Transcript Finding Meaning Symposium WELCOME! May 20, 2008 Strategic Goals Core Commitments Identity, Vision, Mission and Core Values California Lutheran University Strategy Map IDENTITY A diverse scholarly community dedicated to excellence in the.

Finding Meaning
Symposium
WELCOME!
May 20, 2008
Strategic Goals
Core
Commitments
Identity, Vision, Mission
and Core Values
California Lutheran University
Strategy Map
IDENTITY
A diverse scholarly community
dedicated to excellence in the liberal
arts and professional studies.
Rooted in the Lutheran tradition of
Christian faith,
the University encourages critical
inquiry into matters of both faith
and reason.
Excellence
Recruit &
Recruit
Retain&
Retain
Distinguished
Distinguished,
Dedicated
Dedicated and
and
Diverse
Staff
Diverse
Faculty & Staff
Recruit &
Recruit &
Graduate
Graduate
WellWell
Prepared,
Prepared,
Diverse,
Diverse,
Academically
Accomplished
Academically
Student Body
Accomplished
Student Body
Indicators for Strategic
Planning
MISSION
Educate leaders for a global society
who are strong in character and judgment,
confident in their identity and vocation,
and committed to service and justice.
Planning and
Assessment
Enhance
Enhance
Learning
Learning
through
Onthrough
going
On-going
Assessment
Assessment
VISION
To become a
comprehensive
university, highly
regarded for the quality
of both its
undergraduate and
graduate programs.
Lutheran
Identity
Invest in
Invest in
Facilities
Facilities &
and
Infrastructure
Infrastructure
Generate
Generate
Resources
Resources
CORE VALUES
Excellence
Truth
Faith
Acceptance
Respect
Nurturing
Service
Leadership and
Governance
Articulate
Articulate
Identity
Identityand
and
Enhance
Enhance
Reputation
Reputation
Develop
Develop
Leadership
Leadership
Capacity
Capacity and
and
Governance
Governance
Structures
that Foster
Structures
Excellence
that
Foster
Excellence
CLU’s Assessment System
Supporting Educational Effectiveness with Evidence
Symposium Overview
Plenary Session
• Supporting Strategic Goals
Learning Sessions A and B
Plenary Session
• Supporting Student Learning
Outcomes
Luncheon
• Keynote Speaker Chris Kimball
Supporting
Strategic Goals
Strategic Goals
Core
Commitments
Identity, Vision, Mission
and Core Values
California Lutheran University
Strategy Map
IDENTITY
A diverse scholarly community
dedicated to excellence in the liberal
arts and professional studies.
Rooted in the Lutheran tradition of
Christian faith,
the University encourages critical
inquiry into matters of both faith
and reason.
Excellence
Recruit &
Recruit
Retain&
Retain
Distinguished
Distinguished,
Dedicated
Dedicated and
and
Diverse
Staff
Diverse
Faculty & Staff
Recruit &
Recruit &
Graduate
Graduate
WellWell
Prepared,
Prepared,
Diverse,
Diverse,
Academically
Accomplished
Academically
Student Body
Accomplished
Student Body
Indicators for Strategic
Planning
MISSION
Educate leaders for a global society
who are strong in character and judgment,
confident in their identity and vocation,
and committed to service and justice.
Planning and
Assessment
Enhance
Enhance
Learning
Learning
through
Onthrough
going
On-going
Assessment
Assessment
VISION
To become a
comprehensive
university, highly
regarded for the quality
of both its
undergraduate and
graduate programs.
Lutheran
Identity
Invest in
Invest in
Facilities
Facilities &
and
Infrastructure
Infrastructure
Generate
Generate
Resources
Resources
CORE VALUES
Excellence
Truth
Faith
Acceptance
Respect
Nurturing
Service
Leadership and
Governance
Articulate
Articulate
Identity
Identityand
and
Enhance
Enhance
Reputation
Reputation
Develop
Develop
Leadership
Leadership
Capacity
Capacity and
and
Governance
Governance
Structures
that Foster
Structures
Excellence
that
Foster
Excellence
Making Progress
Juanita Hall
Campus Diversity Initiative
Goal(s)
To recruit and graduate a well prepared
diverse student body
Retention studies tell us:
• Connection to campus
• Affordability
• Academic success
Measuring Success Data
•
•
•
•
Graduation Rates
Retention Rates
Recruitment data
Spring InCLUsive Overnight # of
deposits
• Survey data (undergraduate students)
– NSSE (National Survey of Student Engagement)
– Noel Levitz Student Satisfaction Survey, Spring 2007
– How are you doing? Survey, Fall 2007
Data Analysis
• InCLUsive Overnight
– Yield was 68%
– 36 of 53 students who attended have deposited.
