Anjuli Martin Phillip Lundquist
Whitman College
NWACUHO Vancouver , BCFebruary 14 t h 2011
RA LEARNING OUTCOMES: A YEAR
IN THE MAKING
PRESENTATION OUTLINE
Set context
Relevant development theory
Development of RA learning outcomes
Practical use of these learning outcomes
Review of year 1
Discussion
Conclusion
Provide a model for developing learning outcomes and their assessment
Share ways in which we are improving the process after a year of use
Start a dialogue amongst various institutions on diff erent perspectives and techniques regarding learning outcomes
GOALS
Whitman College is a private liberal arts college in Walla Walla, Washington
1450 student population, 57% female, 43% maleBetween 800 and 850 students live in campus
residence halls as part of a 2 year on-campus living requirement
2 all-fi rst year halls, 3 mixed year halls, 4 all-upperclass halls, and an Interest House Community of 11 themed houses
7 bachelor level Resident Directors37 Resident Assistants, based on the calendar year
2 week training session in January, 1 week training in August
Sophomore/junior and junior/senior timeframe
RESIDENCE LIFE AT WHITMAN
Whitman College is committed to providing an excellent, well-rounded liberal arts and sciences undergraduate education. It is an independent, nonsectarian, and residential college. Whitman off ers an ideal setting for rigorous learning and scholarship and encourages creativity, character, and responsibility.
Through the study of humanities, arts, and social and natural sciences, Whitman’s students develop capacities to analyze, interpret, criticize, communicate, and engage. A concentration on basic disciplines, in combination with a supportive residential life program that encourages personal and social development, is intended to foster intellectual vitality, confidence, leadership, and the fl exibility to succeed in a changing technological, multicultural world.
MISSION STATEMENT
LEARNING OUTCOMES AT WHITMAN
Learning Reconsidered (ACPA/NASPA, 2004) was the impetus for conversation of learning outcomes in Student Aff airs in 2005
In fall of 2007, as part of accreditation process, it was recommended to do an outcome based assessment, and to show how it improves the program
Various Student Aff airs departments on campus with learning outcomes: Student Activities Reid Campus Center Associated Students of Whitman College (ASWC) Whitman Events Board (WEB) Outdoor Program Post Offi ce
Quality of Life and Learning – beginning in 1996, amended in 2008 to add student learning outcomes
LEARNING OUTCOMES AT WHITMAN
Work on learning outcomes in Residence Life began in 2006 Learning in Residence Halls was developed in 2007
Identity Formation, Emotional and Cognitive Learning, Behavioral Learning, and Meaning Making Processes are the framework for learning
The 7 broad student learning outcomes from Learning Reconsidered were used to develop the outcomes we hope our residents gain from living in residence halls Cognitive Complexity; Knowledge Acquisition, Integration, and
Application; Humanitarianism; Civic Engagement; Interpersonal and Intrapersonal Competence; Practical Competence; and Persistence and Academic Achievement
Results from The Quality of Life and Learning survey are used to help assess these outcomes
Having developed the outcomes on a macro level for students within the Residence Life program, the next step was the micro level of student staff within the program - RAs
Learning Reconsidered (ACPA/NASPA, 2004) “The new concept of learning recognizes the essential
integration of personal development with learning; it reflects the diverse ways through which students may engage with the tasks and content of learning. Student learning produces both educational and developmental outcomes…” (p.5)
Learning Reconsidered 2 (ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, NIRSA, 2006) “[Students] acquire knowledge and integrate it with their
experience in leadership programs, community service, and student government activities. They learn about themselves when an event fails, when they struggle to work with others who are different from them, or when they experience the success of a group project.” (p.11)
RELEVANT DEVELOPMENT THEORY
RELEVANT DEVELOPMENT THEORY
“…complex learning is a goal of higher education it is important to create learning outcomes that challenge students to emerge from their embeddedness by connecting to their cognitive, interpersonal, intrapersonal dimensions of development.” (LR2, p28)
Kolb’s Learning Cycle Concrete experience
Reflective observation
Abstract conceptualization
Active experimentation
Map the RA Learning Environment
Develop a general list of RA Learning Outcomes Brainstorm as a group where learning happened for RAs
Condensed our list From 44 to 28
Classifi ed into 5 general categories
Developed procedures for assessing RA Learning Outcomes Created a form for RA self assessment and RD assessment of RAs Engaged in discussion and reflection with RAs based on the
assessments
DEVELOPMENT PHASE
Community Development and Leadership
Self Knowledge, Awareness, and Competence
Interpersonal Skills, Assertion, and Confl ict Management
Crisis and Emergency Management
Organization, Administrative Skills, and Campus Awareness
5 CATEGORIES
HOW WE USE THESE OUTCOMES
RAs self-assess three times in the RA year
RD assess three times in the RA year
1 on 1 conversations with RAs Compare/contrast RD assessment with RAs assessment Discussion of RAs self assessment, with constructive
feedback
Compiling information on RA learning
USE OF OUTCOMES IN YEAR 1
STATISTICS
We saw signifi cant (p<.05) growth in all areas in the RAs self-assessment with two exceptions: Manage a budget for programming and community development
(as applicable) Hold themselves accountable for job duties and responsibilities
We saw signifi cant growth (p<.05) in the RDs assessment of the RAs in all areas with two exceptions Hold residents accountable for upholding community standards Manage emotions in times of stress and crisis
In the December reporting, RAs marked themselves signifi cantly higher than their RDs did (p<.05) in several areas across all 5 categories All but two in Interpersonal Skills, Assertion, and Conflict
Management RDs did not mark RAs significantly higher than the RAs self
reported
What functioned well? Provided self-reflection for RAs during over the course of
the year
Provided structure for facilitated evaluations
Helped our program assess what our RAs are actually learning and where they still need improvement
REVIEW OF YEAR 1
What could be improved? Uniform use of assessments by RDs
Adding more assessments throughout the RA year
Changing rating system from a number scale to letter system
Allowing blind assessment – not seeing previous assessments
Clear purpose - framing intentions, purpose and uses
REVIEW OF YEAR 1
<<new form>>
What does the data tell us? More discussions with staff about being more proactive in
holding their residents accountable.
How to instill a sense of accountability in the RA position?
RDs need to determine best way to evaluate managing emotions and standardize definitions
Continuing discussion of perception of self vs. that of RDs
Our RAs learned and grew significantly over the course of the year
REVIEW OF YEAR 1
Have other institutions developed RA learning outcomes?
What assessment techniques have been eff ective at your institution?
What diff erent techniques have you used?
How did your process diff er from ours?
DISCUSSION QUESTIONS
What do you expect your RAs to learn during their year in the position and how do you assess that learning?
What tools/techniques utilized at Whitman do you think would be helpful when developing learning outcomes at your institution?
What other tools/techniques might you use to develop learning outcomes?
How might the process of developing learning outcomes be diff erent for diff erent programs and at bigger/public/non-liberal arts institutions?
DISCUSSION QUESTIONS
CONCLUSION
Learning outcomes are a valuable tool to assess RA learning
They are a valuable tool for supervisors to help foster growth and refl ection for RAs
Format and structure of assessment tools impact their eff ectiveness and need review regularly
Consistent approach by supervisors helps to provide a clear purpose
Development and implementation of learning outcomes diff ers depending on program needs and institution
Questions? Thank you for coming!