module four improving teaching and learning: closing the loop

Module Four Improving Teaching and Learning: Closing the

Loop

Davidson County Community CollegeMay, 2011

Table of Contents – Module Four

Stage Four: Closing the Loop

Cycle for Improving Teaching and Learning

3

SACS Requirements 4

Closing the Loop Worksheet 5

Matrix Example of Program Outcomes, Assessments, Results and Improvements 6

Closing the Loop: Assessment/Assignment Worksheet 7

Closing the Loop: Result and Improvement Worksheet 8

Matrix of Program Outcomes, Assessments, Results and Improvements 9

Understanding the Curriculum Standard 10-11

Curriculum Change at the Local and State Level 12

A Plan for Curricula Changes 13

Forms for Making Curriculum Changes at the State Level 14

Module Four: Improving Teaching and Learning: Closing the Loop

Topics Closing the Loop to Improve Teaching and Learning Components of a Curriculum Standard. Process to Revise a Curriculum Process to Request a New Course. New Program Application Process

Outcomes: At the completion of Module Four faculty should be able to:1.Discuss the components of a Curriculum Standard2.Analyze SLO assessment data and suggest curriculum revisions to improve teaching and learning.3.Recall the process to:

a. Add a new course to a curriculumb. Revise the current curriculum standardc. Revise SLOs and assessment methodsd. Change a prerequisite at the local and state level.

Updating Curriculum to Support LearningDCCC Perkins Grant

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Stage Four: Closing the LoopClosing the Loop

How do I use the results to improve teaching and learning?

Improve

Cycle for Improving Teaching and Learning

“Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever. “ This quote takes us to the Improvement Phase of the Assessment Model for Improving Teaching and Learning.

Develop, modify, or review a curriculum, course, program, or service.

Develop or modify Student Learning Outcomes (SLOs)

Design & Measure Student Learning as a result of the Curriculum, Course, or Program

Collect, discuss, and analyze data.

Determine refinements based on outcomes data.

Closing the Assessment Loop


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SACS & OUTCOME ASSESSMENT

*CS 3.3.1 The institution identifies expected outcomes, assesses whether it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: 3.3.1.1 educational programs, to include student learning outcomes 3.3.1.2 administrative support services 3.3.1.3 educational support services 3.3.1.4 research within its educational mission, if appropriate 3.3.1.5 community/public service within its educational mission, if

appropriate*CS 3.5.1 The institution identifies college-level general education competencies and

demonstrates that graduates have attained them.*Note: Based on recommended changes from June 2007 action

Tying it All Together

Closing the Loop: Walvoord (2004) recommends setting aside one faculty meeting a year to discuss the degree program’s student learning outcomes and assessment plan as one of the easiest ways to make the improvements phase a routine departmental function. In the Improvement stage faculty …

share assessment data analysis results; review assessment results to determine program strengths and areas for improvement; decide if different assessment methods are needed in order to obtain more targeted information;determine how assessment results can be used to make improvements to the program (e.g., changes to the curriculum, provide professional development for teaching personnel in certain areas, etc.); develop an action plan to implement these improvements;review what needs to be done as the assessment cycle heads back to the writing, teaching and assessing stages (e.g., do student learning outcome need to be revised?, are different assessment methods necessary?, do I need to change the way I am teaching? etc.) .


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Closing the Loop Worksheet

A. When students complete my course they should be able to:

1.

2.

3.

B. Ways I teach to student outcomes

Outcomes Active Learning Strategies

1.

2.

3.

C. Assessment of Outcomes:

Outcomes Assessment

1.

2.

3.

D. Ways I can Improve Teaching and Learning

Results Improvement Ideas


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Matrix Example of Program Outcomes, Assessments, Results and Improvements

Program Outcome Assessments Results Improvements

1. Communicate effectively and appropriately in writing, through the use of planning, organizing, revising, and editing, recognizing and responding to audience needs.

Research paper 40% of students had too many grammatical mistakes

1. A review sheet of grammar rules and a worksheet will be given out to students. They work in a group and each person must turn in a final sheet with corrections on the worksheet.

2 a. Design and evaluate curriculums to meet the needs of early childhood classrooms to promote positive development and learning for young children.

