This presentation includes a set of frameworks, steps, and worksheets for developing institutional student learning outcomes tied to community/civic engagement.
This presentation by Bryan Figura and Sylvia Gale from the University of Richmond was given at the 2015 Bonner Assessment Institute. It introduces the inquiry-based philosophy and process that U of R's Bonner Center used. For more see www.bonner.org or bonnerwiki.pbworks.com.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
This presentation by Bryan Figura and Sylvia Gale from the University of Richmond was given at the 2015 Bonner Assessment Institute. It introduces the inquiry-based philosophy and process that U of R's Bonner Center used. For more see www.bonner.org or bonnerwiki.pbworks.com.
These are some of the resources that were shared at the Bonner Foundation's High-Impact Initiative Planning Retreat (March 2014) - "Civic Scholars: Engaged Campuses", held at Allegheny College. Several types of strategies and approaches for ensuring that campus culture, policies, and practices support deep community engagement and public scholarship were shared.
Presentation to accompany strategy session at the 2016 Bonner Summer Leadership Institute discussing ways to build campus infrastructure for sustained community-based and PolicyOptions issue brief research.
Deepening Impact through your Programmatic Training CalendarBonner Foundation
Deepening Impact through your Programmatic Training Calendar, Kelly Finn and Katie Zyniecki, Siena College, 2017 Bonner Fall Directors and Coordinators Meeting
2019 Bonner: Managing Campus Community Partnerships Bonner Foundation
Presented by Liz, the Community Engagement Director at the Bonner Foundation, and Bobby, the President of the Bonner Foundation, at the 2019 New Directors & Coordinators Meeting, this presentation explores how to develop, sustain, and maintain meaningful partnerships with local community partners that aim to benefit both the community and the students.
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
Presentation to accompany strategy session at the 2016 Bonner Summer Leadership Institute discussing ways to build campus infrastructure for sustained community-based and PolicyOptions issue brief research.
Deepening Impact through your Programmatic Training CalendarBonner Foundation
Deepening Impact through your Programmatic Training Calendar, Kelly Finn and Katie Zyniecki, Siena College, 2017 Bonner Fall Directors and Coordinators Meeting
2019 Bonner: Managing Campus Community Partnerships Bonner Foundation
Presented by Liz, the Community Engagement Director at the Bonner Foundation, and Bobby, the President of the Bonner Foundation, at the 2019 New Directors & Coordinators Meeting, this presentation explores how to develop, sustain, and maintain meaningful partnerships with local community partners that aim to benefit both the community and the students.
National Fellow Cameos, Student Development, & Community PartnershipsBonner Foundation
Presentation from the 2015 Fall Bonner Directors' Meeting. This presentation include Cameos from National Bonner Fellows, and information shared at All Groups from Student Development and Community Partnerships.
Assessment Tool- for Global Learning OutcomesMichelle Mazzeo
This paper outlines the development of an assessment tool that measures opportunity to demonstrate global learning for international interns at the UW-Madison.
LEAP Challenge and Signature Work (Thanks to Kathy Wolfe at AAC&U)Dr. Ariane Hoy
This presentation from Kathy Wolfe, Vice President of Integrative Liberal Learning and the Global Commons, was shared with the Bonner Foundation and its network as part of the collaboration on community engaged signature work. It is being shared here so that colleges and universities involved in creating pathways that lead to civically connected Signature Work may use it as a resource.
Teaching myself to code: the journey and lessons learnedNeha Batra
A description of my journey when teaching myself to program and lessons learned accordingly.
The transition period was 9 months for me between quitting and taking my first software job.
I share my stories in more detail on my blog: nerdneha.tumblr.com/post/105875049220/notable-blog-posts
Mentoring Students in Aging Research - Dr. Dan Durkinemergeuwf
This activity utilizes a mentoring model to work with students to develop a research project for presentation at the Southeastern Student Mentoring Conference in Gerontology and Geriatrics. The conference is an annual event that takes place in late March or early April.
