Podcast about Will Miller’s presentation:
In a riveting session, Dr. Will Miller, Associate Vice President for Continuous Improvement at Embry-Riddle Aeronautical University, shared his insights on how the future of education can be shaped through rigorous assessment and data-driven strategies. The theme of his talk revolved around the critical importance of aligning student learning outcomes with programmatic goals and how institutions can use data to create a more holistic and meaningful educational experience.
One of the most memorable quotes from Dr. Miller was, “We want this to be holistic… not just ensuring courses are interconnected but also tying in what students do outside the classroom.” This resonates deeply because it encapsulates the need for a comprehensive approach to student learning. The idea that education doesn’t just happen in isolation within the classroom but also through extracurricular and experiential learning highlights a shift in how institutions should measure success. It’s a call to reimagine the ways we engage students, ensuring every experience contributes to their growth.
Another quote that stood out was, “Fragmented learning leads to a lack of alignment and cohesion.” This statement is particularly striking as it acknowledges the dangers of disjointed course materials and teaching methods, which can leave students confused and frustrated. The need for curriculum mapping and better communication between faculty becomes apparent here, as it fosters an environment where students understand the value of what they are learning and how it contributes to their long-term goals.
Dr. Miller also highlighted the potential for “tracking individual student learning at a course level.” This quote is memorable because it represents a breakthrough in personalizing education. By using data to track outcomes at an individual level, educators can identify gaps in learning early on and offer targeted remediation to ensure students meet essential competencies. It shifts the focus from grades to real mastery of skills, which is ultimately more beneficial for student success.
As Dr. Miller puts it, “Curriculum maps should be marketing tools. They should be advising tools.” This is a powerful statement because it reframes how curriculum maps are viewed. Instead of being bureaucratic documents, they should be dynamic resources that guide both students and faculty through the learning process, ensuring that each course builds upon the previous one in a cohesive and purposeful way.
In conclusion, Dr. Miller’s insights remind us that education is not static. It requires continuous improvement and the willingness to adopt innovative approaches to assessment and curriculum design. By focusing on holistic learning, personalized education, and meaningful use of data, we can create an educational system that not only prepares students for their careers but also fosters a deeper understanding of the world around them.
This discussion, led by Dr. Will Miller, deeply addresses Student Learning Outcomes (SLOs) and the assessment of student learning by focusing on the alignment between what students are expected to learn and how that learning is measured at multiple levels—individual, course, and programmatic.
- Student Learning Outcomes (SLOs): Dr. Miller emphasizes the importance of defining and aligning SLOs at both the course and program levels. One key point he makes is the need to ensure that SLOs are not fragmented or disconnected, which can lead to a lack of cohesion in students’ learning experiences. He underscores that faculty must move beyond viewing SLOs as a simple checklist on a syllabus and instead integrate them meaningfully into course content, assignments, and assessments.
- Data-Driven Assessment: The conversation revolves around how data can be used to track the achievement of SLOs at an individual student level, offering insights into how well students are meeting these outcomes. This enables institutions to personalize learning experiences and offer targeted remediation for students who may be struggling with specific learning outcomes.
- Continuous Improvement: The assessment of student learning is not a one-time task but an ongoing process. Dr. Miller discusses how curriculum mapping and real-time assessment tools can provide feedback to faculty and academic leaders, allowing them to adjust teaching methods and course design based on the data gathered about student achievement. This cyclical process of setting SLOs, assessing them, and refining instruction is key to improving student learning.
- Holistic Assessment: Dr. Miller expands the conversation beyond traditional classroom assessments to include experiential learning and co-curricular activities. He suggests that assessing SLOs must involve looking at the entire student experience, including what students do outside the classroom, such as teamwork, leadership in student organizations, and other experiential opportunities. This broader approach to assessment ensures that students are developing competencies in various contexts.
- Closing the Gap Between Grades and Learning Outcomes: One of the most significant points in the discussion is the recognition that grades do not always reflect the mastery of SLOs. Dr. Miller advocates for a shift toward assessing learning outcomes more directly, so students and faculty can have a clearer understanding of whether students are truly mastering the skills and knowledge intended by the course and program. This can lead to more informed decisions about curriculum design and student support.
In essence, the discussion highlights how the proper assessment of SLOs, driven by real-time data, curriculum alignment, and holistic consideration of students’ learning environments, can ensure that education is more focused on genuine learning progress rather than surface-level achievements.