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Redefining Quality Education

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U N I V E R S I T Y O F W I S C O N S I N O S H K O S H. Re-defining Quality Education ... Oddi Continuing Learning Inventory, Livneh's Adjective Checklist ... – PowerPoint PPT presentation

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Title: Redefining Quality Education


1
Re-defining Quality Education
  • Developed by
  • Richard H. Wells, Chancellor
  • Greg Wypiszynski, Director of Graduate Admissions
  • University of Wisconsin Oshkosh
  • For the Board of Regents
  • October 9, 2003

2
(No Transcript)
3
Quality Education Abridged Definition
  • A quality education is a learning and personal
    development program characterized by processes
    wherein students are fully engaged resulting in
    value-added student outcomes.

4
Expanded Definition Processes
  • Academically challenging experiences
  • Active and collaborative learning/teaching
    styles
  • A talented, accessible and responsive faculty
  • Enriching and diverse educational experiences
  • A supportive campus environment.

5
Expanded Definition Value added student
outcomes
  • Subject matter mastery of major and general
    education curriculums
  • Critical thinking abilities
  • Written, oral and interpersonal communication
    skills
  • Understanding, appreciation and tolerance of
    diverse people and ideas
  • Psychological and physical well being
  • Commitment to civic/public service
  • Passion for life-long learning.

6
Indicators/Measures Processes
  • Academically challenging experiences
  • Active and collaborative Learning/teaching styles
  • A talented, accessible and responsive faculty
  • Enriching and diverse educational experiences
  • A supportive campus environment

7
1. Academically challenging experiences
  • National Survey of Student Engagement (NSSE)
  • Preparing for class (studying, reading, writing,
    rehearsing and other activities related to your
    academic program)
  • Number of assigned textbooks, books or
    book-length packs of course readings
  • Number of written papers or reports of 20 pages
    or more

8
1. Academically challenging experiences
  • National Survey of Student Engagement (NSSE)
  • Number of written papers or reports of between 5
    and 19 pages
  • Number of written papers or reports of fewer than
    5 pages
  • Coursework emphasizes Analyzing the basic
    elements of an idea, experience or theory

9
1. Academically challenging experiences
  • Coursework emphasizes Synthesizing and
    organizing ideas, information or experiences into
    new, more complex interpretations and
    relationships
  • Coursework emphasizes Making judgments about
    the value of information, arguments or methods
  • Coursework emphasizes Applying theories or
    concepts to practical problems or in new
    situations

10
Academically challenging experiences
  • Worked harder than you thought you could to meet
    an instructors standards or expectations
  • Campus environment emphasizes spending
    significant amounts of time studying and on
    academic work.

11
2. Active and collaborative learning/teaching
styles
  • National Survey of Student Engagement (NSSE)
  • Asked questions in class or contributed to class
  • Made a class presentation
  • Worked with other students on projects during
    class
  • Worked with classmates outside of class to
    prepare class assignments

12
2. Active and collaborative learning/teaching
styles
  • National Survey of Student Engagement (NSSE)
  • Tutored or taught other students
  • Participated in a community-based project as part
    of a regular course
  • Discussed ideas from your readings or classes
    with others outside of class (students, family
    members, coworkers, etc.)

13
3. A talented, accessible and responsive faculty
  • National Survey of Student Engagement (NSSE)
  • Discussed grades or assignments with an
    instructor
  • Talked about career plans with a faculty member
    or advisor
  • Discussed ideas from your readings or classes
    with faculty members outside of class
  • Worked with faculty members on activities other
    than coursework (committees, orientation,
    student-life activities, etc.)

14
3. A talented, accessible and responsive faculty
  • National Survey of Student Engagement (NSSE)
  • Received prompt feedback from faculty on your
    academic performance (written or oral)
  • Worked or planned to work with a faculty member
    on a research project outside of course or
    program requirements.

15
4. Enriching and diverse educational experiences
  • National Survey of Student Engagement (NSSE)
  • Participating in co-curricular activities
    (organizations, publications, student government,
    sports, etc.)
  • Practicum, internship, field experience, co-op
    experience or clinical assignment
  • Community service or volunteer work

16
4. Enriching and diverse educational experiences
  • National Survey of Student Engagement (NSSE)
  • Foreign language coursework and study abroad
  • Independent study or self-designed major
  • Culminating senior experience (comprehensive
    exam, capstone course, thesis, project, etc.)

