Ability Based Education Report Tunxis Community College Farmington, Connecticut

Transcription

1 Ability Based Education Report Tunxis Community College Farmington, Connecticut

2 Table of Contents Overview & History of the Project... 3 Accomplishments... 4 All Ability Assessment Results... 6 Last Best Ability Assessment Results... 8 Grades and Ability Scores... Graduates Appendix A: Courses Using eportfolio Abilities Assessed by Associate Degree Program Summary... 17

3 Tunxis Community College Ability Based Education Report Overview and History of the Project Traditionally, colleges and universities have focused on the knowledge that students should gain in higher education. Over the past several years, the faculty and staff of Tunxis Community College have been working collectively to also identify and assess the abilities that students will need to be successful, whether they plan to pursue a bachelor s degree or employment after leaving the College. This approach recognizes that students need to be able to apply the knowledge they have gained to real world situations. By the academic year, General Education Abilities with multiple levels had been identified, and during that year, over 4, assessments were conducted and recorded in a software system known as elumen. However, as the faculty continued working with each degree plan offered at the college to ensure that all abilities were assessed in each program, it became clear that the number of levels, which totaled 72, were too many to fit into a two year degree program. During the academic year, the faculty reevaluated the abilities, reduced the total number of levels to 13 (only 3 of the abilities have two levels), and wrote rubrics to be used in assessing each ability and level. An eportfolio project was launched to provide students with an opportunity to collect and showcase their work in both program and ability outcomes. A new software product, Digication, was purchased that made it possible for students to compile eportfolios and faculty to assess their work online. Digication also has a module for faculty to use in recording assessment scores for work that was not uploaded to an eportfolio. The revised abilities have now been in use for two years. Accordingly, this report includes data and information on ability assessments for both the 29-2 and academic years.

4 Accomplishments All 56 full-time faculty and 87 of 245 adjunct faculty conducted ability assessments in their courses during the 29-2 year. In 2-211, 57 of 67 full-time faculty and 114 of 291 adjunct faculty conducted ability assessments. Over 16, assessments were documented and recorded in 182 different courses in 29-2; 3,563 of 5,872 students were assessed in at least one ability. In 2-211, over 18, assessments were documented and recorded in 23 courses; 3,973 of 5,93 students were assessed in at least one ability. Since 26, over, ability assessments have been conducted. A curriculum map was compiled showing in which course(s) each ability would be assessed within each associate degree plan. The map revealed that a few abilities either were not assessed or not assessed enough times within some degree plans. Filling in those gaps is a goal for the academic year. A summary, showing how many times each ability is assessed in each degree program, is provided as Appendix B. In 29-2, ten full-time faculty from various disciplines participated in a semester-long eportfolio seminar series. These faculty members were trained in Digication over the summer and were asked to pilot the use of eportfolio in one of their classes during the fall 29 semester. This seminar series was very successful, with one exception; all participants are currently using eportfolio in their classes. A similar seminar series was offered through our Center for Teaching this spring. There are about twenty participants from a variety of disciplines and programs. There are also several adjunct faculty members participating in the seminar. Many of these participants are using eportfolio in their classes this semester; others are preparing to implement eportfolio in the fall. eportfolio was used in 7 different courses in (see Appendix A). While there were many successes in 29-2, the eportfolio Showcase events stand out as particularly successful. In October, we held a small student showcase for all faculty when our LaGuardia team came for a site visit. Feedback was quite positive. In May, the CIS, BOT, and DH programs held eportfolio capstone showcase events for their advisory board members. Survey results indicate that these events were very well received by advisory board members who had an opportunity to interact one-on-one with students and see both their eportfolios and specific examples of their work. During the academic year, use of eportfolio at Tunxis continued to grow. The Business Administration program began using eportfolio as part of its capstone course and held a capstone showcase. A third cohort of ten faculty participated in the eportfolio seminar series. A new faculty professional development workshop was developed, eportfolio: Continuing Conversations. These workshops were designed for experienced eportfolio faculty. Each semester, two, two-hour workshops were offered focusing on topics such as reflection, assessment, and eportfolio pedagogy. The eportfolio lab expanded its hours to thirty per week with three student technology mentors. All First Year Experience faculty members, full-time and adjunct, integrated eportfolio into their courses. Tunxis also began investigating the use of eportfolio for advising and transfer of Liberal Arts and Sciences and General Studies students. In the spring, eportfolio capstone student showcases were held in Computer Information Systems, Business Administration, Business Office Technology, and Dental Hygiene. The Early Childhood Education program used information from student

5 eportfolios as part of the NAEYC accreditation process. The eportfolio Project also sponsored its first college-wide student eportfolio competition and showcase featuring first year, Liberal Arts and Sciences and career program eportfolio students. The showcase was attended by approximately forty faculty and staff.

