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Its All About Learning:

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6.5% African-American. 31.8% Anglo-American. Largest single-campus community and technical college in Texas ... CCSSE (Community College Survey of Student ... – PowerPoint PPT presentation

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Title: Its All About Learning:


1
Its All About Learning Teaching Teachers How
to Improve Student Learning
2
Presented by San Antonio College Robert E.
Zeigler, Ph.D., President Thomas Hoy, Ed.D.,
Executive Vice President Johnnie Rosenauer,
Ed.D., Reaffirmation Chair Susan Espinoza, Lead
Writer for the QEP Joanne M. Wilson, Assistant
to the President
3
Institutional Background and Selection of
Leadership for QEP Development
Presented by Robert E. Zeigler, Ph.D. President,
San Antonio College
4
Institutional Background
  • San Antonios population is more than 1.4 million
  • 58.7 Hispanic
  • 6.5 African-American
  • 31.8 Anglo-American
  • Largest single-campus community and technical
    college in Texas
  • Fall 2004 enrollment of 22,141 with additional
    14,000 in Continuing Education
  • With 10,707 Hispanic students (Fall 2004), SAC
    has one of the largest concentrationsof
    Hispanics on one campus in the U.S.

5
Campus Community
  • 454 Full-time tenure track faculty
  • 670 Adjunct faculty members
  • 472 Full-time staff members

6
Faculty Profile - Fall 2004
  • Thirty percent full-time faculty (450) have been
    with the college more than 30 years
  • Additional 20 percent have been at SAC more than
    20 years

7
QEP Committee
Chaired by Robert E. Zeigler, Ph.D., President
  • Members
  • Betty Lee Birdsall Director of Academic
    Development
  • Susan Espinoza Director of Grants and College
    Development
  • Manuel L. Flores, M.A. Director of Enrollment
    Management
  • Angelica Gutierrez Part-time Research Assistant,
    Department of Business
  • Thomas Hoy, Ed.D. Interim Executive Vice
    President at San Antonio College
  • Conrad Krueger, M.A. Chair, Department of
    Mathematics and Computer Science, Associate
    Professor of Mathematics
  • Emma L. Mendiola, M.S.S.W. Director of Title V
    Hispanic Serving Institutions Strengthening
    Institutions Grant Program, Assistant Professor,
    Counseling
  • David Mrizek, M.A. Chief Financial Officer,
    Professor of Theater and Communications
  • Ignacio Nacho L. Orozco, Jr., M.A. Professor
    of English
  • Sarah Padilla 2004-2005 Treasurer, San Antonio
    College Student Government
  • Cynthia Price Senior Statistical Research
    Specialist for the Office of Institutional
    Research
  • Johnnie Rosenauer, Ed.D. Professor/Real Estate
    Program Coordinator, Business Department
  • Nancy Saunders, Ph.D. Chair, Department of
    Sociology, Anthropology, Social Work, and
    Gerontology, Professor of Sociology.
  • Kavita Surya, M.A. Research Specialist, Student
  • Carol Swanson, Ph.D. Chair of the Foreign
    Languages Department
  • Richard White, M.A. Dir., Center for
    Professional Development Continuing Ed
  • Joanne M. Wilson, M.A. Assistant to the President

8
President Zeiglers Outreach on QEP
August 2003 February 2005
  • Discussed in College Council monthly meeting
  • Faculty Senate and Staff Council
  • Discussions in visits to department staff
    meetings Nursing, Child Development, Business,
    Kinesiology, Computer Information Systems,
    Sociology, English, Mortuary Science, Math,
    Allied Health, Counseling and Services to Special
    Populations, Psychology, Biology, Chemistry,
    Continuing Education, Library
  • QEP as subject of keynote address for 2004
    Convocation

9
Selection of the Focus for the QEP
Presented by Thomas Hoy, Ed.D. Executive Vice
President, San Antonio College
10
Sources of QEP Focus
  • SAC drew upon internal research/study
  • Title V
  • Retention Task Force Report
  • CCSSE (Community College Survey of Student
    Engagement) results
  • Lumina Achieving the Dream project research

11
Quality Enhancement Plan
  • QEP Focus

A college-wide professional development
initiative utilizing teaching and student support
strategies that improve student learning.
12
Student Learning
  • Definition

Student Learning is defined as a process that
leads to the mastery of material, the improvement
and utilization of analytical and cognitive
abilities, and the acquisition and enrichment of
physical, technical, personal and interpersonal
skills.
13
Student Learning Outcomes
  • Definition