17
4. Enriching and diverse educational experiences
  • Had serious conversations with students that have
    different religious beliefs, political opinions
    or personal values
  • Had serious conversations with students of a
    different race or ethnicity
  • Used electronic technology (list-serve, chat
    group, internet, etc.) to discuss or complete an
    assignment
  • Campus environment encourages contact among
    students from different economic, social and
    racial or ethnic backgrounds

18
5. A supportive campus environment
  • National Survey of Student Engagement (NSSE)
  • Campus environment provides the support you need
    to help you succeed academically
  • Campus environment helps you cope with your
    non-academic responsibilities (work, family,
    etc.)
  • Campus environment provides the support you need
    to thrive socially

19
5. A supportive campus environment
  • National Survey of Student Engagement (NSSE)
  • Quality of relationships with other students
  • Quality of relationships with faculty members
  • Quality of relationships with administrative
    personnel and offices.

20
Indicators/Measures Value-added outcomes
  • Subject matter mastery of major and general
    education curriculums
  • Critical thinking abilities
  • Written, oral and interpersonal communication
    skills
  • Understanding, appreciation and tolerance for
    diverse people and ideas
  • Psychological and physical well being
  • Commitment to civic/public service
  • Passion for life-long learning

21
1. Subject matter mastery of major and general
education curriculums
  • National association discipline/general
    knowledge/skills exams such as the Med CAPS, GRE,
    LSAT, etc.
  • National professional association tests and
    licensure exams such as the CPA exam, nursing
    board exam, etc.
  • College/department designed exit interviews,
    reviews, exams, critiques (such as senior thesis,
    performance reviews) and comprehensive exit exams
  • State teacher licensing tests

22
2. Critical thinking abilities
  • Watson-Glaser Critical Thinking Appraisal, ETS
    Tasks in Critical Thinking Assessment, SAT,
    California Critical Thinking Test (CCTST),
    Collegiate Assessment of Academic Proficiency
  • Portfolio development, capstone experiences,
    internships/field experiences, research projects
  • Others To Be Identified

23
3. Written, oral and interpersonal communication
skills
  • Communication Anxiety Inventory, Interpersonal
    Communication Satisfaction Inventory, Nonverbal
    Immediacy Behaviors Instrument, Communicator
    Competence Questionnaire, Classroom Communication
    Skills Inventory Listening and Speaking
    Checklist
  • Performance testing Speeches, drama
    presentations
  • Journaling, writing

24
4. Understanding, appreciation and tolerance for
diverse people and ideas
  • Diversity Awareness Profile
  • Student participation in service-learning based
    in diverse organizations, blend of diversity
    within student population
  • Others To Be Identified

25
5. Psychological and physical well being
  • Noel-Levitz College Student Inventory, Arthur
    Chickerings Seven Vectors Assessment, American
    College Health Association Survey, MMPI
  • Athletic performances, motor-skills performance
    tests
  • Physical examinations, assessments of
    participation in intra-mural and collegiate
    athletics

26
6. Commitment to civic/public service
  • World of Work Inventory, others to be identified
  • Surveys of participation in local, state and
    federal elections, compilations of volunteer
    hours completed by students
  • Measurement instruments available though National
    Service-Learning Clearinghouse

27
7. Passion for life-long learning
  • Oddi Continuing Learning Inventory, Livnehs
    Adjective Checklist
  • Skill assessment of Internet searching and
    researching abilities, surveys of undergraduate
    to graduate or post-baccalaureate studies (or
    similar incremental completions), surveys of
    alumni participation in post-undergraduate/graduat
    e education
  • Exit individual educational plans (IEPs) for
    lifelong learning

28
Summary Comments
  • Defining quality education is critical for the
    University of Wisconsin System to benchmark
    educational quality for the future. Across the
    System, attempts to define quality education will
    touch-off myriad philosophical and practical
    debates. The debates are welcome. To facilitate
    the debates and ultimately come to a shared
    understanding and achievement of quality
    education across UWS, the following guiding
    principles and steps are offered to help frame an
    institutions processes that lead to quality
    education.

29
Guiding Principles for Defining and Achieving
Quality Education
  • Use diverse processes to achieve outcomes
  • Use diverse methods to assess outcomes and select
    processes
  • Couple the processes yields value-added outcomes
    model with current input---throughput--output
    measures to maximize the benefit of these two
    approaches

30
Guiding Principles for Defining and Achieving
Quality Education
  • Engage the whole institution to debate, refine
    and internalize its model of quality education
  • Respect each institutions autonomy and mission
    to determine quality education within the
    boundaries of a larger interpretation, and allow
    institutions the freedom to achieve their
    value-added outcomes with the processes best
    suited for their institution.

31
Guiding Steps around which to Implement the
Quality Education Model
  • Conceptualize and Define Quality Education
  • Identify Learning Processes that Achieve Quality
    Education
  • Identify Value-Added Outcomes of a Quality
    Education
  • Achieve Value-Added Outcomes from the Learning
    Processes
  • Assess Value-Added Outcomes with Diverse
    Indicators/Measures
  • Communicate Value-Added Outcomes and Learning
    Processes to the Broader Public.
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