August 4, 2011University of Oregon | Division of Student Affairs

STUDENT AFFAIRS ASSESSMENT SUMMIT

WELCOME AND AGENDA 9-9:30am Welcome

9:30-10:30am SA Co-Curriculum and Assessment

10:40-11:40am Assessment Mythbusters

11:50am-1:00pm Lunch, Owning Assessment Panel

1:10pm-2:10pm Outcomes and Measurement Toolbox

2:20pm-3:20pm Assessment in Real Life

3:30pm-4:15pm Closing

ONE WORD

As a table, please come up with one word that describes our current culture of assessment.

LEARNING OUTCOMES

Describe how institution, division and department missions inform the planning and assessment process

Summarize the planning and assessment process Understand the role of learning outcomes in

shaping student learning experiences Describe different types of data collection Locate assessment tools provided by the division

and institution Understand role in creating division culture of

assessment Meet at least one new division colleague

GENERAL HOUSE KEEPING INFORMATION

RECOGNIZING RESOURCESJoe Levy, StudentVoice

RECOGNIZING RESOURCES

ASSESSMENT TEAM ASSESSMENT FELLOWS

Alisia Caban Annie Carlson Consuela Perez-Jefferis Gretchen Jewett John Hollan Mandy Devereux Margaret Veltman Paula Staight Tiffany Lundy

Dani Amtmann Chelsey Augustyniak Rachel Basolo Brian Reece Alisia Caban Annie Carlson Kristen Gleason Brent Harrison Ramah Leith Tiffany Lundy Laura Morris Erik Sorenson Jennifer Summers Tamarra White Joel Woodruff

Dr. Paul Shang, Assistant Vice President and Dean of Students

WELCOME

COMMON LANGUAGE

Assessment – The ongoing, systematic process of collecting, analyzing, and using information about divisional, departmental, and programmatic effectiveness, in order to improve student learning (Upcraft & Schuh, 1996; Anderson, Bresciani, & Zelna, 2004).

Research – In contrast to assessment, which “guides good practice,” research “guides theory development and tests concepts” and has “broader implication for student affairs and higher education” (Upcraft & Schuh, 2001, p. 5).

COMMON LANGUAGE

Student Learning – “Learning is a complex, holistic, multi-centric activity that occurs throughout and across the college experience. Student development, and the adaptation of learning to students’ lives and needs, are fundamental parts of engaged learning and liberal education. True liberal education requires the engagement of the whole student – and the deployment of every resource in higher education” (Learning Reconsidered, 2004, p. 6).

PLANNING AND ASSESSMENT PROCESSAssessment is not an extra task, it is a way of being

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MAJOR IMPACTS OF STUDENT AFFAIRS

Retention

Engagement

Student Learning

SHARED OUTCOMES

Results-Oriented Goals Learning Performance or Service Outcomes Student Learning Outcomes

DIVISION OF STUDENT AFFAIRS LEARNING DOMAINS

Contributing to the Co-Curriculum

Institutional Mission

Student Affairs Mission

Department Mission

Department Outcomes

Assessment and Planning

Cycle Occurring at Every Level

INSTITUTIONAL MISSION

General Education Outcomes The centrality of effective communication and

language facility The moral foundations of human interaction The nature of the historical past and its

relationship to the present The diversity of human experience through the

study of various cultures The importance of modern sciences and

technology The fundamentals and interrelationship of the

human mind and body

DIVISION LEARNING DOMAINS

Healthy and Successful Lifestyles Multicultural Experience Sustainability and Stewardship Leadership, Civic and Global

Engagement

DEPARTMENT OUTCOMES Informed by the

Missions and Goals of the Institution, Student Affairs and Department.Written to demonstrate what the department will do to contribute to the Student Affairs mission, which then contributes to the Institutional Mission.Informs the development of programs and services within the department.Documented in the Department Strategic Plan

STEPS TO DEFINING DEPARTMENT LEARNING AREAS

1. What division learning domains intersect with your department mission?

2. Under the domain(s), what do you do aspire to teach students?

3. Create department learning areas.4. Define what theories you use to teach in

outcome areas. 5. Create shared department understanding

of learning area area based on theory.

EXAMPLE: HOLDEN CENTER

Division Learning Domain: Leadership, Civic and Global Engagement Department Outcome: Social Innovation

Theoretical Foundation: Social entrepreneurship Theoretical Foundation: Social justice

Department Outcome: Civic Engagement Theoretical Foundation: Social responsibility Theoretical Foundation: Service

Department Outcome: Leadership Education Theoretical Foundation: Social Change Model of

Leadership

EXAMPLE: RESIDENCE LIFE

• Intellectual Connections• Global Citizenship• Self & Community• Integrity and Intention

INTELLECTUAL CONNECTIONS

(Aka, living-learning integration, academic success)

To develop into an active and engaged learner who takes responsibilities for transformative learning at a liberal arts research university

• Intellectual openness – expresses curiosity to know more, explores and questions view of others when not logically supported, accepts constructive criticism, and examines personal views in light of new information.

• Inquisitiveness – investigates values, ideas, and thoughts with inquiry, dialogue, and debate. Identifies and pursues information to defend explanations, lines of reasoning, or arguments. Strengthens ability to analyze and integrate ideas into all areas of life.

• Problem solving –uses multiple strategies to solve problems of varying complexities.

GLOBAL CITIZENSHIP

 To develop an understanding and appreciation of human differences; cultural competency; social and civic responsibility

• Self-identity within a global and comparative context – understands different dimensions of social identity and how those impact self and others.

• Enhancing knowledge of other cultures – engages activities which enhance and integrate knowledge of multicultural perspectives.

• Living in diverse communities – understands, values and articulates the importance of living in a diverse community; actively shares responsibility for cultivating a multicultural living environment.

• Practices civic engagement – enhancing knowledge of self and others within a local and global context through service

SELF & COMMUNITY

To develop confidence and ability to be self-reliant and self-sufficient, and an awareness of the influence and impact between the individual and the community • Developing Emotional Independence – develops confidence

and ability to interpret information and make individualized decisions based on personal experience and values.

• Developing Instrumental Independence – builds a skill set that includes self-direction, problem-solving, critical thinking, transitional resilience, and idea implementation

• Interconnecting -- develops an understanding of the reciprocal interaction between one’s self and community; makes decisions informed by community standards that will have a positive impact on the community

INTEGRITY & INTENTION

To develop a lifestyle that acknowledges the dissonance and congruence between present reality and future aspirations and makes choices knowing there is a continuum of results that impact well-being

• Self Care – explores personal mental, physical, and spiritual health

• Risk Reduction – indentifies potential high-risk behaviors and takes action to mitigate harm

• Accountability – assumes responsibility for outcomes of one’s choices

REVIEW: ALIGNING

Institutional Mission

Student Affairs Mission

Department Mission

Department Outcomes

Assessment and Planning

Cycle Occurring at Every Level