viheatheatheh designing and assessing learning outcomes for co-curricular sustainability programs...
TRANSCRIPT
ViHeatHeatheh
Designing and Assessing Learning Outcomes for Co-curricular Sustainability Programs
AASHE Conference: October 27, 2014
Heather Spalding, Sustainability Leadership and Outreach CoordinatorDilafruz Williams, Professor, Leadership for Sustainability EducationVicki Wise, Director, Assessment and Research, Enrollment
Management and Student Affairs
Agenda
• Introductions • Transformative learning outside the classroom• PSU case study• Creating outcomes• Assessing learning• Group activity• Q & A
What are Co-Curricular Programs?
What are examples of your activities and programs?
What is the value to the student?
PSU: Case Study
• 29,000 students• Urban, downtown
campus• Non-traditional campus• “Let Knowledge serve
the city”• Sustainability central to
mission
Sustainability Leadership Center“An accessible hub that integrates sustainability with the student experience throughtransformational learning opportunities”
Core Programs• Sustainability Volunteer Program• Student Sustainability leadership
Council• EcoReps• Internships and paid positions• More…
Example Activities• Events• Workshops• Retreats• Discussion courses
The Value of Co-Curricular Programs“Learning, development and identity...are interactive and
shape each other as they evolve”.
For transformative learning to occur, students must:
1) enter a state of relaxed alertness 2) participate in an orchestrated immersion in a complex experience around the subject 3) engage in active processing or reflection about the experience
Co-curriculars help students derive meaning from their life experiences.
(Keeling 2006)
How do we know it is a transformative experience?
This idea of a fundamental change in perspective or frame of reference (King, 2002) is at the heart of transformative learning. When someone undergoes such a change, [they have] in essence, “transformed” [their] view of self or of the world or of how [they] interact with others and [their] environment.
(King 2002)
What is a Learning Outcome (LO)?
The knowledge, skills, and abilities that students have attained as a result of their involvement in a particular set of educational experiences.
(Shuh and Upcraft 2001)
Benefits of Measuring Learning OutcomesOrganization
• To align program content and delivery with larger mission,
vision and values
• To generate evidence to guide decision making and strategic
planning
• To justify our resource use, we need to know our impact
Students
• To transform and advance student learning, we need to know
what works
• To empower and give voice to students
• To improve the effectiveness of our programs and services
Learning Outcomes Design Process
Winter 2010 Summer 2011 Fall 2011 Spring 2012 2013
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efine
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Additio
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Principles for Designing LOs
1. Use the design process as a learning experience2. Convene a working group3. Clarify purpose in designing learning outcomes4. Begin with what is already known5. Align to institutional goals and vision6. Find common themes across a variety of sources7. Compile competencies8. Consider stages of identity development
What are some qualities of a student leader?
What are some qualities of a sustainability leader?
Background Research
• Change Agent Abilities (ACPA)• National standards for student leadership
programs (CAS)• Relational Leadership Model (Komives)• The Five Ecoliterate Practices (Center for
Ecoliteracy)
* See handout for detailed information
Example learning activities
Social Sustainability Month
Garden Task Force
Meeting with Campus Planners
Assessment Practice
(EMSA Portland State, 2014)
Assessment activities
• Journaling and written reflection• Artistic reflection• Mid-term reflections• Photos• Legacy projects & transition binders• Pre- & post-surveys
ActivityReflect on assessment of learning outcomes in your
student leadership programs.
In pairs, discuss:
1. How are you currently measuring the impact of your programs and activities on student learning?
2. How can today’s workshop help you strengthen your student programs and activities?
ReferencesAssessment Planning and Practice (2014). Portland State Enrollment Management &
Student Affairs. http://www.pdx.edu/studentaffairs/assessment-planning-and-practice
Council for the Advancement of Standards in Higher Education – CAS (2003). The role of student leadership programs: CAS standards contextual statement. http://www.cas.edu/getpdf.cfm?PDF=E86F4088-052E-0966-ADCB25F2A9FE7A70
Center for Ecoliteracy (2012). The five ecoliterate practices. Retrieved from http://www.ecoliteracy.org/essays/five-ecoliterate-practices
Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: A practical guide to implementing a campus-wide focus on the student experience. Washington, D.C.: NASPA.
King, K. P. (2002). A journey of transformation: A model of educators’ learning experiences in educational technology. In J. M. Pettit & R. P. Francis (Eds.). Proceedings of the 43rd Annual Adult Education Research Conference, (pp. 195- 200). Available: http://www.adulterc.org/Proceedings/2002/papers/King.pdf
Komives, S, Lucas, N., & McMahon, T. (1998). Exploring leadership: For college students who want to make a difference. San Francisco: Jossey-Bass.
Task Force on Sustainability Change Agent Skills (2014). ACPA-College student educators international. http://www.myacpa.org/files/changeagentskillspdf