Outcomes and Assessment for Bonner and Campus CentersBonner Foundation
A workshop for the 2019 Bonner Summer Leadership Institute at Waynesburg University. Presented by Rachayita Shah (Bonner Foundation) and Katie Turek (Ursinus College). This workshop introduces various forms of outcome development, common student learning outcomes for community engagement, and the inquiry-based data lab process.
Moving Forward on Learning Analytics - A/Professor Deborah West, Charles Darw...Blackboard APAC
Learning analytics is a 'hot topic' in education with many institutions seeking to make better use of the data available via various systems. One of the key challenges in this process is to understand the business questions that people working in various roles in institutions would like to be able to answer. However, it is also important that these questions are appropriately structured and specific in order to gather the relevant data. This session builds on the workshop run at last year's Blackboard Learning and Teaching conference where participants explored business questions and use cases for learning analytics from a range of perspectives.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Jan 15 How Do You Know It Works Final Read Onlyfelicitymorgan
CANNEXUS 2010 presentation:
Measuring effectiveness of career interventions: presentation examines how we can measure effectiveness of a career intervention using a variety of methods, both objective and subjective. results, challenges and future directions are explored.
In this session, we’ll share ways schools are managing their Bonner Program and campus-wide center through workflows that use project management software to streamline operations and provide more effective and comprehensive information to stakeholders.
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
In this session, we’ll explore how to create cohort communities for students to explore their career interests and how civic and community engagement, in and outside of class, prepares them for post-graduate work.
Best Practices - Building a Coalition of Student-Led Service Projects.pdfBonner Foundation
In this session, we’ll share a core strategy for developing and supporting student leadership of community service by building a coalition (supported by your center) with representatives of student-led service projects, clubs, programs across the campus.
Fall Network Meeting Community Partnerships & Projects Session.pdfBonner Foundation
In this session, we’ll be able to share how we are building and managing effective community partnerships and projects. Through this process, participants can identify their strengths, opportunities, future aspirations, and resource needs.
Leveraging Data to Make the Case for Bonner Like Programs.pdfBonner Foundation
This workshop is well-suited for folks who care deeply about institutionalizing community engagement and expanding access to high-impact practices. Come ready to learn about how the Stetson Bonner Program learned from a 2023 Institutional Research & Effectiveness study that the most successful retention and graduation program at Stetson is our Bonner Program – more than any academic program, co-curricular program, athletic program, Greek program, or other explicit retention initiatives. You’ll hear about how we leveraged this information to create more Bonner-like programs. You’ll leave with an understanding of how to analyze your campus' data on first-time-in-college (FTIC) student retention, and how that data can help you advocate for expanding community engagement initiatives as an effective driver of retention.
This session aims promote learning and exchange of ideas on
how we can help students all across campus pursue careers
with purpose and meaning, especially ones that make the world
a better place. The session will engage students in a dialogue
about career goals, academic study, service experience, career
support, and group discussions based on career interests.
This opening session sets the stage for a dynamic and informative
conference focused on driving positive social change. We'll be
inspired and rooted in a sense of place by President Floyd and our
student speakers then dive into two frameworks focused on
equipping individuals to be change agents in their communities.
Participants can expect to gain valuable insights, engage in
thought-provoking discussions and be inspired by the stories of
those who work towards moving the metaphorical mountains of
social inequality, injustice, and systemic challenges.
This is What Democracy Looks Like Powerbuilding -- Cali VanCleveBonner Foundation
Community organizing has always played a prominent role in the nonprofit world. But what about long-term, sustainable activism work? Power building is a newer sect of community organizing in which people can organize around a certain issue creating power within targeted communities. The Tennessee Immigrant and Refugee Rights Coalition (TIRRC) and its 501(c)(4) TIRRC Votes has created a movement across the state, and they build power within our immigrant and refugee communities through voter engagement and services such as legal aid, educational resources, etc. It is vital to recognize the diverse forms in which we can organize around election cycles beyond simply registering people to vote. If you're interested in either immigrant and refugee rights, voter engagement, or unconventional means of organizing, this would be the place for you!
