Transcript Creating Department Learning Areas

August 4, 2011
University of Oregon | Division of Student Affairs
STUDENT AFFAIRS ASSESSMENT SUMMIT
WELCOME AND AGENDA
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9-9:30am
Welcome
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9:30-10:30am
SA Co-Curriculum and Assessment
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10:40-11:40am Assessment Mythbusters
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11:50am-1:00pm Lunch, Owning Assessment Panel
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1:10pm-2:10pm Outcomes and Measurement Toolbox
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2:20pm-3:20pm Assessment in Real Life
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3:30pm-4:15pm Closing
ONE WORD
As a table, please come up with one
word that describes our current
culture of assessment.
LEARNING OUTCOMES
Describe how institution, division and department
missions inform the planning and assessment
process
 Summarize the planning and assessment process
 Understand the role of learning outcomes in
shaping student learning experiences
 Describe different types of data collection
 Locate assessment tools provided by the division
and institution
 Understand role in creating division culture of
assessment
 Meet at least one new division colleague
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GENERAL HOUSE KEEPING INFORMATION
RECOGNIZING RESOURCES
Joe Levy, StudentVoice
ASSESSMENT TEAM
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Alisia Caban
Annie Carlson
Consuela Perez-Jefferis
Gretchen Jewett
John Hollan
Mandy Devereux
Margaret Veltman
Paula Staight
Tiffany Lundy
ASSESSMENT FELLOWS
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Dani Amtmann
Chelsey Augustyniak
Rachel Basolo
Brian Reece
Alisia Caban
Annie Carlson
Kristen Gleason
Brent Harrison
Ramah Leith
Tiffany Lundy
Laura Morris
Erik Sorenson
Jennifer Summers
Tamarra White
Joel Woodruff
RECOGNIZING RESOURCES
Dr. Paul Shang, Assistant Vice President and Dean of Students
WELCOME
COMMON LANGUAGE
Assessment – The ongoing, systematic process of
collecting, analyzing, and using information about
divisional, departmental, and programmatic
effectiveness, in order to improve student learning
(Upcraft & Schuh, 1996; Anderson, Bresciani, &
Zelna, 2004).
 Research – In contrast to assessment, which
“guides good practice,” research “guides theory
development and tests concepts” and has
“broader implication for student affairs and higher
education” (Upcraft & Schuh, 2001, p. 5).
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COMMON LANGUAGE
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Student Learning – “Learning is a complex,
holistic, multi-centric activity that occurs
throughout and across the college experience.
Student development, and the adaptation of
learning to students’ lives and needs, are
fundamental parts of engaged learning and liberal
education. True liberal education requires the
engagement of the whole student – and the
deployment of every resource in higher education”
(Learning Reconsidered, 2004, p. 6).
PLANNING AND
ASSESSMENT PROCESS
Assessment is not an extra
task, it is a way of being
MAJOR IMPACTS OF STUDENT AFFAIRS
Retention
Engagement
Student Learning
SHARED OUTCOMES
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Results-Oriented Goals Learning
 Performance
or Service Outcomes
 Student Learning Outcomes
Contributing to the Co-Curriculum
DIVISION OF STUDENT AFFAIRS
LEARNING DOMAINS
Institutional Mission
Student Affairs
Mission
Department
Mission
Department
Outcomes
Assessment and
Planning Cycle
Occurring at Every
Level
INSTITUTIONAL MISSION
General Education Outcomes
 The centrality of effective communication and language
facility
 The moral foundations of human interaction
 The nature of the historical past and its relationship to
the present
 The diversity of human experience through the study of
various cultures
 The importance of modern sciences and technology
 The fundamentals and interrelationship of the human
mind and body
DIVISION LEARNING DOMAINS
Healthy and Successful Lifestyles
 Multicultural Experience
 Sustainability and Stewardship
 Leadership, Civic and Global Engagement
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DEPARTMENT
OUTCOMES
Informed by the Missions
and Goals of the Institution,
Student Affairs and
Department.
Written to demonstrate what
the department will do to
contribute to the Student
Affairs mission, which then
contributes to the
Institutional Mission.
Informs the development of
programs and services
within the department.
Documented in the
Department Strategic Plan
STEPS TO DEFINING
DEPARTMENT LEARNING AREAS
1.
2.
3.
4.
5.
What division learning domains intersect with
your department mission?
Under the domain(s), what do you do aspire to
teach students?
Create department learning areas.
Define what theories you use to teach in
outcome areas.
Create shared department understanding of
learning area area based on theory.
EXAMPLE: HOLDEN CENTER
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Division Learning Domain: Leadership, Civic and
Global Engagement
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Department Outcome: Social Innovation
 Theoretical
Foundation: Social entrepreneurship
 Theoretical Foundation: Social justice
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Department Outcome: Civic Engagement
 Theoretical
Foundation: Social responsibility
 Theoretical Foundation: Service
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Department Outcome: Leadership Education
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Theoretical Foundation: Social Change Model of Leadership
EXAMPLE: RESIDENCE LIFE
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Intellectual Connections
Global Citizenship
Self & Community
Integrity and Intention
INTELLECTUAL CONNECTIONS
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(Aka, living-learning integration, academic success)
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To develop into an active and engaged learner who takes responsibilities for
transformative learning at a liberal arts research university
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Intellectual openness – expresses curiosity to know more, explores and
questions view of others when not logically supported, accepts
constructive criticism, and examines personal views in light of new
information.
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Inquisitiveness – investigates values, ideas, and thoughts with inquiry,
dialogue, and debate. Identifies and pursues information to defend
explanations, lines of reasoning, or arguments. Strengthens ability to
analyze and integrate ideas into all areas of life.
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Problem solving –uses multiple strategies to solve problems of varying
complexities.
GLOBAL CITIZENSHIP
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To develop an understanding and appreciation of human differences;
cultural competency; social and civic responsibility
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Self-identity within a global and comparative context – understands
different dimensions of social identity and how those impact self and
others.
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Enhancing knowledge of other cultures – engages activities which
enhance and integrate knowledge of multicultural perspectives.
•
Living in diverse communities – understands, values and articulates the
importance of living in a diverse community; actively shares
responsibility for cultivating a multicultural living environment.
•
Practices civic engagement – enhancing knowledge of self and others
within a local and global context through service
SELF & COMMUNITY
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To develop confidence and ability to be self-reliant and self-sufficient, and
an awareness of the influence and impact between the individual and the
community
• Developing Emotional Independence – develops confidence and ability
to interpret information and make individualized decisions based on
personal experience and values.
•
Developing Instrumental Independence – builds a skill set that includes
self-direction, problem-solving, critical thinking, transitional resilience,
and idea implementation
•
Interconnecting -- develops an understanding of the reciprocal
interaction between one’s self and community; makes decisions
informed by community standards that will have a positive impact on the
community
INTEGRITY & INTENTION
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To develop a lifestyle that acknowledges the dissonance and
congruence between present reality and future aspirations
and makes choices knowing there is a continuum of results
that impact well-being
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Self Care – explores personal mental, physical, and spiritual
health
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Risk Reduction – indentifies potential high-risk behaviors and
takes action to mitigate harm
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Accountability – assumes responsibility for outcomes of one’s
choices
REVIEW: ALIGNING
Institutional Mission
Student Affairs
Mission
Department
Mission
Department
Outcomes
Assessment and
Planning Cycle
Occurring at Every
Level