Student Learning Outcomes are defined as
improvement in students knowledge, skills, and
behaviors.
14
Student Learning Outcomes
  • Measures
  • Pre- and post-tests of change in knowledge
  • End-of-course tests or projects that measure
    mastery of skills instruments measuring
    behavioral change (e.g., the LASSI, CAAP critical
    thinking section)
  • Observation and/or student portfolios
  • Grades
  • Licensure examinations
  • Achievement in sequential coursework
  • Persistence/retention rates
  • Graduation/transfer rates

15
Building Consensus and Broad-Based Participation
Presented by Johnnie L. Rosenauer,
Ed.D. Reaffirmation Chair, San Antonio College
16
Campus Feedback
Presentations to solicit feedback on the QEP
Focus and the Murguia Learning Institute
2003-2005
  • Faculty Senate (three meetings)
  • College Council Monthly Meetings (QEP permanent
    item on agenda 2004-05)
  • Employee Development Day (Keynote speech and two
    workshops)
  • Joint Chairs Council Meeting
  • Problem-Based Learning Faculty Cohort
  • Student Success Advisory Committee
  • New Faculty Orientation
  • Adjunct Faculty Meeting
  • Womens Center
  • Counseling and Special Populations Department
  • Admissions and Records Department
  • Staff Council
  • Learning Resources Center

17
Promotional Activities
  • Student newspaper
  • Buttons
  • Banners
  • Flyers
  • Screen Savers (especially on Onsite Teams
    computers)
  • Regular item on College Council agenda
  • Focus on Excellence newsletterwww.accd.edu/sac/sa
    cmain/HTML/pdf/Focus.pdf

18
Murguia Learning Institute
  • Five components
  • Semester-long best practices course for new
    faculty about student-centered teaching/learning
  • Graduate coursework for faculty and staff
  • Professional development best practices workshop
    for faculty and staff
  • Mentorship for new faculty
  • Master/Teacher Program for faculty

Components include training in the
measurement and assessment of student learning
outcomes.
19
Narrowing the Scope of the QEPs Goals and
Objectives
Presented by Susan B. Espinoza Director of
College Grants Development QEP Lead Writer, San
Antonio College
20
The Literature Review for the QEP included
studies on
  • Learning styles assessment in curriculum
    development and instruction
  • Effectiveness of student-centered teaching as
    opposed to teacher-centered teaching
  • Faculty-student and faculty-faculty mentorship
    programs
  • Learning communities
  • Cooperative learning
  • Peer tutoring and Supplemental Instruction
  • Problem-based learning, peer mentoring programs
  • Transitional bridge programs
  • Orientation programs
  • Academic alert systems

21
Leaders who keep things simplest the longest
are the most successful.
  • Bits and Pieces Leadership, November 2005

22
QEP Objectives Draft 3
  • Process Objectives
  • Process Objective 1 By August 31, 2009, San
    Antonio College will have participated in the
    design and development of a planned
    District-level data warehouse with the functions
    of providing data related to outcomes of programs
    supporting student learning, tracking students
    progress while here at SAC and after they leave,
    and comparing SAC with similar institutions.
  • Process Objective 2 By October 31, 2005, a
    Teaching and Learning Center will have been
    established at SAC with the goal of helping
    faculty and staff learn about and implement best
    classroom practices and student support
    strategies for improving student success.
  • Process Objective 3 By May 31, 2007, at least
    25 of faculty members will have received
    training in pedagogical strategies proven to
    increase student success and/or student
    persistence, such as student-teacher interaction,
    collaborative/active learning, development and
    implementation of new Learning Communities and
    Service Learning programs, problem-based and/or
    inquiry-based learning, Supplemental Instruction,
    and learning styles.
  • Process Objective 4 By May 31, 2007, XX of
    counselors and student support staff will have
    received training in strategies proven to
    increase student success and/or student
    persistence, such as peer mentorship or student
    development interventions.
  • Process Objective 5 By September 30, 2010, at
    least 25 faculty will have revised their syllabi
    to include utilization of strategies proven to
    increase student learning.
  • Process Objective 6 By September 30, 2010, SAC
    will have established XX new Learning Communities
    for developmental, entry-level and gateway
    academic courses.
  • Process Objective 7 By September 30, 2010,
    Student Development 0370 will have been enhanced
    to include expanded faculty mentorship/counseling
    for at risk students.
  • Outcome Objectives
  • Outcome Objective 1 By August 31, 2010, over
    7,000 SAC students (33) each semester will be
    receiving instruction in classrooms that utilize
    best practice strategies proven to improve
    student learning in a culturally diverse
    environment.
  • Outcome Objective 2 By August 31, 2010,
    Productive Grade Rates for a scientifically
    selected random sample of students in sequential
    courses will show a statistically significant
    increase from a baseline established in Fall
    2005.
  • Outcome Objective 3 By August 31, 2010, for
    professional technical programs whose passing
    rate is below 90, the composite passing rate on
    licensure exams at SAC will have increased by at
    least one percentage point from a Fall 2003
    baseline of XX.
  • Outcome Objective 4 By August 31, 2010, results
    of employer satisfaction surveys will show that
    at least 80 of scientifically sampled employers
    rate employees trained in SACs Professional and
    Technical programs as above average or better.
    (baseline how do we do this?)
  • Outcome Objective 5 By August 31, 2010, the
    percentage of Pell grant recipients completing
    50 of core requirements within two years of
    initial enrollment will have risen from a Fall
    2005 baseline of XX to at least XX.
  • Outcome Objective 7 By August 31, 2010,
    graduation rates for Pell grant recipients will
    have risen from a Fall 2004 baseline of X to
    X1.
  • Outcome Objective 6 By August 31, 2010, transfer
    rates to public 4-year institutions, as measured
    by the Texas Higher Education Coordinating Board,
    will have risen from a Fall 2004 baseline of 9
    to at least 10.
  • Outcome Objective 8 By August 31, 2010, CCSSE
    results will show that students rate student
    teacher interaction and collaborative/active
    learning at SAC at levels above the average for
    community colleges of our size.

