Like Bonner, High-Impact is about three types of change

CommunitiesStudents Institutions

three types of change

CommunitiesStudents

Level of Work

Goals for Individual Development

Goals for Campus Development

Goals for Community

Development

Macro Community Leaders Campus as Citizen System Change

Meso

Campus-Wide Leaders

Centers of Engagement

Capacity-Building for Organizations & Collaboratives

Staff & Faculty Leaders Engaged Teaching

Evidence-based Programs &

projects

Micro Student Leaders Engaged Learning Direct Service

Institutions

Student Learning and Success

This morning, focus on a key part of why we are here

What do we have in common?

Institutional Mission Statements

Mission: Berea College

This environment frees persons to be active learners, workers, and servers as members of the academic community and as citizens of the world. The Berea experience nurtures intellectual, physical, aesthetic, emotional, and spiritual potentials and with those the power to make meaningful commitments and translate them into action. To achieve this purpose, Berea College commits itself: •To provide an educational opportunity primarily for students from

Appalachia, black and white, who have great promise and limited economic resources. •To provide an education of high quality with a liberal arts foundation and

outlook. •To stimulate understanding of the Christian faith and its many expressions

and to emphasize the Christian ethic and the motive of service to others. •To provide for all students through the labor program experiences for

learning and serving in community, and to demonstrate that labor, mental and manual, has dignity as well as utility.

Mission: Siena College

Siena College is a learning community advancing the ideals of a liberal arts education, rooted in its identity as a Franciscan

and Catholic institution. !

As a learning community, Siena is committed to a student-centered education emphasizing dynamic faculty-student

interaction. Through a blending of liberal arts and professional education, Siena College provides experiences and courses of

study instilling the values and knowledge to lead a compassionate, reflective and productive life of service and

leadership.

Mission: TCNJ

The College of New Jersey, founded in 1855 as the New Jersey State Normal School, is primarily an undergraduate and residential college with

targeted graduate programs. TCNJ’s exceptional students, teacher-scholars, staff, alumni, and board members constitute a diverse

community of learners,  dedicated to free inquiry and open exchange, to excellence in teaching, creativity, scholarship, and citizenship, and to the

transformative power of education in a highly competitive institution. The College prepares students to excel in their chosen fields and to create, preserve and transmit knowledge, arts, and wisdom. Proud of its public service mandate to educate leaders of New Jersey and the nation, the

College will be a national exemplar in the education of those who seek to sustain and advance the communities in which they live.

Mission: Washburn

Washburn University enriches the lives of students by providing opportunities for them to develop and to realize their intellectual, academic, and professional potential, leading to becoming productive and responsible citizens. We are

committed to excellence in teaching, scholarly work, quality academic and professional programs, and high levels of faculty-student interaction. We develop and engage in relationships to enhance

educational experiences and our community.

!!

In what ways can your institution’s

mission help propel community

engagement and civic learning?

Liberal Education and America’s Promise

Report, 2007

In its report, the council argued that we must fulfill the promises of education for all students who aspire to college, especially those for whom higher education is a route, perhaps the only possible route, to a better future. Based on extensive input from both educators and employers, the recommendations in the report respond to the new global challenges students will face in their roles as citizens and as workers.

- Ashley Finley, Making Progress (2013)

Surveys and reports of employers

also suggest they want

to hire individuals with these

skills

A Seven Year Longitudinal Assessment conducted of the Bonner Scholar Program called the Student Impact Survey suggested that: !

• 100% of graduates stay civically engaged

• Four years matter • Diversity contributes to

program success • Dialogue across

difference is major factor for program’s impact

• Role of mentors is another major factor for program’s impact

The 2010 Bonner Alumni Survey suggested that: !

• Graduates are showing characteristics of civic-minded graduates and professionals

• Program impacted their career and work choices

• Structured and unstructured reflection magnified gains and impacts

• Program impacted their sense of well-being (equanimity) !

!

leverage our learning and experience

High-Impact is also about taking proven practices to scale

For Discussion: •What are the external

sources of guidance and validation (AAC&U, CUR, NASPA) about student learning and outcomes? •Who is at the table? •How might you leverage

external validators? !

