TurbowInspiringChangev3WSCUCARC2015
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This document summarizes a presentation on inspirational goal setting and campus culture at a conference. It discusses the mission of maintaining high academic rigor while building a culture of evidence across campuses. It emphasizes assessing institutional and co-curricular learning through criterion-referenced rubrics and signature assignments with interdepartmental collaboration. Developing compassion and core values like being student-first and collaborative are also discussed. Next steps involve expanding best practices, faculty development, and systematic use of data. Partnerships that care about people and progress toward the vision are important. Lessons discussed include staying positive and focused, being empathetic, and expressing gratitude.
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TurbowInspiringChangev3WSCUCARC2015
- 1. Inspirational Goal Setting and Campus Culture LiveText Luncheon WSCUC Academic Resource Conference David J.Turbow, Ph.D. dturbow@usa.edu April 2015
- 2. St. Augustine, FLAustin, TXSan Marcos, CA Mission: “The development of professional health care practitioners through innovative, individualized and quality classroom, clinical, and distance education.”
- 3. On Inspiration … a new world record! 1.How did you get so fast? 2.How are you feeling right now? 3.What’s your next goal? 8-yr. old Jason Parra March 14, 2015
- 4. Our Aspirations / Challenges 1. Maintain successful outcomes • High academic rigor 2. Build culture of evidence •New processes, plans, structures •Ensure cross-campus engagement •Deepen measures of learning
- 5. Assess Institutional Learning CaliforniaTexas Florida Office of Assessment & Institutional Research 1. Criterion-referenced approach • Analytic rubrics • Signature assignments 2. Interdepartmental collaboration
- 6. Assess Co-Curricular Effectiveness Activities Foster Learning • Communication • Leadership • Collaboration • Professionalism Self-Reflection
- 7. Compassion and CoreValues Photo by marathoner Rahul Nandi of LiveText Student-First • Vested in success • Prepare, coach, guide Collaboration Staff-Faculty • Teamwork • Non-judgmental Wellness • Promote healthy lifestyles
- 8. Our Next Steps at USAHS Broaden Betterment Sustainably 1. Expand Best Practices 2. Faculty Development Excellence in learning, teaching 3. Systematic use of data / IR
- 9. Partners Who Care •Focus on People • Motivators • Check our progress • Support our vision Photo by Rahul Nandi in Atitlan
- 10. Lessons I’m Learning 1. Stay Positive & Focused • Display situational leadership • Show courage 2. Be Empathetic • Be patient, humble • Express gratitude, celebrate success Patricia Mon: USAHS Staff member OAIR My cousin, Alon and Melanie
- 11. Conversation: What is one thing that we can do to advance assessment at our own campus?
- 12. Suggested Resources • Bass, B., and Avolio, B. (1993).Transformational leadership and organizational culture. Public Administration Quarterly, 17(1), 112-121 • Bresciani-Ludvik, M. and Evrard (2013). Does compassion have a place among Higher Education Leaders? • Hersh, R. & Keeling R. (2013, Feb). Changing Institutional Culture to Promote Assessment of Higher Learning. National Institute for Learning Outcomes Assessment. • Kerns, C. (2011). Promoting and Managing Positivity:A coaching approach. Business Renaissance Quarterly. 6(3), 25- 49. • Ndoye, A. and Parker, M. (2010, Jan. –Mar.). Creating and sustaining a culture of assessment. Planning for Higher Education. 28-39. • Schein, E. (2004) Organizational culture and leadership, 3rd Edition. Jossey-Bass. • Seear, K., andVella-Brodrick (2013). Efficacy of positive psychology interventions to increase well-being: examining the role of dispositional mindfulness. Social Indicators Research. 114: 1125-1141. • Steffes & Keeling (2006). Creating strategies for collaboration. In: Learning Reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. • Tagg, 2003. The Learning Paradigm College. Bolton, MA, USA:Anker Publishing Company, 2003.
