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Trinity Valley Community College
SACS Reaffirmation Project
Quality Enhancement Plan Task Force
Working Electronic Discussion
Topic: Communication as a Learning Outcome
April 6, 2005
LEARNING OUTCOME DEFINITION:
The following definition was proposed at the initiation of our previous round of discussions via email:
Communication is the ability to of students to receive and discern written text and the ability to construct coherent written responses and analysis regarding the collegiate content of the curriculum.
After the posting of this rendition of our definition of communication, there were several proposed revisions & comments.
Linda Gann (3/31): "Our QEP assumes to define communication as the ability to receive and discern written text and the ability to construct coherent written responses and analysis regarding the collegiate content of the curriculum."
Rob Risko (4/1): Communication is the ability of students to receive and to analyze written texts as well as the ability to construct coherent written responses to specific curricula.
Vicki Dossett (4/4): I like the definition but I would put the period after "analysis."
Janet Lumpkin (4/5): I'm fine starting with writing. It should be easier to objectively assess than oral communication, listening, etc.
Jeremy McMillen (4/5): Remember that the strongest thing that came through in the focus groups was 'reading.' We are trying to pull this into our conceptualization of communication here.
Question: Since there seems to be only semantic differences on what we are talking about here, can we agree that the following revision will be the overarching learning outcome statement that we will work with and move forward:
Communication is the ability of students to receive and discern written text and to construct coherent written responses to specific curricula.
Feedback:
Janet Lumpkin (4/6)--I like the addition of "to specific curricula" because it accommodates Dale's 4-5 comment re: language for science versus prose. I'm looking at the verb "discern" and wondering how we can write learning outcomes recommendations for it--perhaps I've caught Dale's dislike of the nebulous. And isn't something missing between the fifth and sixth words? (Sorry, I'm an old English teacher . . .)
V. Dossett (4/8)--I like the concise, readable form of this definition.
Kay Pulley (4/12)--On the learning outcome definition I was wondering if we should use the word comprehend instead of discern since we tend to measure reading comprehension.
I do not think that we should include a writing component at this time.
DEVELOPMENT OF MORE SPECIFIC LEARNING OUTCOME STATEMENTS
Given this apparent consistency of understanding regarding the above statement, our task may now move toward being more specific about learning outcomes. It was suggested by Dr. Sullivan that we establish 15-25 specific student learning outcomes that more specifically focus the QEP toward a measurable end. A refined statement of specific learning outcomes should (in a perfect world) encompass all of the following:
(a) a statement of the desired outcome,
(b) a method for assessing the current status of student learning in relation to the desired outcome,
(c) a method for assessing our students' progress to the desired outcome,
(d) a timeline for assessing the desired outcomes,
(e) a description of any independent variables that we think might influence the desired outcome [such as student engagement], and
(f) assigning resources and personnel to assess the desired outcome
For now, I would like for you to brainstorm potential outcomes, identifying as many of the items above as possible. It's okay at this point if we don't have all of the items above, in fact, it's perfectly fine if we only have a statement of a desired outcome – just add the other things if you have thoughts about them. Again, the overall focus of the QEP is to be:
TVCC will focus on the improvement of crucial learning experiences in order to enhance students' ability to receive and discern written text and to construct coherent written responses to specific curricula.
Identify 3-5 items that would be considered more specific learning outcomes to be assessed in the QEP overall.
Feedback:
V. Dossett (4/8)--Pulling from my experimental psych background, I will try to convey my ideas , realizing this is mainly for brainstorming purposes.
My hypothesis would be as follows: " Study groups will enhance students' ability to receive and discern written text and to construct coherent written responses as evidenced by improved grades."
After target courses are selected by the division chairpersons and deans, the instructors would be given uniform instructions about the setting up of study groups. Ideally they would be chosen randomly to help control for extraneous variables. The control group would be the students not participating in the groups.
The independent variable would be the study group experience and the dependent variable would be grades at the end of the course. Random selection should control for different student ability levels.
Each group would have a leader who could be a student with proven ability or a student who has taken the course and done well. The leaders would be given uniform instructions so that each group was doing the same activities. The group leaders would be responsible for keeping the instructor informed of the group progress or problems. for incentives, the group leaders should be paid.
The dependent variable (grades) would be the outcome measure to see if in fact the groups impacted student grades to the good.
Extraneous variables would include but not be limited to the group leaders' personalities and their ability to convey the information and the group dynamics that could aid or inhibit the process.
Kay Pulley (4/12)--I am brainstorming about the following ideas:
Students will be able to read at an 8th grade level,
Those who read below that level will advance in reading by one level per year,
We will administer reading tests at least three times a semester in appropriate courses,
We will consider using the Adult Ed reading tests that gives an indication of reading level,
We will provide and require students to get supplemental reading help (such as computerized labs) to enhance their reading skills,
If this proves successful, we will expand the program to include more courses.
I support the idea of rewarding the teachers who will be involved with this effort.
Linda Gann (4/13)--
Students will be able to compose a personal statement.
Students will be able to relate academic concepts to personal experiences.
Students will be able to construct written support of their conclusions.
Students will be able to read problems and identify what crucial information is lacking.
Are we interested in getting this specific with “outcomes” or are we looking for more general results such as:
Developmental math students should become THEA proficient.
Would the use of Advisory Councils work here? We use Advisory Councils to help us keep in touch with changes in the local markets (technology changes, employment opportunities, obsolete skills, etc.). The idea is that it helps the institution identify needed outcomes. Is this an independent variable? A resource?