High-Impact Practices•Generated from the Liberal Education and

America’s Promise (LEAP) Initiative, a project of the American Association of Colleges and Universities (AAC&U)

•Proven to be effective with higher than expected student learning and success

•This is especially so for students for students who start further behind

•All of them can connect with community engagement

High-Impact Practices• first year seminars • common intellectual experiences  • place-based education • learning communities  • writing-intensive courses • collaborative assignments & projects  • undergraduate research • diversity/global learning  • internships & project-based learning • service-learning & community-based learning • capstone courses & projects • deliberative dialogues

Data from the National Survey of Student Engagement (NSSE) provide a detailed look at the multidimensional effects of high-impact practices on student learning. These practices—including learning communities, first-year seminars, service-learning, undergraduate research, and capstone experiences—have been found to positively affect gains across several broad dimensions of learning, such as deep learning and “gains in practical competence.” !

- Ashley Finley, Making Progress (2013)

Moreover, the NSSE data suggest that participation in high-impact practices may be even more beneficial to students from historically underserved populations, particularly students of color. In terms of both grade point average and retention, these students made greater gains than their traditionally more advantaged counterparts. A recent analysis of NSSE data across three public state university systems yielded similar findings in terms of the broad impact of these practices on learning gains for students overall. !

- Ashley Finley, Making Progress (2013)

• The majority of students do not currently participate in high-impact practices.

• Little is actually known about the impact of these practices on particular learning outcomes for underserved students. Research for these students is predominantly focused on grade point average or rates of retention, persistence, and graduation

• Third, campuses must begin to more intentionally link student participation in high-impact practices with institutional learning outcomes.

!!!- Ashley Finley,

Making Progress (2013)

Caryn McTighe Musil

• Senior Scholar and Director of Civic Learning and Democracy at the Association of American Colleges and Universities

• Chief author of A Crucible Moment

• Leads multi-project national initiative, the Civic Learning and Democratic Engagement project, in which the Bonner Foundation participates

• Faculty member in Women’s Studies

Outcome-Based Project Design

• Using the VALUE (Valid Assessment of Learning in Undergraduate Education) Rubrics

• Show you a process • Model it, using the knowledge of your

group

Pick 1 of 4 HIPs

1.First-Year Seminar 2.Learning Community 3.Service-Learning Course 4.Capstone

!

!

Try it out using Civic Engagement Rubric p.71. Diversity of Communities and

Cultures 2. Analysis of Knowledge 3. Civic Identity and Commitment 4. Civic Communication 5. Civic Action and Reflection 6. Civic Contexts/Structures

!

Try it out using Civic Engagement Rubric p.7

Capstone 4

Milestones 3 2

Benchmark 1

Diversity of Communities and Cultures

Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity.

Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures.

Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures.

Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures.

Analysis of Knowledge 

Connects and extends knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and government.

Analyzes knowledge (facts, theories, etc.) from one's own academic study/field/discipline making relevant connections to civic engagement and to one's own participation in civic life, politics, and government.

Begins to connect knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to tone's own participation in civic life, politics, and government.

Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government.

Civic Identity and Commitment

Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a reinforced and clarified sense of civic identity and continued commitment to public action.

Provides evidence of experience in civic-engagement activities and describes what she/he has learned about her or himself as it relates to a growing sense of civic identity and commitment.

Evidence suggests involvement in civic-engagement activities is generated from expectations or course requirements rather than from a sense of civic identity. 

Provides little evidence of her/his experience in civic-engagement activities and does not connect experiences to civic identity.

Trying it out...•read through the rubric •make sense of it •share examples (especially

students) •discuss what outcomes you

want to aim for and why

If you get done...•Try it for another rubric!

Rubric AreasCivic Engagement

!

Integrative Learning !

Creative Thinking

Integrative Learning

1.   Connections to Experience 2. Connections to Discipline 3. Transfer 4. Integrated Communication 5. Reflection and Self-Assessment

!

!

Creative Thinking1. Acquiring Competencies 2. Taking Risks 3. Solving Problems 4. Embracing Contradictions 5. Innovative Thinking 6. Connecting, Synthesizing,

Transforming !

!

Long run•developing measurement

plans •authentic evidence •e-portfolios and

presentations of work •partners, staff, peers, and

faculty involvement