Editor's Notes
- A Little Bit About USA We are a mission-driven institution that prepares healthcare practitioners. We have both campus-based and online programs with varying degrees of distance learning. Our two largest programs are Doctor of Physical Therapy and Master of Occupational Therapy. Enrollment Currently just under 2,000 students with aspirations to grow. Accreditation: Regionally accredited through WSCUC since 2014. We offer practice oriented doctorates in education and health sciences, as well as a Master’s in Athletic Training. We have specialty programmatic accreditors: the Council on Accreditation of Physical Therapy Education (CAPTE), and Accreditation Council for Occupational Therapy Education (ACOTE). We’re part of Laureate International Education – 950,000 students worldwide at more than 80+ institutions Also maintained Distance Education and Accreditation (DEAC). the International Association for Continuing Education and Training (IACET). Today, I want to share with you how we can draw upon inspirational sources of personal motivation and relate them to campus goal-setting, and re-frame our philosophy of assessment.
- I want to share a story with you about an experience that inspired me. I ran a 1-mile race in March 2015 in Encinitas, CA in the master’s division. The race took me just over 6 minutes to complete so I was proud of myself (personal record over 45). Then in the open heat, I witnessed an 8-year old kid, Jason Parra, set a new world record. The race director asked Jason three questions, and these were his answers: Answers: “I practice a lot”. “I feel congratulated”. “I want to set another world record”. So what I want to do is relate that experience into outcomes assessment Motivation: assessment is about asking two questions, “how are we doing?”, and “how can we can improve?” Key elements: Opportunities to practice Recognizing success Setting our next goal I recently witnessed a world record being set. 8 yr. old Jason ran a 5 min. 34 second mile. on March 14th, 2015 Encinitas, CA. He said that he practices a lot. In designing the learning environment, do we give our students opportunities to practice along the way? Jason said that he feels “congratulated…”. In working with others and mentoring, do we provide support? Do we celebrate assessment efforts? Jason’s next goal is to set another world record in the Junior Olympics for the 1500 meter. To what extent are we committed ? How dedicated are we to continuous improvement?
- Now, I want to relate that story to our journey at University of St. Augustine (USAHS) since I arrived in the Summer 2013. USAHS was already a mature “startup” institution (since 1979) with a history of success as a physical therapy institute - high pass rates on licensure and certification examinations. So, we wanted to first build on what we do well as a team. One of our main challenges in institutionalizing assessment was that we needed to build capacity Newly implemented Processes Institutional Effectiveness Plan – Institutional Learning Outcomes with long time horizons (e.g. leadership, skills for lifelong learning). These outcomes are challenging to measure Co-Curricular Process newly established New committees And to put things into context, we were operating under new ownership by Laureate International Education One of our challenges was, “How can we get faculty/staff across campuses to embrace assessment? And how can we align our processes with our Core Values, such as Collaboration, Health & Wellness, Creative Thinking, and Critical Thinking?
- Addressing the challenges at an organizational level (and tackling ILO’s): - Focus on academic rigor (Design of signature assignments) - Establish common expectations for learning - Forge interdepartmental relationships (e.g. Occupational Therapy, Physical Therapy) - Contextualize and calibrate our rubrics (scoring tools to measure professional communication, information) – so that we could reach consensus on our standards of judgment. - Formulate recommendations for curriculum, pedagogy Interdisciplinary team across campuses: Rubric Embedded Assessment of Information Literacy Key elements: Heightening the role of librarians in assessing information literacy Striving to reach consensus on standards of judgment Strategy: start with reasonably sized-groups: establish partnerships with assessment “champions”
- In these examples, at University of St. Augustine, where wellness is a core-value students in Physical Therapy, Occupational Therapy, participate in experiences that foster community engagement (e.g. volunteer activities with opportunities to reflect), contribute to learning outcomes such as communication, and development of professionalism. Health and wellness is infused into the USAHS curriculum. Goal-oriented approach to self-improvement. But we had only a nascent process for measuring effectiveness. Co-curricular Effectiveness: Goal: shift from anecdotal indicators to deeper measures of learning Gather stronger evidence of the learning that occurs in community service, student associations, leadership. We are going to be piloting a co-curricular ePortfolio containing a self-reflective component We will thus have heightened ability to track growth and professional development We need to assess what is meaningful: Learning activities are structured so as to 1) Connect the curriculum to the co-Curriculum:. Examples: USA 5K, Special Olympics, Blood Drives, Heal the Children, Ronald McDonald House, Down Syndrome Association, Student Association Students develop interprofessional, leadership and communication skills. We learn by practicing and connecting with others in our journeys.