(Similar to previous years)
• Noel Levitz data
– Students in general are more satisfied today on all of
our key indicators for diversity
– Students of color may be slightly less satisfied, but
their satisfaction levels have risen significantly
Data Analysis
How are you doing? Survey
1. Campus climate for diversity improved since 2004
2. 1st generation underrepresented students are not
confident in their ability to finance their CLU education
3. Students are working longer hours, commuting more,
and participating less in on-campus involvement
opportunities.
4. Students this year are less able to balance social and
academic life.
5. International students need faculty to be more
sensitive to their needs.
Recommendations
• Continue with our campus diversity initiatives:
– Recruiting diverse students, faculty and staff
– Providing opportunities for students to interact across
difference
– Being intentional about improving our campus climate
• Pay close attention to the affordability of the institution,
particularly for 1st generation underrepresented
students.
• Institute policies and practices that we know foster
higher retention, e.g.
– living and working on campus
– providing involvement and leadership opportunities
Graduate and Adult
Recruitment Strategies and
Analysis
Tom Hoener
Graduate/Adult
Admission Department
Goals
• Increase Graduate and Adult enrollment
by 300 students over the next five years
• Enhance awareness of the Graduate
and Adult programs through the internet
and other outreach initiatives
• Track recruitment activities
Tracking Recruitment Activities
• Tracking sources:
– Employer
– Internet
– Newspaper
– Word of Mouth
• Tracking and Analysis of Yields
• January – April 2008 Counts
Search Engine Organic Rankings
CLU Yahoo
November 07
4
CLU Yahoo
May 08
1
MBA programs San Fernando Valley
MBA programs Los Angeles
MBA Los Angeles
None
None
None
3
3
6
MBA program Southern California
None
None
1
7
1
1
Organizational Leadership bachelor programs Ventura
None
1
Organizational Leadership programs Ventura
None
1
Bachelors Organizational Leadership in Ventura
Masters in Education Ventura
None
1
4
1
Key Words
MBA programs Ventura
Bachelors degree in Business Ventura
Bachelors in Business Ventura
Search Engine Organic Rankings
CLU Google
November 07
1
CLU Google
May 08
1
MBA programs San Fernando Valley
MBA programs Los Angeles
MBA Los Angeles
None
None
None
1
5
5
MBA program Southern California
None
4
Bachelors degree in Business Ventura
Bachelors in Business Ventura
None
None
3
3
Organizational Leadership bachelor programs Ventura
None
2
Organizational Leadership programs Ventura
None
2
Bachelors Organizational Leadership in Ventura
Masters in Education Ventura
None
None
2
1
Key Words
MBA programs Ventura
Google Analytics - ADEP
Google Analytics – Graduate Admissions
Future Projects
• Focus groups with prospective students
regarding media habits and preferences
• Survey current students regarding their
media habits and preferences
• Analyze the yields between the different
marketing sources
Using NSSE
to Measure
Student Learning
Leanne Neilson
Academic Affairs
Core
Commitments
Identity, Vision, Mission
and Core Values
California Lutheran University
Strategy Map
IDENTITY
MISSION
A diverse scholarly community
dedicated to excellence in the liberal
arts and professional studies.
Rooted in the Lutheran tradition of
Christian faith,
the University encourages critical
inquiry into matters of both faith
and reason.
Excellence
Educate leaders for a global society
who are strong in character and judgment,
confident in their identity and vocation,
and committed to service and justice.
Planning and
Assessment
VISION
To become a
comprehensive
university, highly
regarded for the quality
of both its
undergraduate and
graduate programs.
