91探花 to launch faculty learning communities to assess OHIO鈥檚 common learning goals
As part of 91探花鈥檚 continuous improvement efforts outlined in the Academic Quality Improvement Program (AQIP), the pathway to reaffirmation of accreditation with the Higher Learning Commission (HLC), a new initiative will bring together faculty in four learning communities designed to assess common student learning outcomes at OHIO.
The faculty learning communities (FLCs) will support OHIO鈥檚 efforts under AQIP Category 1: Helping Students Learn. The goals are to develop processes to assess OHIO鈥檚 common goals, tools to evaluate course embedded demonstrations of student learning, and procedures for evaluating and communicating the results.
鈥淚n 2014, OHIO established common goals for baccalaureate programs based on the Association of American Colleges & Universities鈥 (AAC&U) LEAP Essential Learning Outcomes. The FLCs are designed to move us forward with measuring student achievement of OHIO鈥檚 common goals,鈥 explained Katie Hartman, director of assessment for the College of Business Undergraduate Programs and faculty coordinator for the project.
The FLCs are a result of the AQIP Strategy Forum, a February workshop attended by institutional representatives from OHIO that provided an opportunity for insight and feedback into the projects OHIO undertakes as part of its continuous improvement initiatives with HLC. These AQIP Action Projects are developed by OHIO based on feedback and aligned with institutional priorities.
Focusing on assessment of the eight common goals for OHIO鈥檚 baccalaureate programs developed in 2014, the 2018-19 Action Project seeks to develop, build and test institutional-level processes, tools and activities to assess student achievement of learning outcomes through the FLCs.
鈥淓ach FLC will start with one of AAC&U鈥檚 VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics. The VALUE rubrics are recognized by HLC as an acceptable approach for assessing student learning. AAC&U created the rubrics using teams of faculty experts and tested them on more than 150 campuses across the country. Unlike many standardized tests, the rubrics are also free to use,鈥 explained Joni Wadley, assistant provost for accreditation and assessment support and administrative support for the project.
The foundation of the Action Project is the structure, development, and support of four FLCs, which will focus on developing assessment methods and collecting data surrounding a single common learning goal: quantitative literacy, critical thinking, written communications, or teamwork.
鈥淕athering evidence of student achievement 鈥 the knowledge, skills, and competencies students gain through their college experience 鈥 is the foundation of assuring students are achieving learning outcomes,鈥 explained Hartman. 鈥淏roadly, assessment refers to a collection of activities that measure, analyze, and evaluate student learning. Meaningful assessment is the catalyst for the continuous improvement of students鈥 educational experiences, and enables OHIO faculty and staff to help their students succeed.鈥
Each of the four FLCs, made up of a faculty leader and 5-7 participants, will be asked to meet several objectives related to assessment of its assigned learning outcome through the course of three semesters. At that time, the groups will propose ideas for broader, University-wide assessment of learning outcomes. Faculty from across campuses and disciplines who have an interest in one or more of the FLC topics, undergraduate education, and assurance of learning through assessment and who plan to teach an undergraduate course with the FLC topic as a course learning outcome during the spring 2019 semester are encouraged to participate. For more information on the Faculty Learning Communities to Assess Student Achievement of OHIO鈥檚 Common Learning Goals and to apply, please click here. The deadline to apply is Friday, May 4, 2018.
For more information on Faculty Learning Communities, please visit the Center for Teaching and Learning鈥檚 Faculty Learning Community page.