richard stockton college of nj american association of colleges and universities general education...
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American Association of Colleges and Universities
General Education and Assessment Conference Atlanta, Georgia
American Association of Colleges and Universities
General Education and Assessment Conference Atlanta, Georgia
February 19, 2005
Assessing the Shared Learning Goals of Student and
Academic Affairs
February 19, 2005
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JAssessing the Shared Learning Goals of
Student and Academic Affairs
PresentersDr. Sonia V. Gonsalves, Professor of PsychologyDr. Jennifer Lyke, Asst. Professor of PsychologyDr. Joseph J. Marchetti, Vice Pres. for Student
Affairs
The Richard Stockton College of New Jersey
Ric
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JInstitutional Snapshot
4 year public, highly selective college
7,000 students ( 400 graduate)
2,100 residential students
Entering SAT 1133 (FTFT)
65% grad. rate (6 yr.)
83% - 1st to 3rd Sem. Retention
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JSession Objectives
Discuss learner-centered assessment as opposed to domain-centered assessment
Deconstruct general education outcomes- where does learning take place?
Share a process and outcome from Stockton
Suggest strategies for straddling the divisional fences at your institution
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De-compartmentalizing Assessment of Student
Learning
Learner assessment?– Program assessment– General education assessment– Co-curricular assessment– Writing assessment– Quantitative skills assessment– Information technology assessment
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JLearning in and out of Class
Facilitators of Learning– Instructional experiences– Social experiences– Applied experiences– Integrated and reinforcing
experiences– Development in various areas
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JPlanning for Integrated
Assessment
Integrated course outlines– Related co-curricular activities– Social and political events– Using media– Community – Related courses– Cultural and artistic events on and
off campus
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JOutcomes Assessment
Planning Process
Key performance indicators and assessment strategies How do I know what I did was effective?
• NSSE Report and other indices of performance
Linkages to budget Accountability
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JDomains that Span Divisions
Self Identity & Personal Responsibility
Cognition & Lifelong Learning
Intercultural & Interpersonal Relationships
Leadership Community Engagement &
Service Learning
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JSelf Identity and Personal
Responsibility
Exhibit intellectual competence
Pursue physical competence
Exemplify social and interpersonal competence
Identify emotions and feelings, recognizing they provide information relevant to contemplated behavior or to decisions about future plans
Incorporate coping behaviors well coordinated to personal and social ends
Seek personal identity Display a greater
capacity for tolerance and intimacy
Formulate vocational and avocational plans and interests through community engagement and service learning
Display integrity and a set of beliefs that have internal congruency
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JCognition and Lifelong Learning
Communicate effectively:
Speaking Writing Via contemporary electronic
media
Develop skills and competencies to adapt to a changing environment
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JIntercultural and Interpersonal
Relationships
Broaden knowledge of different cultures
Strengthen an understanding of cultural diversity and the complex nature of culture
Develop intercultural competencies by participating in educational programming and celebrations of cultural and ethnic events
Demonstrate sensitivity to cultural differences on a global scale
Participate in service learning and internship opportunities in agency placements that have some cultural relevance
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JLeadership
Work effectively as members of a team
Set and monitor goals for achievement and growth
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JCommunity Engagement and
Service Learning
Students will do at least 2 of following while at Stockton:
Take a course with a service-learning component Participate in a study-abroad program Participate in Washington, D.C. internship
opportunity Do an internship in the major field of study Participate in service-related workshops (ULTRA) Do community service work: 1 semester or
summer Participate in the externship program
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JCase Study
Take 10 minutes to discuss one of the outcomes with 2 or 3 others and list the possible contributing experiences that students could have to achieve this outcome.
How could we quantify the relative impact of these experiences?
How & when should we assess the outcome?
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JLet’s Regroup
Sharing/Discussion of Some Contributing Experiences
and Assessment Strategies
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JAssessment Across Domains
Targets learner in multiple contexts
Utilizes evaluation by multiple sources
Validates institutional efforts to facilitate student development
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Example – Community Engagement and Service
Learning
Target outcomes:Strengthen students’
relationships with community
Enrich students’ educational experiences
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JAssessment Strategies
Student feedback: Course evaluation ULTRA evaluation NSSE
Instructor evaluation: Course assessment Service-learning feedback
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JAssessment Strategies
(cont.)
Administrative evaluation: Enrollment in
service- learning courses and internships
Student involvement in organizations and
community activities
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JOutcomes
More thoroughly describe student experience
Provide information about utilization and efficacy of opportunities for student development across domains
Produce data to inform institutional development
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JSession Wrap-Up
Did we meet our objectives? Evaluation Adjournment