Lutheran
Identity
CORE VALUES
Excellence
Truth
Faith
Acceptance
Respect
Nurturing
Service
Leadership and
Governance
KPI’s
-GPA/SAT Scores
Strategic Goals
Recruit &
Recruit &
Retain
Distinguished,
Dedicated and
Diverse Staff
Recruit &
Graduate Well
Graduate Well
Prepared,
Prepared,
Diverse,
Diverse,
Academically
Academically
Accomplished
Accomplished
Student
Student Body
Body
Enhance
Learning
through Ongoing
Assessment
-Overall Student Satisfaction Develop
Leadership
Articulate
Capacity
and
-UG 1st yr Grad/Prof
Placement
Generate
Identity and
Governance
Resources
Enhance
Structures
Reputation
-First
Time
Freshmen
Retention
that
Foster
-Ethnic Diversity –
Excellence
Underrepresented
Invest in
-Class
Size < 20
Facilities &
Infrastructure
and International
Students
-6 Yr Graduation Rate
Goal
• To develop Key Performance Indicators
(KPIs) for CLU’s student learning
outcomes
Measuring Success
National Survey of Student Engagement
(NSSE)
• 2008: 774 colleges & universities participated
• Since 2000: About 1200 have participated
CLU SLO: Oral Communication Skills
NSSE: Asked questions in class or
4 contributed to class discussions
NSSE: Speaking clearly and effectively
3.5
3.5
3
3
First Year
2.5
Seniors
Mean
Mean
4
2.5
2
2
1.5
1.5
1
1
2001
2005
Year Surveyed
First Year
Seniors
4
First Year
Seniors
2001
2001
2005
2.58
2.94
2.87
3.10
2005
Year Surveyed
First Year
Seniors
2001
2.92
3.23
NSSE: Made a class presentation
3.5
Mean
3
2.5
First Year
Year Surveyed
2001 2005
First Year
2.32
2.4
Seniors
2.74
2.99
Seniors
2
1.5
1
2001
2005
2005
2.94
3.3
CLU SLO: Written Communication Skills
4
4
3.5
3.5
3
3
First Year
2.5
Seniors
Mean
Mean
NSSE: Writing clearly and effectively
NSSE: Prepared two or more drafts of a
paper or assignment before turning it in
2.5
2
2
1.5
1.5
1
First Year
Seniors
1
2001
2005
2001
2005
Year Surveyed
2001 2005
Year Surveyed
2001 2005
First Year
2.89 3.1
First Year
2.81 2.78
Seniors
3.09 3.15
Seniors
2.46 2.65
CLU SLO: Critical thinking
NSSE: Thinking Critically and Analytically
4
CLU SLO: Critical Thinking
3.5
Mean
3
First Year
2.5
Seniors
2
1.5
1
2001
Year Surveyed
First Year
Seniors
2005
2001
3.09
3.29
2005
3.31
3.52
CLU SLO: Interpersonal and Teamwork Skills
NSSE: Working Effectively With Others
4
3.5
Mean
3
First Year
2.5
Seniors
2
1.5
1
2001
2005
Data Summary
• In most cases, scores increased from 2001 to 2005
• In most cases, seniors’ scores were higher than first
year scores
Future Goals
• Review 2008 data available this summer
- NSSE
- FSSE
• Generate campus conversations
• Add Direct Evidence to our KPIs
CLU SLO: Information Literacy
NSSE: Worked on a paper or project that required
integrating ideas or information from various sources
4
3.5
Mean
3
2.5
First Year
Seniors
2
1.5
1
2001
2005
Year Surveyed
2001
2005
First Year
3.21
3.16
Seniors
3.37
3.42
CLU SLO: Service to the Community
3.5
3.5
3
3
2.5
First Year
2
Seniors
Mean
Mean
4
NSSE: Contributing to the welfare of
your community
4
NSSE: Participated in a community-based
project (e.g., service learning) as part of a
regular course
2.5
Seniors
2
1.5
1.5
1
1
2001
First Year
2005
2001
2005
Year Surveyed
2001 2005
Year Surveyed
2001 2005
First Year
1.36 1.48
First Year
2.18 2.54
Seniors
1.63 1.66
Seniors
2.39 2.53
CLU SLO: Identity and Values
NSSE: Developing a personal code of
values and ethics
4
NSSE: Understanding yourself
3.5
3.5
3
3
First Year
2.5
Seniors
Mean
Mean
4
2.5
2
2
1.5
1.5
1
1
2001
Year Surveyed
First Year
Seniors
First Year
Seniors
2001
2005
2001
3.02
2.97
2005
2.94
3.1
Year Surveyed
First Year
Seniors
2005
2001
2.7
2.72
2005
2.71
2.86
CLU SLO: Diversity
NSSE: Understanding people of other
racial and ethnic backgrounds
NSSE: Had serious conversations with
3.75 students of a different race or ethnicity
than your own
5.25
3.25
3.25
First Year
Mean
Mean
4.25
2.75
2.25
First Year
Seniors
2.25
1.75
1.25
1.25
2001
2005
Seniors
2001
2005
Year Surveyed
2001 2005
Year Surveyed
2001 2005
First Year
2.45 2.7
First Year
2.67 2.73
Seniors
4
NSSE: Had serious conversations with students who are
2.49
2.66 beliefs,
Seniors
very different from you in terms of their
religious
political opinions, or personal values
2.57 2.75
3.5
Mean
3
Year Surveyed
First Year First Year
2.5
2
Seniors
1.5
1
2001
2005
Seniors
2001 2005
3.1 2.94
2.99
2.94
Making the
Renewal and Replacement Process
Data Driven
Ryan VanOmmeren
Facilities Department
Goal
California Lutheran University Buildings
The Problem
Maintenance Backlog -- $14.6 million
Maintenance Funding -- $1 million
Are We Good Stewards?
