sketching our own zu design for student learning insights from: global positioning essential...
TRANSCRIPT
Sketching our own ZU Design for Student Learning Insights from: Global Positioning Essential Learning, Student Success and the Currency of U.S. Degrees97th Annual Meeting of the Association of American Colleges and Universities
San Francisco, California January 26 – 29, 2011
1
Conference Word Cloud
2
Interdisciplinary
High Impact Practices
Accountability
Intentionality
Faculty Development
Learning Outcomes
Learning-centeredRubrics
Trading Zones
IntegrationPKAL
LEAP
STEM AssessmentLumina Foundation
Competencies
Degree Qualifications Profile
Student Success
Key Highlights of the Conference•Pre-Meeting Symposium: Integrating the
Arts, Sciences and Humanities•Workshop: This is your campus on
Assessment•Academically Adrift: Limited Learning on
College Campuses•Roadmap for Student Success•Lumina Foundation’s Proposed Degree
Qualifications Profile
3
Pre-Meeting Symposium: Integrating the Arts, Sciences and Humanities
•Trade knowledge – trading zones •Different disciplines working together so that
each person has deep knowledge of own discipline, working knowledge of others’.
•Real world problems require interdisciplinary thinking and different perspectives
•Examples from different universities: DNA Dance at James Madison University; some universities use industry as outside experts who assess real-world problems assigned to students.
4
Workshop: This is your campus on Assessment•As Zayed University prepares for its 2nd
self-study for Middle-States re-accreditation, assessment is in the minds of many.
•Must address the big questions: ▫What are we doing? ▫Is what we are doing helping students
learn?
5
Approaches to Assessment
6
Cave dwellers Champions
Cultural Components of Meaningful Assessment
7
ThinkingHavingDoing
Objects & Symbols
Values & Customs
Language
Knowledge
•Different institutions create their own brand of assessment.
What is the story we want to tell?
8
What are the goals you want
to reach?
How will you know if you have good
enough evidence?
How do you plan to use the
evidence?
Basic Logic Model in Assessment
9
Inputs/Resources Activities/Processes
Outputs Outcomes
Resources needed for activities
Actions necessary to produce outputs
Products used to assess outcomes
Expected changes & Benefits
What is needed to start or keep going?
What activities need to occur to produce evidence?
What can be counted as evidence of change?
What are you trying to change?
• Human• Financial•Technology
• Written work• # hours• presentation
• Short-term• Intermediate • Long-term
Academically Adrift: Limited Learning on College Campuses
10
• Are undergraduates really learning anything once they get to college? According to Richard Arum and Josipa Roksa, the answer is no.
• According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college.
Academically Adrift: Limited Learning on College Campuses
• Arum and Roksa argue that for many faculty and administrators this finding will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
• They found the following measures associated with learning:▫ Faculty expectations ▫ Course requirements (reading and writing)▫ Studying alone▫ College majors: Social Science/Humanities and Science/Math
11
Roadmap for Student Success
Student Success
12
Essential Learning OutcomesCross Divisional Collaboration
Program IntegrationHigh Impact Practices
Assessment
Lumina Foundation: Proposed Degree Qualifications Profile•There has been a silence on the content of
student learning.•Quality of a student’s education is the key to
future opportunity for students and society alike.
•Four strategies for raising student achievement:▫Essential Learning Outcomes▫High Impact Practices▫Authentic Assessments▫Inclusive Excellence
13
Lumina Foundation: Proposed Degree Qualifications Profile•Degree Qualifications Profile defines what
US degrees at various levels (associate, bachelor and master’s ) in terms of what students know and can do with their knowledge.
•Currently, standards are measured by credit-hours.
•Degree profile sets a shared framework for high standards based on essential learning outcomes.
14
References
•www.luminafoundation.org•ww.aacu.org•AAC&U Statement on the Lumina
Foundation for Education’s Proposed Degree Qualifications Profile (January 2011)
15