Test Blue Print Test item analysis

50% of question on the test that were missed were at higher levels of thinking

1. Include more classroom experiences that practice higher levels of critical thinking.

Final Project Projects missing some critical principles and standards

1. Require parts of the project be turned in at intervals to monitor feedback more closely.

2. Design a rubric and give to student before beginning the project to help them know what is expected.

3. Analyze and coordinate office duties in the professional environment.

CATs CATs assessment of instructional methods claim reflect student misunderstanding of some office duties.

1. Create a rubric to explain expectations for select office duties

4. Work together to properly install a plumbing system.

CATsRubric

CATs assessment of group work reveal high student satisfaction with process and with the rubric given at the beginning of the project

1. Continue to use the group work approach in PLU 129 and integrate this approach in two other courses.

2. Use student feedback to design rubrics for other classes.

5. Apply and communicate information interpreted from blueprints.

Blueprint test analysis

Over 60% of the students’ test showed poor performance

1. Blueprint was too difficult. Provide blueprints that graduate from less difficult to more difficult so student can build confidence and skills.


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Closing the Loop: Assessment/Assignment Worksheet

PLOs or SLOs #1 #2 #3

Assessments or Assignments used to assess the Program Learning Outcome or Student Learning Outcomes

Item analysis of exams, quizzes, problem sets, etc.

Assignments based on rubrics (essays/reports, projects, performance analysis

Direct Observation of performances, structured practices or drills, practical exams, small group work

Student Self-Assessment (reflective journals, surveys)

Classroom Assessment Techniques (CATS)

Capstone projects Portfolios Student Satisfaction

Survey Other







Survey Other







Survey Other


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Closing the Loop Result and Improvement Worksheet

What did you learn from the assessment?

#1 #2 #3

Action Plan Conduct further assessment related to the outcomes

No changes made to the assessment or outcome

Use new or revised teaching method (i.e. more use of group work, new lecture format, more visuals

Develop new methods of evaluating student work such as

Plan or purchase of new equipment or supplies needed for modified student activities

Make changes in staffing plans (i.e. modify job descriptions, request for new positions)

Engage in professional development about best practices for this type of activity

Revise the course syllabus or topics in the course

Conduct further assessment related to the outcomes








Conduct further assessment related to the outcomes









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Matrix of Program Outcomes, Assessments, Results and Improvements

Program Outcome Assessments Results Improvements


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CURRICULUM STANDARD Effective Term

Fall 2011 2011*03] Curriculum Program Title Health Information Technology Code A45360Concentration(not applicable)

Curriculum Description The Health Information Technology curriculum provides individuals with the knowledge and skills to process, analyze, abstract, compile, maintain, manage, and report health information. Students will supervise departmental functions; classify, code, and index diagnoses and procedures; coordinate information for cost control, quality management, statistics, marketing, and planning; monitor governmental and non-governmental standards; facilitate research; and design system controls to monitor patient information security. Graduates of this program may be eligible to write the national certification examination to become a Registered Health Information Technician (RHIT). Employment opportunities include hospitals, rehabilitation facilities, nursing homes, health insurance organizations, outpatient clinics, physicians’ offices, hospice, and mental health facilities. Curriculum Requirements*[for associate degree, diploma, and certificate programs in accordance with 23 NCAC 02E.0204 (3)] I. General Education. Degree programs must contain a minimum of 15 semester hours including at least one course from each of the following areas: humanities/fine arts, social/behavioral sciences, and natural sciences/mathematics. Degree programs must contain a minimum of 6 semester hours of communications. Diploma programs must contain a minimum of 6 semester hours of general education; 3 semester hours must be in communications. General education is optional in certificate programs. II. Major Hours. AAS, diploma, and certificate programs must include courses which offer specific job knowledge and skills. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit. (See second page for additional information.) III. Other Required Hours. A college may include courses to meet graduation or local employer requirements in a certificate, diploma, or associate in applied science program. These curriculum courses shall be selected from the Combined Course Library and must be approved by the System Office prior to implementation. Restricted, unique, or free elective courses may not be included as other required hours.

AAS Diploma Certificate

Minimum General Education Hours

15 6 0

Minimum Major Hours

49 30 12

Other Required Hours 0-7 0-4 0-1

Total Semester Hours Credit (SHC)

64-76 36-48 12-18


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Major Hours A. Core. The subject/course core is comprised of subject areas and/or specific courses which are

required for each curriculum program. A diploma program offered under an approved AAS program standard or a certificate which is the highest credential level awarded under an approved AAS program standard must include a minimum of 12 semester hours credit derived from the subject/course core of the AAS program.