Measuring Success
• Survey Customers
• Request Occupant
Feedback
• Assess Building
Categories
• Apply $$$ to
Deficiencies
• Establish Building
Condition
• Establish other
Benchmarks
– Fire Sprinklers
– Deteriorated Roofing
– Outdated Classroom
Furniture
Data Analysis
• Occupants Generally Happy 
– 95% Approval, Campus Grounds
– 45% Approval, Indoor Temperatures
• Success in Achieving Particular Benchmarks
– Residence Hall Sprinklers & Shake Roofs
– Residence Hall Furniture
– Classroom Furniture
• NOT Keeping up with Maintenance Backlog
(when adjusted for inflation)
– 2007 $14.7 million backlog
– 2005 $13.0 million backlog
Data Analysis
• Building Condition is Relatively Stable
Data Analysis
“Temporary Buildings”
Not Being Improved
Future Goals
Continue with Program Indefinitely
Assessment
Funding
Fundraising: A Team Sport
Della Greenlee
Marsha Anderson
University Advancement
Goals
• Increase graduate fellowships and
undergraduate scholarships by
$1,000,000
• Create a culture of faculty grants
for research and other projects
Measuring Success
• Six new scholarships/fellowships
• Total dollar amount: $1,155,000
• Tracking on Raiser’s Edge,
fundraising software and Excel
spreadsheets
Data Collection
Scholarships
• Donor, intent, amount, pledges
Grants
• Faculty/staff initiating grant,
strategic goal to be addressed,
funder to be approached, amount
asked, results tallied
Data Analysis
• Fundraising goals for scholarships and
fellowships met
• Increased faculty interest in grants
• Importance of faculty recognition for
grants (e.g. Provost’s reception)
• Importance of promoting grant
opportunities e-newsletter, other
Future Goals
• Increased scholarship/fellowship funding for graduate
and freshman students (in support of strategic plan).
• Continued encouragement of faculty grant applications,
especially those for undergraduate research and
academic programs.
• Renewing foundation relationships with new President.
• Continuing annual faculty recognition and monthly grant
e-newsletter.
• Planning far in advance for complex federal grants.
Last year, Grants brought you…
• A French film festival
• “Fill-anthropy” and rE-think recycling ad
campaigns
• A workshop for new school counselors
• Fellowships for Master’s in Deaf Ed/materials
library
• Pearson Library renovations
• KCLU and Preschool capital projects
• Online financial advice for low-income women
• 12 Swenson internships
This year, grants may fund…
•
•
•
•
$500,000 in new science equipment
$799,000 over four years for deaf education
$250,000 to bring drama to Moorpark schools
International Studies “domestic immersion”
experience for CLU students in LA
• Subsidies for low-income clients of CCS
• New KCLU and preschool buildings
• And 15 (!) Swenson internships and funding
for first-generation transfer students
Embracing
the Identity Challenge
Scott Maxwell-Doherty
2010 Strategic Goal:
Articulate the identity and enhance the
reputation of the University
Office of University Ministries’ Strategic Goal:
Advance and Strengthen the University’s
Lutheran Identity
Challenges:
• To define the Goal
- Accomplished through identification of tasks
• To measure success
Process Chronology
• Spring 2006
– 4 categories; 32 initiatives
• Fall 2006
– Identity Statements: Internal / external use
• February 2007
• Fall 2007-January 2008
– Six initiatives
– Action Plan  Campus Action Plan
Data Collection
Strategic Initiative 1
Develop and promote a CLU
Identity Compass for internal
use
Strategic Initiative 2
Evaluate and promote CLU’s
Lutheran identity to its
external audience
Strategic Initiative 3
Strategic Initiative 4
Foster a vibrant worshipping Increase percentage of
and faith community
undergraduate students from
Lutheran and full communion
churches
Strategic
Initiative
2006 2007 2008Key
-08
09
Performance -07
Indicator
1. Develop
1. Proportion 0%
and promote a
of CLU
CLU Identity
documents
Statement for
using
internal use
CLU
Compass
Statement.
