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Module Four Improving Teaching and Learning: Closing the Loop. Davidson County Community College May, 2011. Module Four: Improving Teaching and Learning: Closing the Loop Topics Closing the Loop to Improve Teaching and Learning Components of a Curriculum Standard. - PowerPoint PPT Presentation
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Module Four Improving Teaching and Learning: Closing the
Loop
Davidson County Community CollegeMay, 2011
Table of Contents – Module Four
Stage Four: Closing the Loop
Cycle for Improving Teaching and Learning
3
SACS Requirements 4
Closing the Loop Worksheet 5
Matrix Example of Program Outcomes, Assessments, Results and Improvements 6
Closing the Loop: Assessment/Assignment Worksheet 7
Closing the Loop: Result and Improvement Worksheet 8
Matrix of Program Outcomes, Assessments, Results and Improvements 9
Understanding the Curriculum Standard 10-11
Curriculum Change at the Local and State Level 12
A Plan for Curricula Changes 13
Forms for Making Curriculum Changes at the State Level 14
Module Four: Improving Teaching and Learning: Closing the Loop
Topics Closing the Loop to Improve Teaching and Learning Components of a Curriculum Standard. Process to Revise a Curriculum Process to Request a New Course. New Program Application Process
Outcomes: At the completion of Module Four faculty should be able to:1.Discuss the components of a Curriculum Standard2.Analyze SLO assessment data and suggest curriculum revisions to improve teaching and learning.3.Recall the process to:
a. Add a new course to a curriculumb. Revise the current curriculum standardc. Revise SLOs and assessment methodsd. Change a prerequisite at the local and state level.
Updating Curriculum to Support LearningDCCC Perkins Grant
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Stage Four: Closing the LoopClosing the Loop
How do I use the results to improve teaching and learning?
Improve
Cycle for Improving Teaching and Learning
“Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever. “ This quote takes us to the Improvement Phase of the Assessment Model for Improving Teaching and Learning.
Develop, modify, or review a curriculum, course, program, or service.
Develop or modify Student Learning Outcomes (SLOs)
Design & Measure Student Learning as a result of the Curriculum, Course, or Program
Collect, discuss, and analyze data.
Determine refinements based on outcomes data.
Closing the Assessment Loop
Updating Curriculum to Support LearningDCCC Perkins Grant
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SACS & OUTCOME ASSESSMENT
*CS 3.3.1 The institution identifies expected outcomes, assesses whether it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: 3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if
appropriate*CS 3.5.1 The institution identifies college-level general education competencies and
demonstrates that graduates have attained them.*Note: Based on recommended changes from June 2007 action
Tying it All Together
Closing the Loop: Walvoord (2004) recommends setting aside one faculty meeting a year to discuss the degree program’s student learning outcomes and assessment plan as one of the easiest ways to make the improvements phase a routine departmental function. In the Improvement stage faculty …
share assessment data analysis results; review assessment results to determine program strengths and areas for improvement; decide if different assessment methods are needed in order to obtain more targeted information;determine how assessment results can be used to make improvements to the program (e.g., changes to the curriculum, provide professional development for teaching personnel in certain areas, etc.); develop an action plan to implement these improvements;review what needs to be done as the assessment cycle heads back to the writing, teaching and assessing stages (e.g., do student learning outcome need to be revised?, are different assessment methods necessary?, do I need to change the way I am teaching? etc.) .
Updating Curriculum to Support LearningDCCC Perkins Grant
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Closing the Loop Worksheet
A. When students complete my course they should be able to:
1.
2.
3.
B. Ways I teach to student outcomes
Outcomes Active Learning Strategies
1.
2.
3.
C. Assessment of Outcomes:
Outcomes Assessment
1.
2.
3.
D. Ways I can Improve Teaching and Learning
Results Improvement Ideas
Updating Curriculum to Support LearningDCCC Perkins Grant
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Matrix Example of Program Outcomes, Assessments, Results and Improvements
Program Outcome Assessments Results Improvements
1. Communicate effectively and appropriately in writing, through the use of planning, organizing, revising, and editing, recognizing and responding to audience needs.
Research paper 40% of students had too many grammatical mistakes
1. A review sheet of grammar rules and a worksheet will be given out to students. They work in a group and each person must turn in a final sheet with corrections on the worksheet.
2 a. Design and evaluate curriculums to meet the needs of early childhood classrooms to promote positive development and learning for young children.
