizenship in students? How do you know it resulted in learning?

Conversation #3: Conversation #3: Service & Global Citizenship Service & Global Citizenship Engaging your Peers How might you use conversations around learning activity-student product- faculty evaluation tools to engage departmental faculty and staff peers on student learning and growth in service and global citizenship?

Quality Indicators Quality Indicators Measurable meaningful PLOs describe exit level learning PLOs align with GLOs PLO for GLO #1 is explicit on Christian Faith Curriculum Map lists all PLOs and where introduced, developed and Entry/Exit Assessment points. Collaborative Work with faculty/staff working on curriculum Tools of Student Work Products/Faculty Evaluation are effective Direct Data is collected, evaluated, reported Recommendations for changes are made and implemented Reflect on impact of changes implemented: did they make a difference? o o o o o o o o Overall goal: Data is used for improvement in learning

Plan for Assessment Work in 2021 Plan for Assessment Work in 2021- -22 22 1. Engage program peers in conversations/review of program teaching, learning and evaluation of PLOs related to GLO#2 UseFeedback from this year, Quality Indicators Review Learning Activities, Student Products, Faculty Tools for Evaluation (teaching, learning & evaluation) Consider using EAC we have a six minute video here Recommend and implement changes based on what you learn (not just when student learning below par) 2. Collect data, evaluate it and recommend changes for GLO#2 3. Submit 21 . Submit 21- -22 Reports next summer 22 Reports next summer on assessment activities, with curriculum map, and data/conclusions/actions on GLO#2, or GLO#4, GLO#1, GLO#5 if still catching up

Resources Resources Faculty Development Resources and CU Faculty Development Resources and CU Assessment Practices and Links Assessment Practices and Links are on the Assessment of Student Learning Channel on the Faculty Tab of the Portal Finding What you Need CELT Support for Curriculum Development CELT Support for Curriculum Development Establish vision/mission when revising programs, Develop PLOs, align PLOs to GLOs, Curriculum Mapping, EAC in Blackboard for student product evaluation and data evaluation

As you move forward on your work this year, please reach out when you need help! THANK YOU! Elizabeth Evans, CELT x 4283 Tammy Ferry, OIE x4207 Susan Gallanis, CELT x 2007