23
QEP Goal Objectives Final
  • GOAL By the end of the QEP implementation
    period, San Antonio College will have
    significantly improved student learning through
    enhanced teaching and support strategies.
  • Process Objectives
  • Process Objective 1 By October 31, 2005, a
    teaching and learning institute, the Raúl S.
    Murguía Learning Institute, will have been
    established at SAC with the goal of helping
    educators learn about and implement best
    instructional practices and student support
    strategies for improving student success.
  • Process Objective 2 By May 31, 2007, 100 of new
    tenure-track faculty members (n gt 50), at least
    35 faculty who teach developmental Math, English
    or Reading, or gatekeeper courses, and key staff
    will have received training in student-centered
    pedagogical strategies proven to increase student
    success, including increased student-teacher
    interaction and collaborative/active learning,
    development and implementation of new Learning
    Communities and Service Learning programs,
    problem-based and/or inquiry-based learning,
    Supplemental Instruction, teaching based on
    learning styles, assessment of student learning,
    and other best educational practices.
  • Process Objective 3 By August 31, 2011, at least
    25 of full-time faculty will have incorporated
    strategies proven to increase student learning
    into their classroom practice as a result of
    dissemination of these practices through the
    Murguía Learning Institute.
  • Process Objective 4 By August 31, 2011, over
    7,000 SAC students (33) each semester will be
    receiving instruction in classrooms that utilize
    best practice strategies proven to improve
    student learning in a culturally diverse
    environment.

24
QEP Goal Objectives Final
  • Student Learning Outcome Objectives
  • Outcome Objective 1 random samples of students
    in classes of teachers participating in Murguía
    Learning Institute training/education activities
    will show more improvement in critical
    thinking/problem solving skills than random
    samples of students in classes where teachers
    have not participated in the Murguía Learning
    Institute.
  • Outcome Objective 2 students in classes of
    teachers participating in Murguía Learning
    Institute training/education sessions on
    inquiry-based teaching will have gained
    analytical skills in the utilization of the
    scientific method or key mathematical concepts.
  • Outcome Objective 3 in-class retention and
    productive grade rates for students in classes
    taught by faculty participants in the Murguía
    Learning Institute will be higher than
    departmental averages for that course.
  • Outcome Objective 4 productive grade rates for a
    random sample of students in courses sequential
    to courses taught by Murguía Learning Institute
    participants will show a statistically
    significant increase from a fall 2005 baseline
    established for those courses.
  • DRAFT - Goals Objectives
  • www.accd.edu/sac/selfstudy/html/responses/pdf/qep/
    goals_objectives_061004.pdf
  • FINAL - Goals Objectives
  • www.accd.edu/sac/selfstudy/html/responses/pdf/qep/
    San_Antonio_College_Quality_Enhancement_Plan_8-9-0
    5.pdf (p 31)

25
How to Assess the QEP
26
Methods for Assessing Institutional and Unit
Learning Outcomes
  • Traditionally-Used Quantitative Indicators
  • Productive grade rates
  • Retention/Attrition rates
  • Course completion rates for developmental and
    non-developmental courses
  • Graduation rates (degree and certificate)
  • Transfer rates to four-year schools
  • Passing rates on licensure exams
  • Employment rates, especially for
    technical/professional students

