Recognize outgoing and incoming, explain Fellows program
The centrality of effective communication and language facilityOral and written communicationGroup, interpersonal and technological communicationThe moral foundations of human interactionEthical judgment, personal and social responsibility The increasing interdependence and diversity of world culturesThe consequences of current actions and policiesThe nature of the historical past and its relationship to the presentThe common concerns and diverse responses of societies, past and presentHistorical approaches to understanding contemporary issuesThe diversity of human experience through the study of various culturesCulture and its tangible achievementsCreative expressionCritical approachesAesthetic standardsOral and written historiesThe importance of modern sciences and technologyScience as an interrelated body of knowledge, rather than a collection of isolated factsScientific methods of discoveryScientific perspectives on major problems facing societyQuantitative reasoning and computational skillsThe fundamentals and interrelationship of the human mind and bodyHuman behaviorPerception and cognitionDiverse modes of thought and creativitySelf awarenessHealth and physical activity
1 sa co curriculum
August 4, 2011 University of Oregon | Division of Student AffairsSTUDENT AFFAIRS ASSESSMENT SUMMIT
WELCOME AND AGENDA 9-9:30am Welcome 9:30-10:30am SA Co-Curriculum and Assessment 10:40-11:40am Assessment Mythbusters 11:50am-1:00pm Lunch, Owning Assessment Panel 1:10pm-2:10pm Outcomes and Measurement Toolbox 2:20pm-3:20pm Assessment in Real Life 3:30pm-4:15pm Closing
ONE WORDAs 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
ASSESSMENT TEAM ASSESSMENT FELLOWS Alisia Caban Dani Amtmann Chelsey Augustyniak Annie Carlson Rachel Basolo Consuela Perez-Jefferis Brian Reece Alisia Caban Gretchen Jewett Annie Carlson John Hollan Kristen Gleason Brent Harrison Mandy Devereux Ramah Leith Margaret Veltman Tiffany Lundy Laura Morris Paula Staight Erik Sorenson Tiffany Lundy Jennifer Summers Tamarra White Joel WoodruffRECOGNIZING 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).
COMMON LANGUAGE 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 ANDASSESSMENT PROCESSAssessment is not an extratask, it is a way of being
MAJOR IMPACTS OF STUDENT AFFAIRS Retention Engagement Student Learning
SHARED OUTCOMES Results-Oriented Goals Learning Performance or Service Outcomes Student Learning Outcomes
Contributing to the Co-CurriculumDIVISION OF STUDENT AFFAIRSLEARNING DOMAINS
Institutional Mission Student Affairs Mission Department Mission Department Assessment and Planning Cycle Outcomes Occurring at Every Level
INSTITUTIONAL MISSIONGeneral 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
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 DEFININGDEPARTMENT LEARNING AREAS1. What division learning domains intersect with your department mission?2. Under the domain(s), what do you do aspire to teach students?3. Create department learning areas.4. Define what theories you use to teach in outcome areas.5. Create shared department understanding of learning area area based on theory.
EXAMPLE: HOLDEN CENTER Division Learning Domain: Leadership, Civic and Global Engagement Department Outcome: Social Innovation Theoretical Foundation: Social entrepreneurship Theoretical Foundation: Social justice Department Outcome: Civic Engagement Theoretical Foundation: Social responsibility Theoretical Foundation: Service Department Outcome: Leadership Education Theoretical Foundation: Social Change Model of Leadership
EXAMPLE: RESIDENCE LIFE• Intellectual Connections• Global Citizenship• Self & Community• Integrity and Intention
INTELLECTUAL CONNECTIONS (Aka, living-learning integration, academic success) To develop into an active and engaged learner who takes responsibilities for transformative learning at a liberal arts research university • 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. • 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. • Problem solving –uses multiple strategies to solve problems of varying complexities.
GLOBAL CITIZENSHIP To develop an understanding and appreciation of human differences; cultural competency; social and civic responsibility • Self-identity within a global and comparative context – understands different dimensions of social identity and how those impact self and others. • 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 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 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 • Self Care – explores personal mental, physical, and spiritual health • Risk Reduction – indentifies potential high-risk behaviors and takes action to mitigate harm • Accountability – assumes responsibility for outcomes of one’s choices
REVIEW: ALIGNING Institutional Mission Student Affairs Mission Department Mission Department Assessment and Planning Cycle Outcomes Occurring at Every Level