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Semelhante a April 2015 Creating Learning Outcomes Downey
Semelhante a April 2015 Creating Learning Outcomes Downey (20)
April 2015 Creating Learning Outcomes Downey
- 1. Creating Learning Outcomes to Guide Programming & Convey Expectations Presented by: Christa B. Downey, Assistant Dean & Director, Arts & Sciences Career Services Project team: Diane Miller, Associate Director; Ana Adinolfi, Career Counselor and Health Careers Advisor; Amanda Berman, Career Services Assistant
- 2. Why create learning outcomes? • To inform programming and services • To communicate expectations to students • To have a tool by which we can measure our effectiveness • To reflect on what we are doing
- 3. Our Process 2010 - Adopted broad learning outcomes 2010 - 2014 Set program specific learning outcomes 2014 - Expanded Learning Outcomes Fall 2014 - Leslie suggested the rubric Winter - Staff refined outcomes & measurables Spring 2015 - Creating assessment plans
- 4. The Rubric Learning Outcome Emerging Developing Accomplished Relevant Resources & Activities Career Exploration - You will develop an awareness of and ability to manage your career development process. You can reflect upon your values, strengths, skills, and interests. Understand that career choice is related to your interests, skills, values, and strengths and begin to develop self awareness in those areas. Use awareness of your interests, skills, values, and strengths to help determine career opportunities that may be a good fit for you. Consider new career possibilities based on your interests, skills, values, and strengths. Choose career opportunities that fit well with your interests, skills, values, and strengths. Offer a cogent answer when asked about interests, skills, values, and strengths, and how these relate to your career goals. Exploring Majors & Careers Workshops; Career Counseling Appointment; Mock Interviews You understand the breadth of possibilities available with a liberal arts education. Identify at least four possible career fields you could reasonably enter if interested. Identify a few jobs in those fields. Identify at least three possible career options in a field of interest, perhaps including ones you were not aware of upon entering college. Exercise confidence in your ability to move around in your career by exercising openness, curiosity, and adaptability. Career Counseling or Advising Appointment; Alumni Events/Interactions
- 5. Why use a rubric? • To inform programming • To communicate learning expectations to students • To measure growth • To develop consistency in measuring growth • To show our value added • To provide a tool for students to evaluate learning & identify areas for improvement
- 6. Specific uses • Share learning outcomes & mastery levels during appointments • Share relevant learning outcomes at the beginning of programs & events • Serve as a career development course foundation • Create a roadmap for our new website • Assess programs & services
- 7. Assessment Possibilities • Student self-assessment during appointments • Add questions to post-graduate survey • Workshop & event evaluations • Pre/post-surveys for extended workshops • Alumni & recruiter evaluation of students following networking events & office hours • Questions can be added to employer interview evaluations
Notas do Editor
- Learning outcomes for this presentation By the end of the session, participants will: have an understanding of why we find it helpful to set learning outcomes learn our process of creating, utilizing, and assessing learning outcomes as one way it can be done Handouts for 40 people: Rubric, Assessment Questions for Appointments & Summer Events Leslie’s learning outcomes participants will: see a level of success reduce anxiety see it’s worth doing be encouraged to try on a smaller scale
- 1. Setting learning outcomes for individual programs provides a framework for the program and a tool by which we can measure effectiveness. 2.We know from talking with employers, what is expected of students during the job application process and we know from experience, literature, and conversations with alumni, what is expected of students and graduates to be successful in their careers. Learning outcomes provide an effective way to communicate this to students. 3. Setting learning outcomes requires thoughtful consideration to your work and reflection on what you could be doing differently CCS Learning Outcomes Students will develop an awareness of and ability to manage the career development process as presented in our model. Students will be able to communicate with confidence about their skills and abilities. Students will learn to make connections with others who can assist them in their career development and advancement.
- I had some experience creating learning outcomes in prior positions. As the University at Albany, I served on the learning outcomes committee for the Advising Center and when I joined Cornell, I incorporated learning outcomes assessment into the Engineering Co-op Employer Evaluations. In 2010, as conference chair for a state conference on cooperative education, I brought in a keynote speaker to talk about learning outcomes. In 2010, we adopted three broad learning outcomes. We reported them in our annual report, with some related student quotes, but hadn’t taken time to do much else on a broader scale. We have been trying to write and communicate learning outcomes for most of our programs for a few years. Last summer, I was going through COFHE schools to look at best practices in career services. I saw another school that wrote of the value of what students are learning about career, but didn’t report outcomes to show this; they only reported participation numbers & I thought, “we can do better”. Originally, I was thinking about what students are learning and how to report this as a way to show the value of our office and specific programs and services we offer. I’m now thinking of it as a way to measure student learning in a broader sense. This might be something we eventually report prospective students and parents and possibly prospective employers.
- Here’s a snapshot of the rubric. Handout the full version.
- A Rubric is a tool that describes development over time on different learning outcomes. It’s historically been used in the classroom and we created a version for Career Services. It provides clear descriptions of learning outcomes associated with each level of mastery. Our rubric will inform our programming, help us communicate learning expectations to students, measure growth, and show our value added. Our rubric will help us develop consistency in measuring growth. Rubrics help students understand expected learning, evaluate their learning, and identify areas for improvement. Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation In Higher Education, 35(4), 435-448.
- We are just getting to this stage and not all of these ideas are fully formed. I welcome your questions and comments and will take all into consideration. Share example of student friendly list of outcomes – Amanda?
- We are just getting to this stage and not all of these ideas are fully formed. I welcome your questions and comments and will take all into consideration. Use pre/post-surveys for extended workshops such as EMAC & 4 hr. interview prep Examples/handouts: Using Learning Outcomes for Summer A&S Career Connections Events Using LO for appointments