27
Methods for Assessing Institutional and Unit
Learning Outcomes
  • Qualitative Indicators
  • Alignment of course work with course descriptions
    and syllabi
  • Student satisfaction
  • Employer satisfaction (professional/technical
    programs)
  • Learning portfolios
  • Communication skills (reading, writing, speaking,
    listening)
  • Computation skills (understanding and applying
    mathematical concepts and reasoning, analyzing
    and using numerical data)
  • Community skills (citizenship appreciation of
    diversity and pluralism community, global, and
    environmental awareness)
  • Critical thinking and problem-solving skills
    (analysis, synthesis, evaluation, decision
    making, creative thinking)

28
Methods for Assessing Institutional and Unit
Learning Outcomes
  • Qualitative Indicators (continued)
  • Information management skills (collecting,
    analyzing, and organizing information from a
    variety of sources)
  • Interpersonal skills (teamwork, relationship
    management, conflict resolution, workplace
    skills)
  • Personal skills (ability to understand and manage
    self, management of change, learning to learn,
    personal responsibility, aesthetic
    responsiveness, wellness)
  • Technology skills (computer literacy, Internet
    skills, retrieving and managing information via
    technology)
  • Some indicators were taken from Miles Wilson
    (2004).

29
Evaluation of Murguia Learning Institute
  • Process measures used
  • Planning and development
  • Staff/faculty and evaluation meetings
  • Schedules of workshops
  • Curriculum revisions
  • Faculty mentorship
  • Institutionalization of effective strategies
  • Inventory of courses taught using MLI
    methodologies
  • Quantitative measures used
  • Productive grade rates and
  • Successful course completion rates
  • Student success in sequential courses for core or
    gatekeeper courses taught by MLI participants

30
Evaluation of Murguia Learning Institute
Qualitative measures used
  • To measure change in affective skills and
    behaviors
  • ACT Collegiate Assessment of Academic Proficiency
    (CAAP) Critical Thinking Skills test
  • Learning and Study Skills Inventory (LASSI)
  • Community College Survey of Student Engagement
    (CCSSE)
  • Assessment of Learner-Centered Practices (ALCP)
  • Course or skill-specific pre- and post tests,
    such as CAAP subject tests
  • To measure knowledge and mastery of
    technical/physical skills
  • End-of-course tests or projects
  • To measure satisfaction with QEP strategies and
    get feedback
  • Internally-developed student and faculty surveys
    will be designed

31
San Antonio Colleges Accreditation
Website www.accd.edu/sac/selfstudy Learning
Outcomes Website www.accd.edu/sac/iic/staff/scacer
es www.accd.edu/sac/iic/staff/scaceres/Program20
Outcomes/AssessPlanDesign.htm
www.accd.edu/sac/selfstudy www.accd.edu/sac/iic/
staff/scaceres www.accd.edu/sac/iic/staff/scacere
s/Program20Outcomes/AssessPlanDesign.htm
32
Lessons Learned
Presented by Johnnie L. Rosenauer, Ed.D Director
of Murguia Learning Institute
33
Lessons Learned in the QEP Process
  • Involve your college at all levels early
  • Get help (SACS liaison, other schools, SACS
    meeting, outside consultant if necessary)
  • Dont be afraid of false starts
  • Keep your big picture clear
  • Inform your colleagues
  • Use lots of methods
  • Keep in mind that nothing is perfect
  • Keep your QEP Report focused on goals and easy to
    read
  • Flash drives with all material on it
  • Develop a slogan/logo (It's All About Learning)

34
Lessons Learned During On-Site Visit
  • Have someone pick up visitors at airport
  • Make sure you have students who know the QEP
    inside and out
  • Meeting/lunch with Board members, well-briefed
  • Have your President available to the Committee at
    all times
  • Have President prepare with a brief response to
    every QEP criteria

35
Murguia Learning Institute www.accd.edu/sac/murgui
a
www.accd.edu/sac/murguia
36
(No Transcript)
37
Presidents Last Thoughts
38
References
  • Miles, C. Wilson, C. (Summer 2004). Learning
    outcomes for the twenty-first century
    Cultivating student success for college and the
    knowledge economy. New Directions for Community
    Colleges, 2004 (126). San Francisco Jossey-Bass.
  • San Antonio College Office of Institutional
    Research. (2004, August). SAC factbook 2003-2004.
    San Antonio, TX LaDawn Reid.
  • San Antonio Colleges Self Study
    www.accd.edu/sac/selfstudy

39
San Antonio College Create Your Tomorrow
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