When: 4/7/2013 from 2:00 PM - 2:45 PM
Where: Regency C, Gold Level, West Tower
|Assessment of Student Learning||Institutional Effectiveness||Technology/Technology Tools|
|Although Minneapolis Community and Technical College had created a successful two-pronged assessment approach, various factors both internal and external (factors likely shared by many institutions of higher learning) have prompted a change in approach, one that advances the use of student electronic portfolios.|
|Those who see a need for change in their own assessment processes and products.|
|Dr. Michael C. Kuhne, Core Competency Assessment Coordinator, Minneapolis Community and Technical College|
Dr. Lois Bollman, Vice President, Academic Affairs, Minneapolis Community and Technical College
Professor Hope Doerner, Electronic Portfolio Liaison, Minneapolis Community and Technical College
Issues to be Addressed:
|Beginning in 2002, Minneapolis Community and Technical college embarked on a 12-year assessment plan. Working in three-year cycles, the college set about to assess general education student learning outcomes: communication (2003-2006); critical thinking (2006-2009); Social Responsibility (2009-2012); and Personal Responsibility and Life Skills (2012-2015). |
On the heels of warnings from the HLC regarding its lack of a comprehensive assessment plan (1998 and 2000), the college committed resources to develop and implement the plan. This included one faculty member's full release from teaching duties. In turn, this faculty member steered the college's assessment efforts, served as the college's curriculum chair, spent some time as the college's English department chair, and was also an active member of the college's Center for Teaching and Learning. This commitment produced remarkable results, culminating with enthusiastic praise for the college's assessment plan during a 2009 HLC visit.
However, in 2010, budget constraints and decisions determined that the commitment to full release credits was no longer sustainable. Since,the college's assessment efforts have plateaued. For those responsible for leading the college's assessment efforts, the question has been this: how might we reinvigorate the college's assessment process.
Our answer has been to commit to nurturing student electronic portfolios as the primary assessment tool. This shift promises to have ramifications not only at the college-level, but also at the department- and course-level.
Expected Learning Outcomes:
|To demonstrate one college's decision-making process (and the product of that decision-making).|
To highlight assessment challenges common to many institutions of higher learning.
To examine the motivations for changing what had been a successful assessment process.
To justify the concentration on student electronic portfolios as the primary assessment tool.