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Strategic systems improvement pp poste

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Academic Literacy

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Strategic systems improvement pp poste

  1. 1. From Write to Better A NETWORKED APPROACH TO IMPROVE LEARNING OUTCOMES THROUGH ENHANCING ACADEMIC LITERACY Academic Literacy BY CAROL PARENTEAU- MARCH, 2017
  2. 2. Purpose The purpose of this project is to evaluate the programs aimed to improve writing and academic literacy skills using Improvement Science principles. Improvement Science is a methodology for using disciplined inquiry to solve a specific problem of practice.
  3. 3. Improvement Science Improvement science is rooted in quality efforts undertaken by organizations like Toyota and Bell Labs. Applied in the field of healthcare. Leveraging improvement science, through the Institute for Healthcare Improvement (IHI), Improvement Science has led to positive results, including significant improvement in the number of medical errors. Although the contexts differ, the same concept can be applied to drive improvement in teaching. Carnegie Foundation for the Advancement of Teaching created models, tools to apply to education.
  4. 4. Principle of Improvement Science # 1 Make the work problem-specific and user centered. Starts with a single question: What specifically are we trying to solve? Improve Learning Outcomes by improving academic literacy, because in the endeavor of educating students, writing becomes a tool for learning and communication. (Guzmán-Simón & García-Jimenez, 2015). Vocabulary Cohesion between sentences Syntax Content
  5. 5. APDC Improvement Cycle 5. Anchor practice improvement in disciplined inquiry. Engage rapid cycles of Plan, Do, Study, Act (PDSA) to learn fast, fail fast, and improve quickly. That failures may occur is not the problem; that we fail to learn from them is. Principle of Improvement # 5
  6. 6. Principle of Improvement # 5 Disciplined Inquiry ADSA ADSA ADSA ADSA ADSA ADSA 5. Anchor practice improvement in disciplined inquiry. Engage rapid cycles of Plan, Do, Study, Act (PDSA) to learn fast, fail fast, and improve quickly. That failures may occur is not the problem; that we fail to learn from them is.
  7. 7. But there is more… Curriculum and Instruction Assessment and Data Resources & Services Tutoring Interventions Systems Thinking Towards improving the target
  8. 8. Principle of Improvement Science # 3 3. See the system that produces the current outcomes. It is hard to improve what you do not fully understand. Go and see how local conditions shape work processes. Make your hypotheses for change public and clear.
  9. 9. Seeing the System that Produces the Outcomes
  10. 10. Make your hypotheses for change public Second part of principle #3
  11. 11. Principle of Improvement Science # 6 • Faculty • Library • Deans • Assessment Director • Instructional Design • Writing SME • Assessment Analyst • Provost • Writing Center 6. Accelerate improvements through networked communities. Embrace the wisdom of crowds. We can accomplish more together than even the best of us can accomplish alone.
  12. 12. Using Tools: The Driver Diagram Target What do we want to change Primary Drivers Hypotheses Secondary Drivers Ideas and Solutions
  13. 13. Driver Diagram
  14. 14. Driver Diagram Net Tutor Students that face challenges with writing need tutoring support, because faculty do not have the time to teach writing. Tutoring services will improve student’s writing skills. Improvements to curriculum based on design principles, quality standards and sound pedagogy will facilitate better outcomes. Two new Scholarly Argument Courses
  15. 15. Principle of Improvement Science # 4 4. We cannot improve at scale what we cannot measure. Embed measures of key outcomes and processes to track if change is an improvement. We intervene in complex organizations. Anticipate unintended consequences and measure these too.
  16. 16. Complex Problem Cannot easily be measured Unbounded systems – No experiments Complex causal chains Operating with scarce resources Involve multiple stakeholders with different or conflicting interests/points of view No single, optimal and/or objective solution
  17. 17. Principle of Improvement Science# 2 Variation in performance is the key issue to address . The critical issue is not what works, but rather what works, for whom and under what set of conditions. Aim to advance efficacy reliably at scale. No single, optimal and/or objective solution
  18. 18. Key Challenge Defining Metrics Writing outcomes data (segment by demographics, psychographics, geography) Tutoring data (demographics, frequency, grades, persistence) Library help and usage data (impact, usage, quasi-experiments, satisfaction data) Curriculum improvement (quasi- experiments, end of course surveys, satisfaction surveys) Science of Improvement (pre-and-post project, survey stakeholders) Interventions (surveys)
  19. 19. How to Measure Complexity
  20. 20. How to Measure Complexity “The ultimate goal of the process to promote a coherent action on difficulty problems. To do this we must tie together a number of related tasks that together can help us to think more clearly, make better decision, and implement more effectively.” Model, Understand, Measure Predict/Decide/Plan, Communicate, Act
  21. 21. Next Steps 6. Accelerate improvements through networked communities. Peggy, Mindy, Irene, Deb, Paul, Kay, Deb 3. See the system that produces the current outcomes Keep an eye on the system and how to affect positive impact. 5. Anchor practice improvement in disciplined inq Cycles of improvement for each project
  22. 22. References  Arum, R., Roksa, J., & Cook, A. (2016). Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century (1 edition). San Francisco, CA: Jossey-Bass.  Carnegie Foundation for the Advancement of Teaching. (n.d.). Using improvement science to accelerate learning and address problems of practice. Retrieved from http://www.carnegiefoundation.org/our-ideas/  Collins, J., & Hansen, M. T. (2011). Great by Choice: Uncertainty, Chaos, and Luck--Why Some Thrive Despite Them All (1 edition). New York, NY: HarperBusiness.  Bryk, A, Gomez, L, & Grunow., (2011, July 1). Getting ideas into action: building networked improvement communities in education. Retrieved March 15, 2017, from https://www.carnegiefoundation.org/resources/publications/getting-ideas-action-building-networked-improvement-communities- education/  Guzmán-Simón, F., & Garcia-Jimenez, E. (2015). Assessment of Academic Literacy. Relieve, 21(1). https://doi.org/doi: 10.7203/relieve.21.1.5147  LeMahieu, P. G., Grunow, A., Baker, L., Nordstrum, L. E., & Gomez, L. M. (2017). Networked improvement communities: The discipline of improvement science meets the power of networks. Quality Assurance in Education, 25(1), 5–25. https://doi.org/10.1108/QAE-12-2016-0084  Lewis, C. (2015). What is improvement science? Do we need it in education? Educational Researcher, 44(1), 54–61.  Newmann, F. M., Smith, B., Allensworth, E., & Bryk, A. S. (2001). Instructional Program Coherence: What It Is and Why It Should Guide School Improvement Policy. Educational Evaluation and Policy Analysis, 23(4), 297–321. Retrieved from http://www.jstor.org/stable/3594132

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