Test Blue Print Test item analysis
50% of question on the test that were missed were at higher levels of thinking
1. Include more classroom experiences that practice higher levels of critical thinking.
Final Project Projects missing some critical principles and standards
1. Require parts of the project be turned in at intervals to monitor feedback more closely.
2. Design a rubric and give to student before beginning the project to help them know what is expected.
3. Analyze and coordinate office duties in the professional environment.
CATs CATs assessment of instructional methods claim reflect student misunderstanding of some office duties.
1. Create a rubric to explain expectations for select office duties
4. Work together to properly install a plumbing system.
CATsRubric
CATs assessment of group work reveal high student satisfaction with process and with the rubric given at the beginning of the project
1. Continue to use the group work approach in PLU 129 and integrate this approach in two other courses.
2. Use student feedback to design rubrics for other classes.
5. Apply and communicate information interpreted from blueprints.
Blueprint test analysis
Over 60% of the students’ test showed poor performance
1. Blueprint was too difficult. Provide blueprints that graduate from less difficult to more difficult so student can build confidence and skills.
Updating Curriculum to Support LearningDCCC Perkins Grant
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Closing the Loop: Assessment/Assignment Worksheet
PLOs or SLOs #1 #2 #3
Assessments or Assignments used to assess the Program Learning Outcome or Student Learning Outcomes
Item analysis of exams, quizzes, problem sets, etc.
Assignments based on rubrics (essays/reports, projects, performance analysis
Direct Observation of performances, structured practices or drills, practical exams, small group work
Student Self-Assessment (reflective journals, surveys)
Classroom Assessment Techniques (CATS)
Capstone projects Portfolios Student Satisfaction
Survey Other
Item analysis of exams, quizzes, problem sets, etc.
Assignments based on rubrics (essays/reports, projects, performance analysis
Direct Observation of performances, structured practices or drills, practical exams, small group work
Student Self-Assessment (reflective journals, surveys)
Classroom Assessment Techniques (CATS)
Capstone projects Portfolios Student Satisfaction
Survey Other
Item analysis of exams, quizzes, problem sets, etc.
Assignments based on rubrics (essays/reports, projects, performance analysis
Direct Observation of performances, structured practices or drills, practical exams, small group work
Student Self-Assessment (reflective journals, surveys)
Classroom Assessment Techniques (CATS)
Capstone projects Portfolios Student Satisfaction
Survey Other
Updating Curriculum to Support LearningDCCC Perkins Grant
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Closing the Loop Result and Improvement Worksheet
What did you learn from the assessment?
#1 #2 #3
Action Plan Conduct further assessment related to the outcomes
No changes made to the assessment or outcome
Use new or revised teaching method (i.e. more use of group work, new lecture format, more visuals
Develop new methods of evaluating student work such as
Plan or purchase of new equipment or supplies needed for modified student activities
Make changes in staffing plans (i.e. modify job descriptions, request for new positions)
Engage in professional development about best practices for this type of activity
Revise the course syllabus or topics in the course
Conduct further assessment related to the outcomes
No changes made to the assessment or outcome
Use new or revised teaching method (i.e. more use of group work, new lecture format, more visuals
Develop new methods of evaluating student work such as
Plan or purchase of new equipment or supplies needed for modified student activities
Make changes in staffing plans (i.e. modify job descriptions, request for new positions)
Engage in professional development about best practices for this type of activity
Revise the course syllabus or topics in the course
Conduct further assessment related to the outcomes
No changes made to the assessment or outcome
Use new or revised teaching method (i.e. more use of group work, new lecture format, more visuals
Develop new methods of evaluating student work such as
Plan or purchase of new equipment or supplies needed for modified student activities
Make changes in staffing plans (i.e. modify job descriptions, request for new positions)
Engage in professional development about best practices for this type of activity
Revise the course syllabus or topics in the course
Updating Curriculum to Support LearningDCCC Perkins Grant
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Matrix of Program Outcomes, Assessments, Results and Improvements
Program Outcome Assessments Results Improvements
Updating Curriculum to Support LearningDCCC Perkins Grant
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CURRICULUM STANDARD Effective Term
Fall 2011 2011*03] Curriculum Program Title Health Information Technology Code A45360Concentration(not applicable)
Curriculum Description The Health Information Technology curriculum provides individuals with the knowledge and skills to process, analyze, abstract, compile, maintain, manage, and report health information. Students will supervise departmental functions; classify, code, and index diagnoses and procedures; coordinate information for cost control, quality management, statistics, marketing, and planning; monitor governmental and non-governmental standards; facilitate research; and design system controls to monitor patient information security. Graduates of this program may be eligible to write the national certification examination to become a Registered Health Information Technician (RHIT). Employment opportunities include hospitals, rehabilitation facilities, nursing homes, health insurance organizations, outpatient clinics, physicians’ offices, hospice, and mental health facilities. Curriculum Requirements*[for associate degree, diploma, and certificate programs in accordance with 23 NCAC 02E.0204 (3)] I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs. II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.) III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.
