EXPECTATIONS OF IMPROVED STUDENT LEARNING: GENERAL EDUCATION ASSESSMENT IN AQIP COMMUNITY COLLEGES

National Louis University Digital Commons@NLU Dissertations 6-2012 EXPECTATIONS OF IMPROVED STUDENT LEARNING: GENERAL EDUCATION ASSESSMENT IN AQIP COMMUNITY COLLEGES Alyssa Renee O'Brien National-Louis University Follow this and additional works at: https://digitalcommons.nl.edu/diss Part of the Community College Leadership Commons Recommended Citation O'Brien, Alyssa Renee, "EXPECTATIONS OF IMPROVED STUDENT LEARNING: GENERAL EDUCATION ASSESSMENT IN AQIP COMMUNITY COLLEGES" (2012) Dissertations 56 https://digitalcommons.nl.edu/diss/56 This Dissertation - Public Access is brought to you for free and open access by Digital Commons@NLU It has been accepted for inclusion in Dissertations by an authorized administrator of Digital Commons@NLU For more information, please contact digitalcommons@nl.edu NATIONAL LOUIS UNIVERSITY EXPECTATIONS OF IMPROVED STUDENT LEARNING: GENERAL EDUCATION ASSESSMENT IN AQIP COMMUNITY COLLEGES A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF EDUCATION IN COMMUNITY COLLEGE LEADERSHIP BY ALYSSA RENEE O’BRIEN CHICAGO, ILLINOIS JUNE 2012 ii ACKNOWLEDGEMENTS This case study research was possible because three institutions and ten individuals gave of their time and expertise related to assessment I appreciate that these community colleges graciously opened their doors to allow me an in-depth view of their assessment initiatives They may not realize how much I learned that has already been applied to my own work To Dr Martin Parks, I extend sincere thanks for serving as my chair and guiding me through the complicated world of a dissertation, especially across long distances Your patience and belief that I would finish on time was steadfast and still astounds me To the members of my committee, Dr Rebecca Lake and Dr Karen Stewart, your commitment to analyzing my research and providing feedback was invaluable To members of Doc 4, our cohort remained a cohesive and supportive unit through the entire program and produced indelible friendships for which I am very grateful My professional support system spanned institutions and states Thank you to Dr DeRionne Pollard for answering my calls, Dr Rich Haney for helping me reprioritize three years worth of work, and many faculty and staff at College of Lake County who served as sounding boards for my research questions and checked in with me frequently to lend encouragement Being a wife, a mom, a friend, a community college administrator, and a doctoral student all at once presents a logistical web that is challenging to maneuver It was only possible because of my amazing family and thoughtful friends Mark, your iii understanding that I needed to sit in the quiet, day after day tackling my research helped more than you can ever realize My parents and in-laws stepped in countless times to remove mundane distractions, thereby eliminating excuses that can derail a doctoral student To my friends, you surprised me on many occasions with your kind words, encouraging cards, and patience that someday I would be able to say yes to your generous invitations My mom, Jeannette, deserves special recognition as it is her passion and pursuit of learning that inspires me to find new challenges and set new goals As she has demonstrated throughout her own life, education comes in many forms and we should not judge what others seek to learn During the writing of this dissertation, I watched my bright-eyed toddler grow into a whiz kid kindergartner Sitting side by side doing our homework was all the motivation I needed to show her what is possible when you stay committed to your educational aspirations Clara Jean, I can’t wait to see what you make of this great big life ahead of you iv ABSTRACT This qualitative multi-case study identified institutional structures and assessment processes that support general education learning outcomes assessment initiatives at three community colleges accredited by the Higher Learning Commission under the Academic Quality Improvement Program (AQIP) In support of this purpose, data collection involved semi-structured interviews with three types of positions – Chief Academic Officer, lead administrator for assessment, and faculty holding a leadership position in support of general education assessment Documents related to assessment and accreditation status were also reviewed to allow for comprehensive collection of evidence and triangulation of data Primary topics within the five guiding questions for this study included (a) institutional structures that support assessment, (b) processes to accomplish assessment of general education learning outcomes, (c) ways senior leaders support assessment, (d) elements that allowed an institution to reach the results and implementation stages of assessment, and (e) steps taken to improve student learning based on assessment results Upon analysis of the data gathered, four strategies emerged as ways community colleges could be better prepared to use assessment results, implement improvement efforts, and document subsequent changes in student learning These strategies are to (a) spread and connect responsibilities for assessment to adjunct faculty and administrators across the institution, (b) locate where general education learning outcomes are present in the curriculum, (c) link resources invested in assessment efforts v to corresponding results to justify the investment, and (d) communicate assessment successes and challenges to the President and Board of Trustees to ensure active and authentic participation in local and national dialogues regarding student learning vi TABLE OF CONTENTS Page LIST OF TABLES viii LIST OF FIGURES ix Chapter INTRODUCTION .1 Background and Context for the Study Significance of the Study Purpose of the Study Guiding Questions Research Design Limitations and Delimitations Assumptions 10 Definition of Terms 11 Organization of the Study 12 Chapter Summary 13 REVIEW OF THE LITERATURE 15 Increasing Demands for Accountability and Transparency .16 Accreditation of Higher Education Institutions 19 Accreditation, Assessment and Continuous Improvement 24 General Education Learning Outcomes .35 Assessment of Student Learning Outcomes .40 Conceptual Frameworks 70 Chapter Summary 81 METHODOLOGY AND PROCEDURES 86 Purpose and Guiding Questions 86 Research Design 87 Data Collection Procedures 90 Data Analysis Procedures 99 Subjectivity: The Researcher as Instrument 105 Ethical Considerations: Protection of Human Subjects 106 vii Chapter Summary 106 FINDINGS 109 Purpose and Guiding Questions .109 Site and Participant Characteristics 110 Findings by Guiding Questions 114 Findings by Participant Type 151 Findings by A Priori Themes 172 Findings by Emergent Themes 182 Chapter Summary 194 DISCUSSION, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS .205 Discussion .206 Conclusions and Implications .231 Recommendations .244 REFERENCES 250 BIOGRAPHICAL SKETCH .256 APPENDICES 257 Appendix A: Guiding/Interview Questions Matrix 257 Appendix B: Informed Consent Form 258 Appendix C: Revisions to Interview Questions Post-Expert Review and Pilot Phases 259 Appendix D: References from Participating Institutions .262 viii LIST OF TABLES TABLE Page Overview of Assessment Levels Ewell’s Two Paradigms of Assessment 74 AQIP Criteria Related to Assessment of Student Learning 80 AQIP Principles of High Performance Organizations and their Relationship to Assessment of Student Learning .81 Academy Outcomes Most Closely Related to Research Purpose Statement Components 93 Strategies to Ensure Reliability .104 Carnegie Classification and Size for Participating Colleges 112 Participant Type by College 113 Faculty Leadership Roles on Assessment Committees and Projects 174 10 External Communication of Assessment Efforts 181 11 Assessment Expectations in Faculty Contracts 186 12 Key Findings by Guiding Question Topic 195 13 Conclusions and Implications by Guiding Question 240 ... UNIVERSITY EXPECTATIONS OF IMPROVED STUDENT LEARNING: GENERAL EDUCATION ASSESSMENT IN AQIP COMMUNITY COLLEGES A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF. .. creating general education learning outcomes assessment efforts and addressing the diverse student body in community colleges contributes to the challenge in improving student learning at the institution... foundation of student learning in higher education is a strong general education program which affects all degree seeking students The types of general education learning outcomes identified by colleges