Introductions

Representing Alverno College Faculty

• Zita Allen– Professor of Nursing Zita.Allen@alverno.edu

• Judeen Schulte– Professor of Nursing;

Judeen.Schulte@alverno.edu

At your tables, introduce yourself, explaining• How long in MNSCU?• Discipline?• Type of program in which teach?• Goals for workshop?• Experience with online learning?

• At end, plan to have someone report out the goals identified at the table

Learning Community Learning Community Development WorkshopDevelopment Workshop

Minnesota State Colleges and Universities

Representing Alverno College Faculty

Zita Allen and Judeen SchulteDecember 5 and 6, 2002

Workshop Outcomes

• Identify components of the Alverno Learning Process that could be adapted to the MNSCU e-learning community

• Discuss Alverno’s Diagnostic Digital Portfolio (DDP)

• Collaborate to set direction for the Minnesota pilot e-learning community project

Alverno College, 2002 • One of about 76 US women’s colleges• Two time frames: Weekday, Weekend• About 2000 students, about 40 % ethnic diversity, 56

% first generation students, 88 % receive financial aid• Ability-based curriculum• WDC Majors with largest enrollment: Nursing; Education; Business and Management; Psychology, Biology• WEC Majors with largest enrollment:

Business and Management; Professional Communication; Communication, Management and Technology

An An

Integrated Integrated Liberal Liberal

Learning/Learning/Professional Professional

ProgramProgram

ALVERNO ALVERNO COLLEGECOLLEGE

Mission of Alverno College

• Alverno College exists to promote the personal and professional development of women, with four purposes– Creating a curriculum– Creating a community of learning– Creating ties to the community– Creating relationships to higher

education

Alverno Impact Tape

• Used with permission• Actual students • First speaking sample is from the

initial communication assessment

Selected Educational Principles at Alverno College• Education goes beyond knowing to

doing what one knows• Assessment is an integral part of

learning• The effectiveness of assessment for

everyone depends on the existence of a total dynamic system that contributes to the coherence and continuous improvement of the curriculum

MissionMission

Academic Academic Administrative Administrative

StructuresStructures

Curricular Curricular StructureStructure

Faculty/Staff Faculty/Staff Development & Development & ResponsibilitiesResponsibilities

Educational PrinciplesEducational Principles

Student Student Assessment Assessment

PracticePractice

Teaching Teaching LearningLearning PracticePractice

EvaluationEvaluationInstitutional/Program AssessmentInstitutional/Program Assessment

Learning AssessmentLearning Assessment

Student Development Student Development of Abilities Integrated of Abilities Integrated

with Contentwith Content

Ability-based Education

Ability-based education is focused on learner ability and learner competence as its outcome. At Alverno, we believe abilities:• involve the whole person• are teachable• can be assessed• transfer across settings• are continually re-evaluated, re-defined

Alverno’s Eight Abilities / Outcomes

• Communication (reading, writing, speaking, listening; quantitative, media, & computer literacy)

• Analysis• Problem-Solving• Valuing in Decision-Making• Social Interaction• Developing a Global Perspective• Effective Citizenship• Aesthetic Responsiveness

CommunicationCommunication• Speaking• Writing• Listening• Reading• Quantitative Literacy• Media Literacy• Computer Literacy

Analytic Analytic CapabilityCapability

Problem Problem Solving Solving AbilityAbility

Valuing In Valuing In Decision Decision Making Making

ContextsContexts

Effective Social Effective Social InteractionInteraction

Developing a Developing a Global Global

PerspectivePerspective

Effective Effective CitizenshipCitizenship

Aesthetic EngagementAesthetic Engagement

Teaching/LearningDesign Process

Definition of Outcomes

• A set of statements that describe what a student can do with what she/he knows. Alverno Faculty, 1994

The general statements that refer to characteristics graduates must acquire by the end of the program.Billings, D. M. & Halstead, J. A. (1998). Teaching in nursing: A

guide for faculty. Philadelphia: W. B. Saunders Company.

