A Shifting Paradigm: Interpreting HLC Criterion 3

Prepared for Prepared for University of Toledo Graduate CouncilUniversity of Toledo Graduate Council

March 23, 2010March 23, 2010

Constance J. Shriner, PhDConstance J. Shriner, PhD

Higher Learning Commission

Criterion 3: The organization provides evidence of student learning and teaching effectiveness that demonstrates it is fulfilling its educational mission

Bradford Frame

Automated Fingerprint Searching on the new IBM Card Sorter

First Time Applicants must do the following: 1.Apply for a Temporary Permit Packet at the office of your local Deputy Registrar. The fee will be $21.00. If your current driver license has expired more than 6 months and within 2 years, the fee will be $24.00. See Driver License Fees. Take with you documentary proof of your age and social security number, (if one has ever been assigned).  See Acceptable Documents.2.If you are under 18 years of age you must be accompanied by a parent or guardian, or person having legal custody, or, if there is no parent or guardian a responsible person who is willing to assume the obligations imposed under Rule 4501:1-1-19 of the Ohio Administrative Code. The co-signer must also take documentary proof of his identification.   See Acceptable Documents. 3.If you lose any portion of these forms, you will have to purchase additional forms and begin the whole process over again.4.Take your temporary packet to the nearest Ohio Driver's License Examination Station to take the written and vision tests. No appointment for these portions of the examination is necessary. You might call to make sure when the exam station is open for business.5.When you appear for the examination you must:

A.Take a vision examination and a written examination. B.Answer questions concerning your physical health and any medical conditions you might have. If you have a condition that might affect your driving, the examiner will explain the steps you have to take and provide you with a medical packet (form BMV 2058) which must be filled out by your doctor. See medical procedures for a Temporary Permit. C.After you pass the written and vision tests the examiner will validate one of your forms and you will be able to practice driving on the street–but only if you are accompanied by a licensed driver in the seat next to you.

6.You cannot drive on this packet (even with a licensed driver) until you have passed the vision and written tests.

A Paradigm Shift

Previously, accreditation utilized a Minimum Threshold Model– Does the program demonstrate the potential to

educate? Resources? Experiences? Doing the “right” things?

A Paradigm Shift

Previously, accreditation utilized a Minimum Threshold Model– Does the program demonstrate the potential to

educate? Resources? Experiences? Doing the “right” things?

Competency Based Model – Have learners achieved competency or learning

objectives identified for the program?– How does the program use knowledge of

learners’ mastery to improve educational experiences?

What is Outcomes-Based or Competency-Based Education?

A bit of terminology:

– Competencies

– Objectives

– Outcomes

Competencies

Attributes we expect in a graduate of our program

General, overarching goals

Complex, usually require mastery of multiple sub-skills

Objectives

Statements of what learners are expected to do as a result of our instruction – describe observable behaviors

Support the acquisition of the identified competencies

Guide the instruction and instructional experiences provided for learners

Outcomes

Compilation of evidence that learners have mastered objectives and demonstrated competence

Competency: The applicants will be proficient in making proper right, left and u-turns.

EXAMPLE

Competency: The applicant will be proficient in making proper right turns.

Objectives:

Move into curb lane well in advance

Objectives:

Check traffic ahead, behind and on both sides

Objectives:

Signal 100 feet ahead of turn

Objectives:

Turn into lane nearest curb

EXAMPLE

Competency: The applicant will demonstrate the ability to make proper right turns.

Objectives:

Move into curb lane well in advance

Objective:

Check traffic ahead, behind and on both sides

Objective:

Signal 100 feet ahead of turn

Objective:

Turn into lane nearest curb

OUTCOMES:

Applicant makes 3 proper right turns during road test. Rater checklists provide evidence of competence.

EXAMPLE

Competency-Based EducationOutcomes-Based Education

Begins with definition of competencies

Requires the identification of supporting objectives

Requires evidence of “outcomes” or successful performance

Biomedical Science PhD Program

Overarching program objectives were identified during the reorganization process

Assessment strategies exist…. – They need to be made explicit– And aligned with program learning objectives

Biomedical Science PhD Program

Learning Objectives:

Demonstrate knowledge of basic bioinformatic and statistical methods

Demonstrate knowledge of the pathophysiology of prominent types of cancer

Perform laboratory procedures necessary for completion of the thesis or dissertation project

Communicate research findings effectively, orally and in writing

Demonstrate respect for and adhere to all laws and regulations governing the biomedical research use of animals and patient materials…

Outcomes/Measures

Coursework and written exams

Dissertation proposal

Major and minor examinations

Observations during mentored laboratory/research experiences

Publications

Presentations

The Process of HCL Self-study Core Component 3a

The organization’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible

– The organization clearly differentiates its learning goals for undergraduate, graduate and post-baccalaureate programs by indentifying the expected learning outcomes of each.

– The organization’s assessment of student learning extends to all educational programs including credit and non-credit certificate programs

Additional Requirements:

Assessment of student learning provides evidence at multiple levels: course, program and institutional

Assessment of learning includes multiple direct and indirect measures

Faculty are involved in defining expected student learning outcomes and creating strategies

Faculty and administrators routinely review the effectiveness and uses of the organization’s program to assess student learning

Information gathered annually by University Assessment Committee (Dr. Ron Opp – Chair)

Long-term Benefits

A Shriner Opinion– Thinking about and discussing desired learner

outcomes improves program quality– Development and articulation of strategies that

will be used for assessment Provide guidance for faculty and mentors Improve students’ experiences

Questions?

Comments?