Outcome:
Institutionalize
2. Proportion
at all levels a
of
commitment to
departmen
mission,
ts using
identity and
CLU
vocation
Compass
Statement.
25% 50%
2009
-10
100
%
Evidences of
success


# of campus
documents using
CLU Compass
Statement
[sources:
Catalog, Website,
KCLU, etc.]
CLU Compass
statement/
language used:
departments
faculty settings
ASCLU retreat
RA and Peer
Advisor
training, etc.
Action Plan



Under leadership of OUM review
all three existing Lutheran Identity
and Key Messages documents.
Under leadership of President
publish one CLU Compass
Statement document
OUM establish task group to
review and suggest ways to use
Identity document consistently in
departments, with Provost,
Admissions, Marketing, Creative
Media, Student Affairs,
Presidential Hosts, and Human
Resources (recruitment and
hiring, and shared in the
interview process with all
prospective faculty,
administrators, and staff)
including tag line phrases:
• Learning and teaching
• Worship and service
• Pursue purpose
• Create community
• Increase faith
• Cultivate character
Process Analysis / Future Goals
Lessons Learned:
• Choose
• Not all needs to be measured
• Team effort:
– Conversations
– Collaboration
• Future Goals
Supporting
Strategic Goals
Questions?
Learning Sessions
A and B
Please see Program
for Room Location
Supporting Student
Learning Outcomes
The Side Effects of
Study Abroad
Lisa Loberg
Director, Study Abroad Center
Goal
Gather data for reporting and
continuous improvement
Demonstrate how studying abroad
supports CLU’s Student Learning
Outcome goals
Welcome Back Survey
Evaluating the following:
1. Specific Study Abroad Program
• Academics, Location, Housing, Activities
• Overall experience
2. CLU Study Abroad Center
• Effectiveness, and suggestions for improvement
• Advice and quotes for prospective students
3. (New!) Impact of experience on SLO’s
• Inventory of student’s increased ability
regarding:
•
•
•
Cultural Competency
Growth in Identity and Values
Appreciation of Diversity
Data Collection
 Electronic survey (Flashlight)
http://CTLSilhouette.wsu.edu/surveys/ZS74424
 Laptop stations at Welcome
Back Reception & Dinner
 Also sent out by email
Data Analysis
 Overwhelmingly positive
 Confirmation that SLO’s are addressed
through study abroad
 Data can be now summarized for reporting
and marketing
Example: 100% students surveyed reported an
increase in their appreciation of diversity
- Not all students get around to completing the
survey
- Doesn’t measure cultural competency
Future Goals
 Explore incentives to increase student
participation to 100%
 Rename:
•
•

Welcome Back Evaluation
Returned Student Form
Administer a pre-study abroad survey
Measuring the Bang in
Biloxi Boomerang
Stine Odegard,
Coordinator of Community Service
Kristin Price,
Assistant Director of Student Life
Goal
Measure the growth in specified Learning
Outcomes for students participating in Biloxi
Boomerang co-curricular service-learning trip:
•
•
•
•
•
•
•
•
•
•
Valuing service to others
Increasing awareness of social justice
Thinking critically and analytically
Working effectively with others
Understanding yourself
Understanding people of other racial and ethnic backgrounds
Developing a personal code of values and ethics
Solving complex real-world problems
Contributing to the welfare of a community
Becoming environmentally responsible
Measures Designed to achieve the goal
• Self-reported rubric for the pre and post
trip events
• Self reflection goals pyramid that was
conducted pre, middle, and post trip.
• Created rubric to measure qualitative
reflection comments.
Measuring Success
• Compared pre and post data to see if
there was a shift in the perception of
growth in the learning outcomes
• Objective analysis of the self reported
data from a staff member who did not
participate in the trip.
