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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 Ass...
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...
GENERAL HOUSE KEEPING INFORMATION
RECOGNIZING RESOURCESJoe Levy, StudentVoice
ASSESSMENT TEAM               ASSESSMENT FELLOWS   Alisia Caban                 Dani Amtmann                            ...
Dr. Paul Shang, Assistant Vice President and Dean of                                            Students                  ...
COMMON LANGUAGE Assessment – The ongoing, systematic  process of collecting, analyzing, and using  information about divi...
COMMON LANGUAGE   Student Learning – “Learning is a complex,    holistic, multi-centric activity that occurs    throughou...
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        ...
INSTITUTIONAL MISSIONGeneral Education Outcomes The centrality of effective communication and  language facility The mor...
DIVISION LEARNING DOMAINS Healthy and Successful Lifestyles Multicultural Experience Sustainability and Stewardship Le...
DEPARTMENT OUTCOMES    Informed by the Missions             and Goals of the Institution,             Student Affairs and ...
STEPS TO DEFININGDEPARTMENT LEARNING AREAS1.   What division learning domains intersect     with your department mission?2...
EXAMPLE: HOLDEN CENTER   Division Learning Domain: Leadership, Civic    and Global Engagement       Department Outcome: ...
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 ...
GLOBAL CITIZENSHIP    To develop an understanding and appreciation of human differences;    cultural competency; social a...
SELF & COMMUNITY   To develop confidence and ability to be self-reliant and self-    sufficient, and an awareness of the ...
INTEGRITY & INTENTION   To develop a lifestyle that acknowledges the dissonance    and congruence between present reality...
REVIEW: ALIGNING        Institutional Mission          Student Affairs             Mission            Department          ...
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1 sa co curriculum

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1 sa co curriculum

  1. 1. August 4, 2011 University of Oregon | Division of Student AffairsSTUDENT AFFAIRS ASSESSMENT SUMMIT
  2. 2. 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
  3. 3. ONE WORDAs a table, please come up with one word that describes our current culture of assessment.
  4. 4. 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
  5. 5. GENERAL HOUSE KEEPING INFORMATION
  6. 6. RECOGNIZING RESOURCESJoe Levy, StudentVoice
  7. 7. 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
  8. 8. Dr. Paul Shang, Assistant Vice President and Dean of Students WELCOME
  9. 9. 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).
  10. 10. 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).
  11. 11. PLANNING ANDASSESSMENT PROCESSAssessment is not an extratask, it is a way of being
  12. 12. MAJOR IMPACTS OF STUDENT AFFAIRS Retention Engagement Student Learning
  13. 13. SHARED OUTCOMES Results-Oriented Goals Learning  Performance or Service Outcomes  Student Learning Outcomes
  14. 14. Contributing to the Co-CurriculumDIVISION OF STUDENT AFFAIRSLEARNING DOMAINS
  15. 15. Institutional Mission Student Affairs Mission Department Mission Department Assessment and Planning Cycle Outcomes Occurring at Every Level
  16. 16. 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
  17. 17. DIVISION LEARNING DOMAINS Healthy and Successful Lifestyles Multicultural Experience Sustainability and Stewardship Leadership, Civic and Global Engagement
  18. 18. 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
  19. 19. 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.
  20. 20. 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
  21. 21. EXAMPLE: RESIDENCE LIFE• Intellectual Connections• Global Citizenship• Self & Community• Integrity and Intention
  22. 22. 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.
  23. 23. 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
  24. 24. 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
  25. 25. 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
  26. 26. REVIEW: ALIGNING Institutional Mission Student Affairs Mission Department Mission Department Assessment and Planning Cycle Outcomes Occurring at Every Level

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