Are you aspiring to build an exciting career on the global stage? Do you dream of working across borders, cultures, and continents? In an increasingly interconnected world, an international career offers unparalleled opportunities for personal and professional growth. Join us to discuss how you can leverage your Bonner experience in a global context and to explore a wide array of international opportunities.
Prioritizing Bonner How to Support the Student Journey (1).pptxBonner Foundation
This workshop focuses on how to support students as they go through their undergraduate programs not only in the Bonner Program but in their academic and personal lives as well. Students experience a lot of changes and stress during the transitions of college, and we will be discussing some structures and strategies to support them to grow into accountable leaders while still prioritizing their wellbeing.
Preparing a strong personal statement_fall_2023_grad_general.pptxBonner Foundation
Thinking about applying to graduate school? Join Executive Director of Admissions and Enrollment, Ivone Foisy from Emory University’s Rollins School of Public Health to learn how to make your personal statement stand out to admissions committees. She will address your questions and offer examples of strong personal statements.
Current Communication Apps and Their Uses in Bonner.pdfBonner Foundation
This workshop is well-suited for individuals who want to think critically about how their program supports meaningful communication and collaboration. Come ready to share challenges with sharing information and meeting students where they are at. You'll hear about how to use Discord and Notion to improve program infrastructure, community building practices, and information gathering and distribution. You'll leave knowing how to set up channels in Discord and how to adapt a Notion template so that you're ready to improve your program's capacity.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Goals for Today
• Build capacity to determine WHAT you need to assess, WHY, and how does that
translate into outcomes
• Align student learning outcomes with course/program activities and assessment
4. Getting a Pulse
• On a scale of 1-10, how confident are you that….
1. Have developed measurable outcomes for your course/program?
2. Have created processes that provide good evidence of that learning outcome?
3. Are able to assess the student learning?
4. Based upon evidence, know what to do differently in your course/program in order to increase
student learning?
• Why are you/are you not confident? What is causing you to question?
5. Why Outcomes and Assessment Matter
•Commonly asked questions
•Getting beyond ‘doing good’
•Intentional decision making
•Strategic plan and civic mission of institutions
6. Importance of Good Questions
•What do you need to know and why?
•Refining your questions
•Your question should dictate everything (your plan, your methods, your
approach, your measures)
7. Rigor in Research (Assessment)
• Rigorous thinking
• Hypothesis exploration (Starts with a good question)
• Systematic approach
• Builds upon prior research
• Contributes to the field
• Triangulation across inquiry
• Creates useful, relevant knowledge
(Patton, 2012)
8. Schoen’s Reflective Practice
•Trait of a good professional
•Reflection in-action
•Attentive to new knowledge
•Curious, test ideas, adjust practices
•Revise plans and practices - why are you doing this?
10. TERMS
• Measure/Metrics
• Assessment
• Evaluation
• Research
NOTE: There are no clear or “singular” definitions utilized across community engagement (CE),
which makes it even more important for us to have a clear understanding of how we define our work.
11. Measures/Metrics
… it’s about the outputs; how can CE be measured or quantified?
Main Example in Higher Education:
numbers or “measurements” surrounding
“performance indicators”
Examples of Measurements:
• # and % of faculty/staff/students involved in CE
• # of internships in the community
• $$ economic impact of CE
12. Assessment
…it’s about the outcomes; what are we trying to change or impact through CE?
Main Example in Higher Education:
student learning outcomes
Examples of Assessment:
• What do students learn through CE experiences?
• How does CE influence students’ development?
• How does CE bridge “us v. them” with the community?
• What skills are developed through CE experiences?