– Utilized rubric to identify proficiency level in
qualitative reflection comments
Data Collection
2007-2008: Biloxi Boomerang
Pre-trip:
Group meetings
Pre-rubric of perceived personal development on
learning outcomes
Goals pyramid base
During the trip:
Nightly small group time
Reflections, continue pyramids
Educational components (Q&A, lectures)
Discussions
Post-trip:
Celebration, group wrap-up
Final rubric
Final pyramid
Text analysis program on self reported comments from
the rubric
Analysis: What did the data say?
• Pre Rubric Chart
• Post Rubric Chart
• Growth comparison
– Narrowed in on 3 outcomes
• Contributing to the welfare of the community
• Solving complex real-world problems
• Becoming environmentally responsible
– Text analysis-Themes that Emerged
• Solving complex real-world problems
– Real world tasks
– Bigger picture of complexity
Lessons Learned & Future Goals
Lessons
• Track growth and specific responders (assigning a number)
• Scheduling of reflection time
Future Goals
• Summarize the outcomes of your project /study.
• Students are learning and growing from the co-curricular
service learning elements intentionally integrated in the CSC
service trips.
Recommendations
• Involve faculty in trip and presentations
• Involve students small group leaders in identifying learning
outcomes
• Clarify learning outcomes
Evaluating Ethical Dilemmas
Working Collaboratively
in Designing an Assessment for a “Signature
Assignment” in the Ed.D. Program
Dennis Sheridan
Mike McCambridge
The Course
• EDLD 607: Ethics
and Values in
Educational
Leadership
• Taught in Semester
Two of the Ed.D.
Program
Signature Assignments
• Benchmarks of student
learning and
achievement
• One signature
assignment per course
• The Ethical Dilemma
Project
Ethical Dilemma:
A Case Study
• Define the situation
• Explain the ethical
dilemma.
• Identify core values.
• Describe your personal
ethical framework.
• Apply ethical reasoning to
the dilemma.
• Choose a course of action.
The Rubric: 7 Questions
1. Does the ethical dilemma represent a genuine conflict
between competing values and is it clearly articulated?
2. Does the paper present an ethical dilemma that is
relevant to the practice of educational leadership?
3. Are the implications for educational leadership clearly
identified?
4. Are the competing values presented in the paper
clearly described?
5. Is there a convincing rationale for making opposing
decisions in resolving the dilemma?
6. Is the ethical framework used to resolve the dilemma
well defined and fully developed?
7. Is the decision offered by the student in alignment with
the ethical framework and clearly justified?
Using a 5-Point Rubric
1 = Not Met
2 = Minimally Met
3 = Met
4 = Met Above
Average
5 = Met With
Excellence
Example for Question #3
Implications for
educational
leadership are
poorly
identified.
Implications for
educational
leadership are
minimally
identified.
Implications for
educational
leadership are
adequately
identified.
Implications for
educational
leadership are
clearly
identified.
Implications for
educational
leadership are
convincingly
identified.
The Dilemmas
• Don’t Rock the Boat: Assigning Special Education
Students
• Keeping School Safety a Secret
• Supervision on the Playground: Union vs. Responsibility
• Academic Integrity: $100k Scholarship on the Line
• Sex Education: Playing it Safe or Following the Law
• The Principal and the Depressed Teacher
• Shut Up and Follow Orders or Speak My Truth
• How Best to Help Jim: Lawrence King’s Suicidal Friend
• Running Against Mrs. G: Challenging a Former Mentor
Results from Spring 2008
True
ImpliStudent Dilemma Relevant cations
FrameValues Rationale work
Alignment
Overall
1
2
3
4
5
6
7
8
9
3
3
3
4
4
4
4
4
4
4
5
4
5
5
5
4
5
5
3
4
3
4
4
4
4
4
4
3
3
3
4
4
4
4
4
5
3
3
3
4
4
5
5
4
5
3
3
3
4
4
4
3
4
4
4
4
3
5
5
5
5
5
5
3.3
3.6
3.1
4.3
4.3
4.4
4.1
4.3
4.6
Means
3.7
4.7
3.8
3.8
4.0
3.6
4.6
4.0
Lessons Learned
• There is synergy in
collaboration.
• Clear outcomes are
essential.
• Rubrics are hard to develop.
• Rubrics work by giving a
bigger picture.
• The course will be better
next time.
Supporting Student
Learning Outcomes
Questions?
Finding Meaning
Symposium
May 20, 2008