6 Communication L1 Communication L2 Critical Thinking Info Literacy Tech Literacy World Cultures L1 World Cultures L2 Aesthetic Quantitative Citizenship L1 Citizenship L2 Teamwork Scientific Method Communication L1 Communication L2 Critical Thinking Info Literacy Tech Literacy World Cultures L1 World Cultures L2 Aesthetic Quantitative Citizenship L1 Citizenship L2 Teamwork Scientific Method All Ability Assessment Results These charts shows the distribution of 1 s (Not ), 2 s (), and 3 s () for each ability over the 29-2 and academic years for all assessments documented. The most challenging abilities over the two years for students are Critical Thinking, Information Literacy, World Cultures, and Quantitative Reasoning. Improvement of student performance in was noted in World Cultures, Aesthetic Engagement, Citizenship, and Teamwork Ability Assessment Results All 7 2 Not Ability Assessment Results All 7 2 Not

7 Number of times each ability was assessed: Ability Frequency Communication L Communication L Critical Thinking 491 Info Literacy 833 Tech Literacy 1935 World Cultures L1 881 World Cultures L2 3 Aesthetic Engagement 1323 Quantitative Reasoning 1131 Citizenship L1 2 Citizenship L2 29 Teamwork 158 Scientific Method 533 Total Frequency Valid Communication L Communication L2 14 Critical Thinking 5784 Info Literacy 121 Tech Literacy 184 World Cultures L1 7 World Cultures L2 Aesthetic Engagement 89 Quantitative Reasoning 15 Citizenship L1 247 Citizenship L2 117 Teamwork 281 Scientific Method 694 Total 1864

8 Communication L1 Communication L2 Critical Thinking Info Literacy Tech Literacy World Cultures L1 World Cultures L2 Aesthetic Quantitative Citizenship L1 Citizenship L2 Teamwork Scientific Method Communication L1 Communication L2 Critical Thinking Info Literacy Tech Literacy World Cultures L1 World Cultures L2 Aesthetic Quantitative Citizenship L1 Citizenship L2 Teamwork Scientific Method Last Best Ability Assessment Results While we are still working on a methodology to provide a summative assessment (final evaluation of mastery) for each student in each ability, as an interim measure, we identified the last best ability score for each student. This chart shows the distribution of 1 s (Not ), 2 s (), and 3 s () for each ability over the 29-2 and academic years for the last best score. As with all assessments, the most challenging abilities over the two years for students in last best assessments are Critical Thinking, Information Literacy, World Cultures, and Quantitative Reasoning. Improvement of student performance in was noted in World Cultures, Aesthetic Engagement, Citizenship, and Teamwork Last Best Ability Assessment All 7 2 Not Last Best Ability Assessment All 7 2 Not

9 Number of Last Best Assessments for each Ability Frequency Valid Communication L Communication L2 687 Critical Thinking 2428 Info Literacy 7 Tech Literacy 1142 World Cultures L1 765 World Cultures L2 3 Aesthetic Engagement 6 Quantitative Reasoning 973 Citizenship L1 19 Citizenship L2 1 Teamwork 158 Scientific Method 436 Total 125 Frequency Valid Communication L Communication L2 842 Critical Thinking 2896 Info Literacy Tech Literacy 1181 World Cultures L1 632 World Cultures L2 18 Aesthetic Engagement 874 Quantitative Reasoning 1277 Citizenship L1 237 Citizenship L2 111 Teamwork 252 Scientific Method 565 Total 1279

10 Grades and Ability Scores As observed in previous years, there is a close correlation between ability assessment scores and course grades. Clearly, the stronger students with respect to grades also emerged as stronger in ability assessment, as would be expected. These data add credibility to the validity of the assessments as well as suggest that grade inflation is rare at the college Grades and Ability Scores All A B C D F W Not Grades and Ability Scores All A B C D F W Not

11 Graduates Over the past two years, we were able to use ability assessment data to analyze our graduates accomplishments in mastering the abilities. Not all graduates were assessed in all abilities, and since we have yet to identify a methodology to determine a final or summative ability score, we used the last best score each graduate received in each ability. The fact that some graduates had an unsatisfactory last ability score presents a challenge for the coming year. Our intent is that all graduates will have achieved a satisfactory ability score (2 or 3). The charts below show the score distribution by ability for all graduates, for those with final GPA s higher than 3.5, and for those with final GPA s below 2.5 for both the 2 and 211 graduating classes. That latter group, those with the lowest GPA s, presents the greatest challenge. 2 Graduates Last Best Ability Score Unsatisfactory 211 Graduates Last Best Ability Score 7 2 Unsatisfactory