- The photo shows marathoners climbing up a steep hill in the hot sun. The hill is so steep that even conditioned marathoners need to walk. Compassion means recognizing distress in others and seeking to alleviate it (Bush). So: How does this apply to assessment? When we ask the question, how well are our students doing? – we care deeply about the answer, and we take responsibility. This has implications for both how we treat our students and how we treat one another as colleagues. 2. Each of us has experienced suffering For example, going uphill on a hot day hurts. In this photo, the sun’s rays are beating down on the runners who have to walk. Compassion involves first recognizing that others are experiencing suffering. Do I remember what it’s like?” Implicitly - we don’t give students questions on a final exam that they will be unprepared to answer. Similarly, we don’t just go out and run a marathon or we’ll hurt ourselves. We need to train ourselves to build endurance, stamina. At USAHS, wellness activities and opportunities are infused in the curricula. And we Collaborate: we strive to promote a caring and empathetic attitude that translates into acts of kindness. According to Bresciani-Ludvik & Evrard and others – mindful compassion can be developed through practice. Evolving view of the Educator: The Learning Paradigm College (2003) Educators (Tagg, 2003) Coaches, facilitators Vested in student success Chances to practice Constructivism Deep learning Long time Horizon Provide Feedback Philosophically - helping students to reach their own highest potential
- -Sustainability means “support without collapse” Expanding use of best practices (implementation of writing workshops for student case reports) Staying focused on learning outcomes as we roll out new degree programs Maintaining momentum as we expand Building capacity around excellence in learning and teaching Monitoring Assessment Climate is sort of like asking, “How ready and motivated are we to do this”? Colleges can be motivated by external forces (e.g. accreditation) Plans Templates Rubrics Do we bring together faculty from across departments to talk about our goals? How well do we communicate our goals? Plans: Program Assessment Plans , Program Review Rubrics: clear expectations for learning Culture of Assessment (Lakos & Phipps, 2004): Decisions based on facts, research, and analysis Services planned and delivered in ways that maximize positive outcomes and impacts Importantly, an institution’s change strategy needs to be aligned with its culture (Kezar & Eckel, 2011) Assessment Culture (Ndoye & Parker, 2010; Lakos & Phipps, 2004) Central Elements Leadership Faculty involvement Resources Student participation Access to data Systematic use of data
- In this slide, we see that when we are running a marathon, we’ve reached the current peak of the mountain – we’ve reached our short term goal to the best of our ability, we enjoy the present moment, take a deep breath, take pride in our accomplishment and then we set our next goal. Just as we are there for our students, for our faculty, and for our staff – the team at LiveText may be viewed as partners who are vested in our success. Focus on People Support vision, goals Coach, motivate Track our progress Maintain momentum Assessment Management Systems - Should help us to ensure and improve quality and effectiveness (Suskie, 2014) They should be partners Vested in the success Seek to understand our challenges They want to climb up the hill with us We pause to explore the view from the “top” which is reflecting on what worked and what did not ( our own highest good ) in setting our next goals.
- These are some lessons that I’m learning… Build relationships Stay Positive & Focused - Negative thoughts enter each of our minds. We can practice ways to recognize negative thoughts that enter our minds, and then let them go. Even if we are not in a position of decisionmaking authority, we can still move assessment efforts forward cooperatively. We need to be patient, and courageous Show appreciation for staff/faculty This is a photo of Patricia Mon is our Administrative Assistant in our Office of Assessment and Institutional Research. In many ways, she helps hold our department together by working diligently to support implementation of LiveText, CourseEval and many projects. Be Kind. Recognize what success looks like in its many forms and celebrate it. In the bottom right photo is my cousin Alon. In my view, he is a living portrait of student success. Since Alon was a boy he has lived with Ewing’s Sarcoma. He is an amputee. Yet he is succeeding and thriving at UC Berkley with the support of his family, of his fraternity brothers and his girlfriend. For more information about Alon’s journey, visit cureourchildren.org These lessons teach me to live compassionately, starting with being grateful for all that I have.
- Please take a moment to think about something that inspires you. Considering your own role, please share ideas about how you Foster trust Form partnerships Share teaching strategies Empower others (Farkas, 2013; Driscoll and Wood, 2007) Celebrate accomplishments Encourage forgiveness, express gratitude ( Kerns, 2011)