Category Archives: Assessment

NCHC Conference 2016 Recap

Last month, I attended the National Collegiate Honors Council Conference (NCHC) for the sixth year in a row. This year, the event took place in Seattle, and once again, it was filled with committee meetings and panels that provided helpful information for coordinating the Lane Honors Program.

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The conference always begins for me on Wednesday evening when the Assessment and Evaluation Committee (A&E) meets. I’m just beginning my second three-year service commitment with A&E. While our meeting this year focused largely on the summer training sessions for new honors directors and for program reviewers that take place during the summer, as well as approving new program reviewers, past work has also involved drafting the rubric schools can choose to incorporate into an NCHC review of their honors program. Our program has modified the rubric and intends to use it when we go through the college’s program review process.

Other meetings during the conference that were especially helpful were the Beginning in Honors and the Developing in Honor sessions that I helped run. Newer directors attend these sessions to ask questions and get advice. The conversations focus on issues that we all face in our own programs, and so they offer great opportunities to help other directors and to think about ways to improve the Lane Honors Program, as well.

These conversations continue in the Two-Year College Issues meeting and the Two-Year College Committee meeting. More seasoned directors attend these two gatherings, and a lot of useful advice gets shared. For instance, my leadership team suggested I check in with other directors about adding a link on the college application that goes directly to the honors application. We’ve had very little success with the check box that allows students to request honors information when they apply to the college, even though dozens of people request that information each week. My peers were unanimous in their support of the direct link to the honors application, and we’re currently looking into setting that up.

One panel session that I found especially helpful was on the visibility, growth, and control of an honors program. Karen Kortz and Lynne Andreozzi from the  Community College of Rhode Island and Jeremy Trucker from the Community College of Baltimore County presented.

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They emphasized that there is a roughly ten-year arc for programs during which the first few years focus on visibility, the next few years address growth, and the final years improve quality control. Based on this timeline, our program’s current emphasis on growth is right on target, which was good to learn.

I also presented at a session undergraduate research.

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This topic is receiving increasing attention and support at our college right now, and it has been a focus of our program since the program began six years ago. I learned a lot from my co-presenter, Rochelle Gregory, including the idea of offering a scholarship prize to the best poster at the undergraduate research fair.

I’m looking forward to implementing much of what I learned in Seattle. Next year, Boston!

Highlights from the 50th Anniversary NCHC Conference

As always, it was a full conference! There are so many good resources shared each year. Here are a few highlights:

I attended the Developing in Honors and Two-Year College Issues sessions, both led by Elaine Torda, who is receiving the Ron Brandolini Award this year for excellence at a two-year institution.

Elaine Torda

Elaine Torda

These sessions addressed important issues impacting two-year college honors programs including fewer students graduating from high school, creating physical honors space within the college, program review and certification, and the relationship between Phi Theta Kappa and honors programs. The PTK/honors discussion was useful as I would like to find more ways to connect Lane’s Honors Program and Sigma Zeta Chapter of PTK. I know that the PTK advisors, Lida Herburger and Kristina Holton feel the same way.

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I’m also a member of the Two-Year College Committee, chaired by Elaine Torda, and I attended the committee meeting. We voted on a proposal to provide peer mentors for new two-year college honors program directors, engaged in more discussion of program review and certification, discussed publishing opportunities, and brainstormed sessions for next year’s NCHC Conference.

The meeting of the Western Regional Honors Council, facilitated by WRHC President Daniel Villanueva and Executive Secretary Anne Scott included updates on 2016 conference in Riverside, CA and 2017 conference in Ashland, OR. I hope to bring several of Lane’s honors students to the Ashland conference. I also had the opportunity to meet new honors administrators from three of our transfer schools: OIT, OSU, and PSU.

The Western Regional Honors Council meeting is about to get started.

The Western Regional Honors Council meeting is about to get started.

Presenting my paper, “Assessment in Two-Year College Honors Programs,” in the Approaches to Assessment at Two-Year Colleges session was a great experience due largely to the audience. They were willing to adjust to one speaker instead of two and to no AV (challenging to discuss ePortfolios without actually showing an ePortfolio). The best part was that after my presentation, the audience engaged in a productive conversation with everyone asking questions and offering answers rather than having a “speaker” and an “audience.”

The Art Institute as a highlight goes without saying.

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Looking forward to Seattle next year!

Sharing Lane’s Work on Honors Assessment

This week I head to Chicago for the National Collegiate Honors Council Conference. It’s the NCHC’s 50th anniversary celebration.

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I’ll be co-presenting at the session, “Approaches to Assessment at Two-Year Colleges,” with Sheila Stepp from Orange County Community College (SUNY).

My presentation focuses on three types of assessment: student learning of course outcomes, student learning of Lane’s Core Learning Outcomes, and program review. I’ll draw on honors assessment work I’ve done with my colleagues: Sarah Lushia, Katie Morrison-Graham, and Eileen Thompson.

Some of my presentation will focus on Lane’s Core Learning Outcomes. Watch the student video produced by Sarah Lushia to see the impact the CLOs have on students.

Some of it will address the use of ePortfolios in assessing student learning. Again, watch the video Sarah produced featuring students discussing the value of ePortfolios. Students and faculty together can engage in authentic assessment of student learning.

The final part of my presentation will concern program review. I’ll draw on the NCHC’s recent development of a program review process, the parallel development of Lane’s program review process, and the Honors Program’s adaptations of both of these processes to best determine our strengths, the areas where we need improvement, and the support we’ll need to make those improvements.

More posts to come during and/or after the conference!

 

 

Collaboratively-Created, Task-Specific Rubrics

This week, the latest issue of JNCHC arrived in the mail. It included my essay, “Collaborative Design: Building Task-Specific Rubrics in the Honors Classroom,” which is part of the issue’s forum, “Rubrics, Templates, and Outcomes Assessment.” In the essay, I focus on how students in the honors seminars help create the task-specific rubrics we use for different assignments and argue that this activity enhances learning and empowers students.

I did not come to this approach in isolation. Sarah Ulerick and I engaged students in creating rubrics during the first Invitation to Inquiry Seminar in the spring of 2012. My participation in a Faculty Interest Group on critical thinking, led by Siskanna Naynaha and Kate Sullivan, introduced me to an invaluable resource that I used to further develop this approach: Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, by John C. Bean.

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My co-instructor in the honors seminars, Katie Morrison-Graham, and I continue to refine our approach to developing rubrics with our students. We are planning to work with Lane’s Assessment Team this year to develop more ways to incorporate Lane’s Core Learning Outcomes into our collaboratively-produced, task-specific rubrics.