B. Concentration (if applicable). A concentration of study must include a minimum of 12 semester hours credit from required subjects and/or courses. The majority of the course credit hours are unique to the concentration. The required subjects and/or courses that make up the concentration of study are in addition to the required subject/course core.

C. Other Major Hours. Other major hours must be selected from prefixes listed on the curriculum standard. A maximum of 9 semester hours of credit may be selected from any prefix listed, with the exception of prefixes listed in the core or concentration. Work experience, including cooperative education, practicums, and internships, may be included in associate in applied science degrees up to a maximum of 8 semester hours of credit; in diploma programs up to a maximum of 4 semester hours of credit; and in certificate programs up to a maximum of 2 semester hours of credit.


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Health Information Technology A45360AAS Diploma Certificate

Minimum Major Hours Required 49 SHC 30 SHC 12 SHCA. CORECourses required for the diploma are designated with *

42-49 SHC 24 SHC

REQUIRED COURSES: HIT 110 Fundamentals of HIM 3 SHC* HIT 112 Health Law and Ethics 3 SHC* HIT 114 Health Data Sys/Standards 3 SHC

HIT 210 Healthcare Statistics 3 SHC* HIT 211 ICD Coding

4 SHC* HIT 214 CPT/Other Coding Systems 2 SHC

HIT 216 Quality Management 2 SHC

HIT 280 Professional Issues 2 SHC* MED 121 Medical Terminology I 3 SHC* MED 122 Medical Terminology II 3 SHC* BIO 271Pathophysiology 3 SHC or* HIT 226 Principles of Disease 3 SHC

REQUIRED SUBJECT AREAS:ANATOMY & PHYSIOLOGY. Select one sequence:BIO165 Anatomy and Physiology I 4 SHC &BIO166 Anatomy and Physiology II 4 SHC or

BIO168 Anatomy and Physiology I 4 SHC &BIO169 Anatomy and Physiology II 4 SHCMANAGEMENT. Select one:BUS 135 Principles of Supervision 3 SHCBUS 137 Principles of Management 3 SHCHIT 218 Mgmt Principles in HIT 3 SHCDIRECTED PRACTICE. Select 1-8 SHC:HIT 122 Prof Practice Exp I 1 SHC*HIT 124 Prof Practice Exp II 1 SHC*HIT 222 Prof Practice Exp I 2 SHC HIT 224 Prof Practice Exp IV 2 SHCB. CONCENTRATION (Not applicable)

C. OTHER MAJOR HOURSTo be selected from the following prefixes:

BIO, BUS, CIS, COE, CSC, CTS, DBA, HIT, HSC, MED, and OSTForeign language courses (including ASL) that are not designated as approved other major hours may be included in all programs up to a maximum of 3 semester hours of credit.

Curriculum Changes at the Local and State Levels

Changes at Local Level

Add or remove prerequisites

Choose electives

Create syllabus

Develop of program outcomes

Explore different teaching approaches and assessment methods

Changes at State Level

Add or remove prerequisites

Add Course to Common Course Library

Change requirements for Curriculum Standard

Propose a new program

Request course be added to core area of Curriculum Standard


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A Plan for Curricula Changes

Curriculum Changes to Consider

Evidence to Support the Change

Steps to Take to Make It Happen


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“I never teach my pupils; I only attempt to provide the conditions in

which they can learn.” Albert Einstein

Curriculum Change Forms


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One thing I will take from the workshop that I can apply is …

_________________________________________________________________________________________________________________________________________________________________________________

I would have learned better if you would have…

_________________________________________________________________________________________________________________________________________________________________________________

The handout materials were…

_________________________________________________________________________________________________________________________________________________________________________________

Using the scale of 1 to 5, please place a check by the number where would you rate how you felt your expectations were met for this session.

Session Evaluation

1 2 3 4 5

Did not meet my expectations

It was ok I learned some things

It met my expectations

It met and exceeded my expectations


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module four improving teaching and learning: closing the loop

Documents

curriculum changes

improving teaching

assessment plan

curriculum revisions

curriculum standard10

assessment methodschange

assessment model

teaching personnel