13. Evaluation
…it’s about the practice itself; is CE effective, efficient, of a certain quality, etc.?
Main Example in Higher Education:
program and/or teacher evaluation
Example Evaluation Questions:
• What is a high quality service-learning experience?
• Are CE programs cost-effective?
• How do CE programs meet their objectives (i.e. outcomes and outputs)?
14. Research
…it’s about being more generalizable, per se
• Institutional Research
• Higher Education Research
• Disciplinary Research
• Community-Engaged Research (CER)
• Community-Based Research (CBR)
Examples of research:
• Institutional: how does IUPUI do CE?
• Higher Education: how does HE do CE?
• Disciplinary: how does Geography do CE?
• CBR: How does one get a classroom engaged in the community?
• CER: How does one engage with the community in research?
15. Outputs, Outcomes, Impact
Inputs Outputs Outcomes Impacts
All the resources
put into the project
to enable the
delivery of outputs
All the activities
undertaken and
products and
services delivered
The changes,
benefits, learning
or other effects that
result from the
outputs
The effect of a
project at a higher
or broader level, in
the longer term,
after a range of
outcomes have
been achieved
17. Where do your CE assessment interests lie?
Institution
School
Department
Course
Project 1 Project 2
Program of
Study
Course
Project
Center/Office
Program
Project 1
Project 2
1
2
3
4
18.
19. Outcome Statements Should…
• Describe what students should be able to demonstrate, represent, or produce based on their
learning histories;
• Rely on active verbs that identify what students should be able to demonstrate, represent, or
produce over time. (Maki, 2004)
• Exist at different levels:
• Lesson/Activity
• Program
• School/Dept/Unit/Center (multiple programs)
• Institutional
• ***Should be able to map your outcomes across all of these****
Recommended Resource: http://ccoe.rbhs.rutgers.edu/forms/EffectiveUseofLearningObjectives.pdf
20. Why are student learning outcomes
important?
• At the course level
• Build a foundation for your course
• Define your expectations
• Describe how your course is relevant to the students’ personal, academic, and/or professional development
• Keep you focused on what is important
• Enable students to articulate what they are learning and have learned.
“Students will role play the problem-solving, communication, and teamwork skills necessary to effectively
resolve real-world hotel management scenarios.”
21. Why are student learning outcomes
important?
• At the unit/lesson level
• Build a structure for a unit or session
• Focus each unit or session
• Give learners a clear picture of what to expect
• Provide criteria for constructing assessments
• Guide the selection of learning activities
• Teach learners how to be successful
“Given a problem with two unknowns, students will, in a step-by-step fashion, describe how to solve the problem.”
22. Components of Effective
Outcomes
• The intended outcome clarifies what you are attempting to assess
• The intended outcome is measurable
• The intended outcome is useful and meaningful
• One or more methods of assessment can be explicitly tied to the intended outcome
• The CBC Method (three parts)
• Condition: Under what conditions?
• Behavior: What should they be able to do?
• Criterion: How (well) must it be done?
24. What recommendations would you make for
improving the learning outcome?
•Outcome 1: Students have an increased ability to identify societal issues and
community needs.
•Outcome 2: Students have an increased understanding of opportunities for
community involvement.
•Outcome 3: Students deepen their understanding of the value of civic engagement.
•Outcome 4: Students have an increased motivation to remain civically engaged after
[insert university].
•Outcome 5: Students heighten their cultural awareness and ability to work in diverse
settings
25. Self-check Questions
• Is it clear what you are assessing?
• Is the intended outcome measurable?
• Active verbs, active verbs, active verbs
• Is the intended outcome measuring something useful AND
meaningful?
• How will this outcome be measured?
