Faculty Driven Assessment

Karla Guilford Shipp

Tidewater Community College

Virginia Beach, VA

TCC Facts

• 14th largest public two-year community college in the U.S.

• The second largest provider of undergraduate public education in Virginia

• Largest undergraduate African American enrollment in Virginia higher education—7th largest associate degree producer among two-year colleges for African American students

• The 164th largest associate degree producer in the U.S. among two-year institutions

• 12 nationally accredited degree programs

• 55% White, 34% African American, 11% other minorities

• 56% receive financial aid

Four Campuses

Chesapeake Virginia Beach

Four Campuses

Norfolk Portsmouth

Dr. Daniel DeMarte

The man with a dream.

Our Mission • Revamp Assessment at TCC

from the Ground Up

• Get everyone at TCC involved and on board

• Develop an Assessment Plan

• To complete 10 years of assessment in 5 years.

Assessment at TCC

• SACSCOC Accreditation Requirement

• SCHEV/VCCS Core Competency Assessments

• Transfer & Career Technical degree program TCC graduates

• Select group of TCC graduates for non-random standardized test (from JMU)

• No faculty/curriculum connection nor student stake = no measure of student learning

Before

The Plan

• Develop the foundation and implementation of a strategic plan - for evaluating and assessing student learning outcomes in 7 core competencies - approved in policy by the State Board for Community Colleges

– a critical part of the College’s reaffirmation of accreditation by SACS

Pitfalls

• No common Course Outlines

• Outlines without measurable learning outcomes

• How to use VCCS Competencies

Solution

• Faculty Workshop: Creating Measurable Course-level Learning Outcomes

• Faculty discussions and collaboration

• Standardized format for all courses taught at TCC

• Mapping of General Education competencies in all course outlinesFall‘11

“

”So that we are all on the same page, how

should we assess our methods?

Answers1. Make one assignment for every course.

2. Use Portfolios

3. Make our own rubrics

4. This too shall pass.

Solution

AAC& U Value Rubrics

College Wide Faculty Training

Spring ‘12

AAC&U presentationIntroduction of RubricsRubric revision breakout sessions for Written Communication, Quantitative Reasoning and Information Literacy (IL)Pilot assessment for Written Communication & IL in fall ‘13Student work products = projects, essays, papers, e-portfolios, etc.

First Scoring Session

Results

• Teacher assignments did not cover content of rubrics

• Did not train adjunct faculty

• i-INCURR Curriculum Portal implementation

• Fall and Spring Learning Institutes focus totally on Assessment

• Development of the TOOL (Tidewater Online Outcomes Logistic)

’12-’13

Present Day

Assessment • All notifications/work products

are electronically submitted

• General Education Assessment Resource System (GEARS) is set up

• Faculty Assessment coaches work directly with campuses

Rubric Result Uses • Program Reviews

• Division Goal setting

• Individual Professional Development plans

2014-

2015

Conclusion

Contact Information

Karla Guilford Shipp

kshipp@tcc.edu

Office: 757-822-7401