1	The Integration of Academia and Workplace Competencies through Systematic Development of Measurable Assessment Criteria
2	About us Northeastern University, Boston, MA, USA 18,000 undergraduates (full and part-time) 4,000 graduate students (full and part-time) 700 Undergraduate students In CCIS CCIS Masters and PHD programs 5 year undergraduate co-op program Alternating co-op program. Required for undergraduates, optional for master’s students 200 students on co-op per term
3	Our goal is to increase integration Revised curriculum to include academics and co-op Inform academic faculty of what students learn on co-op Help students better understand and monitor their learning on co-op Inform employers about student skill sets, leading to better co-op positions and a better “fit”
4	The context Continuing to assess knowledge, skills and abilities required to successfully compete in the computing field. Identification of measurable criteria for the identified skills through surveys and focus groups Documentation to reflect the skill development level based on measurable criteria.
5	Today’s presentation Brief history of assessment activities Brief introduction to CCIS learning objectives Sample rubrics from learning goals Discussion of focus groups Culminating in an advanced portfolio structure
6	Related co-op research Surveys to find out what is learned Student, employers & faculty: 58 skills, 18 categories Exposure (Coop Class or other) Proficiency Importance of skill Need for more objective measures. Issues of accuracy & consistency Introduction of new student evaluation this year. Students and employers assess skill level versus job skill level
7	Integrated curriculum: model Learning (knowledge and skills) We know that skills are learned on co-op as well as the classroom Detailed learning goals for CCIS curriculum are well established includes classroom and co-op learning goals Skills learned in one place are reinforced in the other Model, based on research, for where skills are introduced and reinforced
8	Integrated curriculum: questions Assessment What is learned in each setting? How to maximize knowledge integration? How do classroom and co-op reinforce each other? How do we measure learning? How do we communicate and store?
9	Description of curriculum Programming skills Technical knowledge Theoretical foundations Technical judgment Complexity, design, and abstraction Communications and learning Effective work and problem solving
10	Assessment- rubrics A rubric is a set of categories that define and describe the important components of the work being completed, critiqued, or assessed Each category contains a gradation of levels of completion or competence with a score assigned to each level and a clear description of what criteria need to be met to attain the score at each level
11	5 Skill levels Novice Advanced beginner Competent Expert Proficient
12	Programming Synthesis Analysis Design Composition Assessment
13	The rubrics- programming
14	The rubrics- communications & learning
15	The rubrics- communications skills
16	Focus group results Faculty, students and employers Positive response Better understanding of curriculum and skill levels Dynamic tension assessment details vs. ease of documentation Selective rating of skills
17	Portfolio project Culmination of assessment efforts Present direct objective evidence of attainment of goals Forum to present what students have learned. Self, Co-op & Academic Faculty, Employers Interdisciplinary collaboration
18	Discussion
19	URL for details www.ccs.neu.edu/co-op/WACE/index.htm