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Engaging Faculty through Assessment of Social Responsibility

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					     Engaging Faculty through
Assessment of Social Responsibility

      Minneapolis Community and Technical College:
                     Michael Kuhne
                      Greg Mellas
                    Cheryl Neudauer
                 Matthew Cady Palombo
                    Michael Seward
     Engaging Faculty through
Assessment of Social Responsibility

  Step 1: Identifying, Defining, Assigning Responsibility

       Step 2: Using Structures and Opportunities

        Step 3: Improving Teaching and Learning
  Step 1: Identifying, Defining, Assigning
               Responsibility

                 Question:

Where in your campus documents is social
        responsibility addressed?
Identifying, Defining, Assigning Responsibility
         Documents
           Mission, Vision, Values
           Strategic and Master Academic Plans
           Catalog and policies
         Definitions
           General education outcomes
           Program outcomes
           Other activities
         Responsible Parties
           Faculty
           Administration
           Assessment leader(s)
Identifying, Defining, Assigning Responsibility

    MCTC Program Assessment
      1-3 Student Learning Outcomes for 3 years
      Annual data collection, analysis, improvement
      Dean’s evaluation in Program Review
Identifying, Defining, Assigning Responsibility

         Core Competencies:
           Communication
           Critical Thinking
           Social Responsibility
           Life Skills/Personal Responsibility


         College-wide snapshot

         Courses with embedding
Identifying, Defining, Assigning Responsibility
     Identifying, Defining, Assigning Responsibility

Social Responsibility: Ability and commitment to contribute to
  one’s community as a responsible citizen.
   Demonstrates an awareness of the individual and institutional
    dynamics of unequal power relations among groups in
    contemporary society.
   Recognizes, analyzes and articulates one’s own beliefs and
    behaviors regarding racism, sexism and other forms of social
    inequality.
   Recognizes and values human diversity.
   Identifies a social issue and demonstrates an appropriate
    informed response.
   Identifies and demonstrates ways to exercise the rights and
    responsibilities of citizenship.
    Identifying, Defining, Assigning Responsibility

Social Responsibility Challenge:
 What is it?
   Environment, diversity, justice?
   Classroom, co-curricular, student support, service learning?
 What to call it?
   Civic Engagement, Social Responsibility, Ethical and Civic
    Responsibility, Personal Responsibility
 Who does it?
   Assessment
   Staff: Student Life, Student Support Services, College
    Advancement
   Faculty
Identifying, Defining, Assigning Responsibility
                   Question:

  Who are the stakeholders on your campus
    involved with social responsibility?
    Step 2: Using Structures and Opportunities

                      Question:

      Which structures, incentives, and other
   opportunities exist on your campus to support
stakeholders in your institution’s social responsibility
                       efforts?
Using Structures and Opportunities

     MCTC Administrative Support:
     Human Resources
       Service-Learning Director
       Assessment Coordinator
     Financial Incentives
       Teaching Circles
       Stipends for embedding
     Organizational Responsibility
       Center for Civic Engagement
       Social Responsibility Caucus
       Academic Council
     Professional Development
        Using Structures and Opportunities

                    MCTC Curriculum:

   Minnesota General Education Transfer Curriculum:
        Goal Area 9 - Ethical and Civic Responsibility

   Social Responsibility as 1of 4 core competencies

   Academic Council forms: Sections 3 – 5
Using Structures and
Opportunities
        Professional Development:

    Center for Teaching and Learning
      Professional Days for assessment
      Break-out sessions


    Administrative Commitment
      Opening Day sessions
          Using Structures and
          Opportunities

                     External Support:
   Minnesota Campus support – audits, stipends and
    project support
   Learn and Serve America – grant funding
   SENCER – Science Education for New Civic
    Engagements and Responsibilities (www.sencer.net)
   Citizen’s League
   HECUA – Higher Education Consortium for Urban Affairs
      Using Structures and
      Opportunities
                   Question:

Which additional resources and opportunities can
        you envision on your campus?
    Step 3: Improving Teaching and Learning

                    Question:

What are your goals/outcomes for the teaching and
          learning of social responsibility?
             Improving Teaching and Learning

Program, Discipline, Departmental Assessment – English SLOs
   Communication – Effective listening, speaking, reading, and
    writing

   Critical Thinking, Reading, and Writing – Ability to analyze,
    interpret, and apply learning in order to identify and solve
    problems, make judgments and decisions, act, and evaluate
    actions taken.