A Model for Clarifying Learning Outcomes

From: “Rethinking and Implementing Outcome Clarification,” Marlene J. Evans, Georgine Loacker, Ernest G. Palola, New Directions for experiential Learning, 12, 1981.

Professional Context: Commission on Collegiate Nursing Education (CCNE)

Standard III:: Program Quality: Curriculum and Teaching-Learning Practices

The curriculum is developed in accordance with clear statements of expected results derived from the mission, philosophy, and goals/ objectives of the program with clear congruence between the teaching-learning experiences and expected results.

National League for Nursing Accrediting Commission (NLNAC) (2002)

Standard 12: Curriculum developed by nursing faculty flows from the nursing education unit philosophy/mission through an organizing framework into a logical progression of course outcomes and learning activities to achieve desired program objectives/outcomes.

FOR LEARNER

InstitutionalCriteria

Program or Major Criteria

CourseCriteria

Assessment Criteria

Behaviors as Evidence

INSTITUTIONAL OUTCOMES

PROGRAM OR MAJOR OUTCOMES

COURSEOUTCOMES

ASSESSMENTOUTCOMES

MOSTGENERIC

MOSTSPECIFIC

CONTINUUM OF INCREASINGSPECIFICATION OF ABILITY IN CONTEXT

Student-Focused Course Planning• What ability(ies) will my students

develop in relation to course content?• How will course content and

experiences offer opportunities for students to develop these abilities?

• What assignments will be meaningful and contribute to the development of the abilities and knowledge?

Student-Focused Course Planning• What type of assessment best relates

to evaluate the integration of the student’s knowledge and abilities?

• What criteria appropriately express the expected behaviors (integration of knowledge and abilities)?

• What self assessment and feedback processes will facilitate student’s ongoing development?

Nursing Example: Social Interaction

• Institutional Outcome: Develop facility for social interaction

• Institutional Criterion: Level 1: Identify own interaction behaviors utilized in a group problem solving situation

• Program Outcome: Interacts in an effective goal-directed manner

• Foundations Level Outcome: Uses models of interaction and knowledge of the effects of behavior of self and others to interact effectively.

Outcome Examples, continued

• N 279 Course Outcome: Uses models of interaction and knowledge of the effects of behavior of self and others to interact effectively.

• N 279 Assessment Outcome: Use Brammer-MacDonald helping interaction framework accurately in the provision of nursing care

• Assessment Criterion: Engages in effective interactions that are goal focused and demonstrate respect and regard for the individuality of the client

Coming Attractions!

• Introduction to the Alverno College DDP

• Group Work• Report Out• Planning Next Steps

Participant Discussion

• Explain how these outcomes are similar to or different from those expected in MNSCU.

Criteria for Designing Outcomes

• Is it multidimensional?• Is it something students can use in personal

and/or professional situations in life?• Is it appropriate to the mission/aims of your

institution or program?• Is it stated so that it would be applicable to

varied contexts?• Does it embody potential levels of

development?• Is it richly complex rather than simply

directive?

Lunch!

Alverno DDP

• See separate handout• www.ddp.alverno.edu

MNSCU

• Working as a member of the e-learning community, identify some common outcomes that STUDENTS could be expected to demonstrate.

For our “next act”

• Individual reading of the level descriptions of abilities in the center of the Alverno Ability–based Learning Program

• Learn about Alverno’s DDP• Read and discuss the MnSCU Transfer

Goals and, at your table, select the one or two your group will work with

Group Work• In implementing the e-portfolio, what are

some key performances you could create? (yellow)

• What strategies could be used for online performance-based assessments, integrating content and abilities? (blue & green)

• How might learner self assessment strategies be used online? (pink)

• What teacher strategies might you use to promote learner self assessment? (purple)

Criteria for Performance(s) or Strategy(ies)

• Effectively reflects MnSCU Transfer Learning Goal(s)

• Can be implemented in the e-folio• Can be implemented in multiple

programs, across the system• Feasible for implementation

Next Steps

• What support do you need for faculty development?