AAS Diploma Certificate
Minimum General Education Hours
15 6 0
Minimum Major Hours
49 30 12
Other Required Hours 0-7 0-4 0-1
Total Semester Hours Credit (SHC)
64-76 36-48 12-18
Updating Curriculum to Support LearningDCCC Perkins Grant
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Major Hours A. Core. The subject/course core is comprised of subject areas and/or specific courses which are
required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.
B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.
C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.
Updating Curriculum to Support LearningDCCC Perkins Grant
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Health Information Technology A45360AAS Diploma Certificate
Minimum Major Hours Required 49 SHC 30 SHC 12 SHCA. CORECourses required for the diploma are designated with *
42-49 SHC 24 SHC
REQUIRED COURSES: HIT 110 Fundamentals of HIM 3 SHC* HIT 112 Health Law and Ethics 3 SHC* HIT 114 Health Data Sys/Standards 3 SHC
HIT 210 Healthcare Statistics 3 SHC* HIT 211 ICD Coding
4 SHC* HIT 214 CPT/Other Coding Systems 2 SHC
HIT 216 Quality Management 2 SHC
HIT 280 Professional Issues 2 SHC* MED 121 Medical Terminology I 3 SHC* MED 122 Medical Terminology II 3 SHC* BIO 271Pathophysiology 3 SHC or* HIT 226 Principles of Disease 3 SHC
REQUIRED SUBJECT AREAS:ANATOMY & PHYSIOLOGY. Select one sequence:BIO165 Anatomy and Physiology I 4 SHC &BIO166 Anatomy and Physiology II 4 SHC or
BIO168 Anatomy and Physiology I 4 SHC &BIO169 Anatomy and Physiology II 4 SHCMANAGEMENT. Select one:BUS 135 Principles of Supervision 3 SHCBUS 137 Principles of Management 3 SHCHIT 218 Mgmt Principles in HIT 3 SHCDIRECTED PRACTICE. Select 1-8 SHC:HIT 122 Prof Practice Exp I 1 SHC*HIT 124 Prof Practice Exp II 1 SHC*HIT 222 Prof Practice Exp I 2 SHC HIT 224 Prof Practice Exp IV 2 SHCB. CONCENTRATION (Not applicable)
C. OTHER MAJOR HOURSTo be selected from the following prefixes:
BIO, BUS, CIS, COE, CSC, CTS, DBA, HIT, HSC, MED, and OSTForeign language courses (including ASL) that are not designated as approved other major hours may be included in all programs up to a maximum of 3 semester hours of credit.
Curriculum Changes at the Local and State Levels
Changes at Local Level
Add or remove prerequisites
Choose electives
Create syllabus
Develop of program outcomes
Explore different teaching approaches and assessment methods
Changes at State Level
Add or remove prerequisites
Add Course to Common Course Library
Change requirements for Curriculum Standard
Propose a new program
Request course be added to core area of Curriculum Standard
Updating Curriculum to Support LearningDCCC Perkins Grant
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A Plan for Curricula Changes
Curriculum Changes to Consider
Evidence to Support the Change
Steps to Take to Make It Happen
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“I never teach my pupils; I only attempt to provide the conditions in
which they can learn.” Albert Einstein
Curriculum Change Forms
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One thing I will take from the workshop that I can apply is …
_________________________________________________________________________________________________________________________________________________________________________________
I would have learned better if you would have…
_________________________________________________________________________________________________________________________________________________________________________________
The handout materials were…
_________________________________________________________________________________________________________________________________________________________________________________
Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.
Session Evaluation
1 2 3 4 5
Did not meet my expectations
It was ok I learned some things
It met my expectations
It met and exceeded my expectations
Updating Curriculum to Support LearningDCCC Perkins Grant
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