Spring 2017 CLOs: Information Literacy and Technological Competency
The assessment of student learning committee is assessing information literacy and technological competency this semester. Below, you can find ways to assess these CLOs in your classes.
Require students to do the following for any assignment or class project:
Assignment Helps Students Assess Their Progress
(from 2-6-17 Faculty Focus)
Midterm evaluations bring a host of institutional measures to reach out to underachieving students. However, what might make the most difference to students’ success in their courses is to enable them to assess their own performance and set goals as well as to ask questions of and provide feedback to the instructor. Instructors can give students this reflective opportunity through an online journal assignment in which students do the following:
My experience with the assignment
Since I make all grades available on our university’s learning management system, students can always see their grades, but they often don’t check or acknowledge that these grades are available. Further, because not all professors provide grades automatically, students may not fully understand their progress even when grades are available.
Students take anywhere from 50 to 400 words to complete this journal assignment, based on their needs. Their posts
Reading at the College of Lake County
Elements of a Good Reading Assignment
Kelly Black, Reading Faculty, shares the three main elements necessary in a good reading assignment.
Preview, Set Purpose and Communicate Importance: Why do you want them to read it? What will they be doing with it? How do they know? How do you communicate this to them?
Make it Matter: follow up the readings with in-class activities for at least half the assignments. Here are some ideas for doing so:
SAMPLE SIMPLE RUBRIC FOR READING RESPONSE:
How Do We Get Students To Complete Assigned Readings?
This is the million dollar question. Research on the national level indicates that on any given day, only about 30% of college students complete the readings, leading to the common lament from professors feel they can’t break away from power points and lectures because they don’t trust that students have read the material. The brighter side of the research, however, indicates that the number one strongest influence for getting students to complete their reading is – YOU!
So…what should we be doing? Last fall, CLC engaged in a reading climate survey and directly asked students that very question. I will be sharing instructional strategies throughout the school year, based on student response. Here are the top three responses to the question “What strategies can professors use to support your learning of the assigned readings?”
1.Tell us what is important in the text before we read.
3.Discuss how the reading connects to what we are doing in class. In other words, make references to the reading – explain how it connects to the lecture, lab or problem based activity.
A little more good news. Our research indicates that you don’t have to do a follow up activity every class. Having a follow-up reading activity for about half reading assignments seems to be enough to boost reading completion.
(Source: Kelly Black, Reading faculty)
New this semester in the TLETC! Department Level Assessment Sessions
These are not just for Department Chairs! Many faculty are familiar with classroom assessment and with institutional assessment data, but what do we need to think about when it comes to DEPARTMENT level assessment?
The CLC Assessment of Student Learning Committee will be offering a series of 4 workshops throughout the spring semester on the topic of Department Level Assessment.
College of Lake County Learning Outcomes (CLOs)
CLOs are college-wide learning outcomes that were developed to ensure our students leave the College of Lake County with the skills and knowledge necessary to pursue their academic, career, and life goals.
There are eight CLOs:
It’s important that our students get repeated practice in each of the eight outcomes as they take coursework across disciplines and participate in extracurricular activities here at the college. Our systematic assessment of how well students are doing with each skill will help us identify strategies that lead to continuous improvement in the teaching and learning of the CLOs.
A description of each can be found at:
(Source: Vasilka Maslanka, Assessment Coordinator)
April BITS: A frank discussion
Why can they print?? A conversation about the online testing.
Join Corrie Bergeron from Lakeland Community College and Kevin Lowey from the University of Saskatchewan as they discuss the complications of assessing students in an online environment and provide strategies which can help address your concerns and give you creative solutions to the authentic assessment problem.
When: Thursday, April 21 2:00 pm Eastern
For many years, teachers have focused on the importance of engaging students deeply in their work since we know that effort and motivation are central to learning. During the 2013-14 academic year, the Bluffton University faculty immersed itself in a year of Retooling for Student Learning and Engagement. Rather than allowing ourselves the usual laments about student preparation and interest in courses, we decided to take head-on the challenge of finding ways to engage students in their learning. To open time and energy for this effort, the faculty voted to place on sabbatical most of the usual faculty governance work. In its place, each faculty member designated at least one course as a focus for this Retooling work.
However the particular revisions were designed, professors were intent on finding ways to engage students in their learning. Miller (2011) defined student engagement as "students' willingness to actively participate in the learning process and to persist despite obstacles and challenges. Indicators of student engagement include class attendance and participation, submission of required work, involvement in the learning environment, and participation in the extra-curricular learning opportunities provided on their campus" (2). Each of the three case studies presented here details an example of course assignments that led to significant engagement by students.
Read it here
The TLETC Blog is a great way to find out what is going on with regard to teaching, pedagogy, and educational technology.