12 2 Grads GPA>3.5 Last Best Ability Score Unsatisfactory 211 Grads GPA>3.5 Last Best Ability Score Unsatisfactory

13 2 Grads GPA<2.5 Last Best Ability Score Unsatisfactory 211 Grads GPA<2.5 Last Best Ability Score Unsatisfactory

14 Appendix A List of Courses Using eportfolio Fine Arts First Year Experience Drawing I Drawing II Object & Portrait Photography Digital Photography Science Microbiology Business Office Technology Keyboarding for Information Processing I Word Processing Applications Medical Terminology Medical Coding II Integrated Office Administrative Procedures Administrative Management Medical Transcription & Document Production Administrative Practicum Communication Interpersonal Communication Computer Information Systems/Computer Science Spreadsheet Applications Database Applications Programming Logic & Design with Visual Basic Database Design I Systems Analysis and Design Coop Ed/Work Experience Network Essentials I Windows Server Administration Unix/Linux Administration Introduction to TCP/IP Web Design and Development Operating Systems Network Security Fundamentals Business - Marketing Principles of Marketing Practicum in Business Administration Dental Assisting Oral Medicine Oral Health Education College Study Skills Dental Hygiene Practice Management, Law & Ethics

15 Dental Materials Diagnostic Technology II Oral Medicine & Pathology Dental Hygiene II Theory Pain Control & Local Anesthesia Composition II Writing for Business Perspectives in the Humanities Contemporary Fiction Creative Writing: Fiction Dental Hygiene III Theory Dental Hygiene IV Theory Community Oral Health II DH Research Seminar II DH Capstone Portfolio Experience ESL ESL Writing and Reading II TESOL Methodology Graphic Design Visual Communications Early Childhood Education Observation Participation & Seminar Student Teaching Practicum History African-American History Engineering Science Introduction to Engineering Fundamentals of Electricity Programming for Engineers Mathematics Math for the Liberal Arts New Media New Media Perspectives English Integrated Reading/Writing I Integrated Reading/Writing II Intro to College Reading and Writing Composition Political Science American Government Psychology General Psychology I

16 Abnormal Psychology Sociology Principles of Sociology Technology Practicum in Technology I

17 Appendix B Abilities Assessed by Associate Degree Program Summary Page 1 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Business Administration Business Administration: Accounting Option Business Administration: Finance Option Business Administration: Marketing Management Option Business Administration: Retail Business Management Option Business Office Technology Business Office Technology:

18 Abilities Assessed by Associate Degree Program Summary Page 2 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Medical Option Computer Information Systems Computer Information Systems: Computer Programming Option Computer Information Systems: Network Administration Option Criminal Justice Criminal Justice: Corrections Option

19 Abilities Assessed by Associate Degree Program Summary Page 3 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Criminal Justice: Drug and Alcohol Treatment Option Dental Hygiene Drug & Alcohol Recovery Counselor Early Childhood Education Engineering Science General Studies Graphic Design Graphic Design: Interactive Media Option Honors Computer Science/Mathema tics

20 Abilities Assessed by Associate Degree Program Summary Page 4 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Human Services Human Services: Family Violence Intervention Option Liberal Arts & Sciences, (A.A.) Liberal Arts & Sciences, (A.S.) Pathway to Teaching Careers Physical Therapist Assistant Technology Studies Technology Studies: Biomolecular Science

21 Abilities Assessed by Associate Degree Program Summary Page 5 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Technology Studies: Computer-Aided Design Option Technology Studies: Electrical Option Technology Studies: Engineering Technology Option Technology Studies: Technology and Engineering Education Option Technology Studies: Television Operations Option

22 Abilities Assessed by Associate Degree Program Summary Page 6 WORL WORL TEAM DCUL DCUL CITZ CITZ WORK TURE TURE QUAN ENSH ENSH ANDI INFO TECH SAND SAND AEST TITA IPVA IPVA NTER COMM COMM CRIT RMAT NOLO PERS PERS HETI TIVE LUES LUES PERS SCIE UNIC UNIC ICAL IONL GYLI PECT PECT CENG REAS ANDE ANDE ONAL NTIF ATIO ATIO THIN ITER TERA IVES IVES AGEM ONIN THIC THIC SKIL ICME program_name N_1 N_2 KING ACY CY _1 _2 ENT G S_1 S_2 LS THOD Visual Fine Arts Visual Fine Arts: Photography Option Grand Total Sum