28. General Hints, Tips, and Lessons Learned
•Doesn’t happen in isolation
•Iterative process
•The process is just as important as the product – creates shared
understanding and buy-in
•Overwhelming and potentially frustrating at first
29. Steps Taken at IUPUI
•Regularly scheduled meetings (monthly) – all staff
•Bi-weekly meetings we Dir. of Assessment and Program Director
•“Imagine you had $650,000 to develop civic-minded graduates. What would
that look like”
•Post-it notes – 3-4 word statements
•Group all of our ideas into categories
30. Example from IUPUI – Civic Identity
Definition: Students embrace their role as civic agents and as social trustees of knowledge
working with others to create change in the community
Outcome:
• Possess a sense of responsibility and commitment to use knowledge and skills gained
through college experiences to contribute to the greater good of society(social trustee)
• Make informed and principled choices that positively impact society (civic agency)
• Espouse and enact values, dispositions and beliefs that lead to positive societal change
• Articulate effectively how being civically engaged has fostered and informed their civic
knowledge, skills, dispositions, and future intentions
31. Example from IUPUI – Civic
Communication Skills
Definition: Students apply communication strategies to be effective in a community context, showing the ability to
express, listen, and adapt ideas and messages based on the diverse perspectives of others
Outcomes:
• Listen critically to effectively respond to complex situations
• Value the diverse perspectives of multiple stakeholders
• Demonstrate empathy towards others
• Understand the process, outcomes, and active participation in civil dialogue by applying civic communication
skills
• Value reciprocity and consensus building
• Engage in an inclusive decision-making process that maximizes strengths and leads to mutually beneficial goals
33. Goals for Part 2
•Data considerations: What do you need, does it already exist, how will you
collect it
•How will you report your findings? Who needs to know?
•Example tools and strategies
37. When you think about the context for assessing community engaged
activities at your campus [within your department, program, project,
etc.], which character from the Wizard of Oz do you most identify
with and why?
•Auntie Em/Uncle Henry
•Cowardly Lion
•Dorothy Gale
•Flying Monkeys
•Glinda the Good Witch
•Munchkins
•Ozmites
•Scarecrow
•Tin Man
•Toto
•Wicked Witch of the West
•Wizard
41. Completing the Matrix
• Step 1: Insert your Learning Goals and Learning Outcome/Objective
(columns 1 and 2)
• Step 2: Identify course/program activities (e.g., reflections, dialogue,
readings, events, trainings) – which learning outcome do they align with?
• Note: If an activity doesn’t align with one of your learning outcomes, then why are you
doing it?
• Note: What happens if you’ve identified a set of program outcomes yet none of your
activities can be mapped to that outcome? You have a gap in your programming
42. Completing the Matrix (cont.)
• Step 3: Identify your sources of evidence (column 4)
• Brainstorm sources of evidence for the following examples:
• Value the diverse perspectives of multiple stakeholders
• Stay abreast of contemporary issues and make informed decisions using multiple
sources of information
KEY – Be intentional and strategic
44. So you say you have data…..
Questions to consider:
• What data do you already have?
• What types of data are you collecting on a regular basis?
• How are you currently using your data? Are you using all of it?
• internal purposes vs. external purposes
• What are you still unable to do with your data? Why?
• Who decides what you collect, how you ask the questions, and how it is used?
• Do you need more data? If so, what data do you need?
• What lens(es) are you using when you consider these questions
45. Sources of Evidence of Student Learning
• Surveys (QR Code vs. email, timing)
• Capturing the discussion during reflection sessions
• Focus Group
• Observations
• Wordle
• Second-hand reflection (in the classroom the next day)
• Pictures
SYSTEMATIC
46. Additional Considerations: Potential
Factors Influencing Student Learning
• Faculty interactions
• Reflection
• Dialogue across difference
• Direct vs indirect service
• Project vs hours
• Student self-select partner or project vs assigned
• Community partner involvement
see Whitley (2014) in MJCSL
47.
48. Closing the Assessment Loop
• If you are not using the data you are collecting – STOP
• Who needs this information and what do they care
about? What is the best way to communicate/tell your
story?
• Need to know vs Nice to know
• Starts with a good question