Rob Risko (4/13)--To my limited knowledge, learning outcomes refers to specific, measurable objectives rather than processes. That being said, learning has different levels which go back to your Angelo quote. Hence, what outcomes will result after TVCC students matriculate through a class, programs, or the college in general is the target. I would think then that we would need to focus on 2 specific domains or areas. The first would be cognitive and the second would be the affective. One refers to specific knowledge and how students use it while the second domain includes more value and attitudinal learning.
This is the point, however, where I plead nolo contender.
In measuring cognitive domains for reading I would think that we need to have a reading teacher or someone from a reading background present to discuss where TVCC students are with their skills when they come to the college. If a student is reading at an 8th grade level, how can they understand a history textbook which is written at an 11th or 12th grade level as are most. What do we do for assessment in addition to THEA or SAT?
Since most classes are not writing blocked, what is the correlation between poor writing skills and poor reading? I would think that we need to look at cut scores for writing and have an equivalent cut score for reading. You could then target the students impacted by this change in order to "close the gaps" as SACSspeak would have it. This change would improve instruction, yet, simultaneously reduce enrollment in many classrooms. It also means that we would still need to address the educational needs of those students who would swell developmental classes.
As for the affective domain, I would think that this is a program-level outcome. I have absolutely no expertise in this area. I would assume that labs, etc. would be able to take measurable cognitive outcomes and then extrapolate how well students who perform at specific levels do on a broader level.
Janet Lumpkin (4/14)-- One of my classes was given the CCSSE survey today and some of the items MAY relate to learning outcomes which can be objectively measured. They include (in an outcome format).
1. Able to complete a paper or project that requires integrating ideas or information from various sources.
2. Able to analyze the basic elements of an idea, experience, or theory.
3. Can make judgments about the value or soundness of information, arguments, or methods. (This one sounds a bit too critical thinking for reading or writing . . .)
4. Use written or aural information to perform a new skill.
Judy Callicoatt (4/14)--Just brainstorming as well, It is difficult to speak for areas I am unfamiliar. Especially for vocational type classes. If each Division Chair or Dean is collaborating with their faculty about the specific course, could they decide upon the specific pre test and posttest to be used? Currently we use the HESI admission exam. Which includes basic reading, writing and math. We provided a DVD to each freshman student by discussed test taking skills, stress management, study habits and hints. Each class could use a reading assignment to be graded during the first week based upon the comprehension of the reading?
The goal or desired outcome would be.... The student will demonstrate an improvement in communication as evidenced by an increase in score of .5 higher in each section by the end of last week of semester (or the second year).
Depending upon the scoring of course. If pre & post testing is not used. Could a student survey be used? This could be done with 1-5 scale. The student would evaluate knowledge prior and on last day?
If so, the above-expected outcome would show an as evidenced by increased rating on scale. F. Assigning resources and personnel to assess- each faculty could be assigned students in class that could assess the progress of that student and surely a group of students. We encourage study groups, use of the material that incorporates various learning styles. Some of the variables might be described in a survey if that were the selected tool, such as number of hours employed outside the home, number of hours studied per week, presence of any conflict in the home, etc.
Janet Lumpkins (4/19)-- Linda and I have talked after Friday's meeting (thank you for that) and I've also discussed writing expectations with Mary Bracken and Deborah Crawford. How about these--
1. Able to integrate ideas or information from various sources to communicate an idea.
EX: Research paper
2. Able to translate material heard aurally into essay format.
EX = your banking method analogy, as in: What are the characteristics of Romantic music?3. Comprehends a large concept and can communicate an application to a particular situation or idea.
EX: How is this selection of music Romantic?
4. Able to differentiate between large concepts and communicate an application to a particular situation or idea.
EX: Is this selection of music Classical or Romantic? Why?
As I talk with other faculty, we see a progression from #2 to #4, from regurgitation to higher level of thought and expression. Another interesting insight is that few of us go beyond #2; I do so only in Music Appreciation and Art History and you know what? John Biggs is correct--what and how students learn depends on how they'll be assessed. So! Whatever happens with these ideas in this email, they've certainly had an impact on my teaching. Don't know if future students should thank you or not.
Wanda Mayes (4/19)-- Examples from Developmental Reading Class:
- Students will be able to demonstrate competence in vocabulary skills including context clues, unfamiliar and uncommon words and phrases, and figurative expressions.
- Students will be able to demonstrate competence in understanding the main idea and supporting details including identifying stated and implied main ideas and distinguishing between major and minor details.
- Students will be able to demonstrate competence in identifying a writer's purpose and point of view including stated or implied purpose for writing, audience, and using the content, word choice, and method of development of a passage to determine purpose.
- Students will be able to demonstrate competence in reading comprehension and rate demonstrated by an improved reading level and an increased rate.
- Students will be able to demonstrate competency in vocabulary, main idea and purpose skills emphasized in Developmental 0306.
- Students will be able to demonstrate competency in analyzing relationships among ideas including sequence, cause/effect, ideas in opposition, and drawing conclusions or inferences from passages;
- Students will be able to demonstrate competency in using critical reasoning skills including stated or implied assumptions, validity of a writer's argument, judging relevance of facts, analogies, fact/opinion, and objectivity of written material;
- Students will be able to demonstrate competency in study skills including organizing and summarizing for study purposes, following written instructions or directions, and interpreting information in charts, graphs, or tables.
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