   Personal and Social Responsibility – Possessing the life
    skills necessary for leading a responsible life and the ability
    and commitment to contribute to one’s community as a
    responsible citizen.
              Improving Teaching and Learning

Program, Discipline, Departmental Assessment - Biology Questions

      Which graph best represents the waste production data
       described in the statement?

      Which of the following conclusions could you draw from
       the graph above?

      True or False: Increased packaging of food products
       could result in decreased waste production per person

      How often do you recycle paper, plastic, glass, or
       aluminum while on campus?
        Improving Teaching and Learning

     Embedded Assessment - Biology Assignment

   Read articles about growth hormone use in cows

   Describe two key concepts

   List two reasons:
     why milk from treated cows is safe
     why to be skeptical of hormone use


   Make an argument about legislation for growth
    hormone labeling of milk
             Improving Teaching and Learning

Embedded Assessment - Biology Assessment Rubric

                                              Meets                Below
    Skills        Above Expectations
                                           Expectations         Expectations


                    - Well-developed           - Limited          - Support is
                      integration of        integration of        inaccurate,
 Identifies           perspectives.          perspectives     absent, or unclear.
 Pros/Cons        - Support views with    and/or support.        - Inadequate
                   substantial specific   - Support views      details to support
                         details.          with adequate             views.
                                          specific details.

Describes Key
  Concepts
  Writing &
Presentation
Improving Teaching and Learning

   Embedded Assessment Report:
 1. Course
 2. Rubric and assignment
 3. Results
 4. Analysis
 5. Possible improvements
 6. Impact on teaching and learning
 7. If repeating: closing loop?
Improving Teaching and Learning


         Rubric
            Creation
             Improving Teaching and Learning
                                       Assignments After
Assignments Before Rubric:                  Rubric:
 Study questions at end of       Students create their own
  chapters                         critical questions

 Essay exams on material from    Students identify relationships,
  lectures                         use multiple perspectives, and
                                   apply skills
 Final paper – do your best!
                                  Instructor shapes essay
                                   questions on examinations

                                  Students demonstrate skills in
                                   final paper
                Improving Teaching and Learning
                          Social Responsibility Rubric
Four Skills →   Identifies personal      Demonstrates           Demonstrates         Integrates and
                   assumptions,       personal change in          empathy for            applies
                   motivations,          one’s attitude,       perspectives of        philosophical
                biases and beliefs     behavior, or belief     individuals and      theories to social
                  towards social        through contact       groups influenced           issues
                        issue               time with         by the social issue
                                      individuals, groups
                                         or institutions
Accomplished    Clear articulation    Clear articulation of   Clear and profound     Integration with
                     of origins,          specific and         understanding of      course material
                 importance and       tangible changes to        the situation,       demonstrates
                    judgment of         one’s attitudes,        perspective and      deep knowledge
                      personal        behaviors or beliefs        feelings of a       of social issue
                   assumptions,          as a result of         person or group     and theories, and
                biases and beliefs        contact time         “Feel What They         application is
                  towards social                                      Feel”           clear, practical
                        issue                                                            and well-
                                                                                        articulated
 Competent                                                    “Know What They
                                                                   Feel”
 Developing                                                   “Feel What I Feel”
        Improving Teaching and Learning

                    Question:

How can you engage faculty and other stakeholders
on your campus to increase social responsibility in
               your curriculum?
                Next Steps

                 Question:

What are your next steps in advancing social
      responsibility on your campus?
     Engaging Faculty through
Assessment of Social Responsibility

  Step 1: Identifying, Defining, Assigning Responsibility

       Step 2: Using Structures and Opportunities

        Step 3: Improving Teaching and Learning

				
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posted:8/5/2013
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Lingjuan Ma Lingjuan Ma MS
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