documenting student learning in the co-curricular
DESCRIPTION
Documenting Student Learning in the Co-Curricular. ACPA April 1, 2008. Presenters: Sandi Osters, Peggy Holzweiss, Sarah Edwards. History of the Project. History and Background. Faculty Focus Groups - PowerPoint PPT PresentationTRANSCRIPT
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Documenting Student Learning in the Co-Curricular
ACPA
April 1, 2008
Presenters: Sandi Osters, Peggy Holzweiss, Sarah Edwards
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History of the Project
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History and Background Faculty Focus Groups
What do students need to know, beyond discipline specific knowledge, to be successful in their field?
Student Organization Advisors Are there common leadership skills that we want
student leaders to have at the end of their experience?
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History and Background (cont.) Brainstormed themes:
Critical thinking Communication
Written Oral Interpersonal
Diversity Project Management Teams and Groups Delegation
Effective Meetings Fiscal Management Service Risk Management Values/Mission/Goals Active Citizenship Membership Selection Reflection/Transference And more!!!
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Student Leader Learning Outcomes (SLLO)
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Purpose of SLLO
Provide consistent methods and tools for staff to use with students leaders in student
organizations, programs, or activities to help in the assessment and documentation of enhanced
learning in relation to their leadership experiences
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Learning and Development Student Learning
Learning outcomes for leadership/work experiences Assessing student learning outcomes Provide evidence of the value added by students’
leadership experiences Assist students with integrative learning Student leaders, student workers
Staff Development and Learning Change in advising styles Developing a structured language
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Structure of SLLO Involvement
Open membership Not part of anyone’s job description Cross-functional and collaborative
Organization Subcommittees for rubric development Subcommittee for marketing and outreach Subcommittee for orientation and training Subcommittee for meta-assessment SLLO meetings twice a month
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SLLO Membership to Date Student Affairs
Student Activities Leadership and Service Center Risk Management Extended Orientation Student Government Recognition
Memorial Student Center (Student Union)
Greek Life Residence Life Offices of the Dean of Student Life Health Center New Student Programs Multicultural Services Adult, Graduate, and Off Campus
Student Services Student Life Studies Recreational Sports
Other Texas A&M units Career Center Honors Office Freshman Learning Community Study Abroad
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Rubrics as Assessment Tools
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Rubric Development Process Define the skill Identify outcomes Search for resources/theories Adapt existing resources or create a new rubric Ensure cohesion between outcomes and rubric Seek feedback on the rubric Pilot test the rubric
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Rubrics for Your Campus Look at the rubric handout you received What does it mean for your institution and
culture? Define the skill set for your campus Define the outcomes for the skill set What are some resources you would use? How would you assess the skill set?
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Research Project
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Research Project Created skills assessment instrument based on
rubrics Assessing three times (Oct 2007, Feb 2008, April
2008) Student self-ratings & Advisors’ ratings of students Participants
6 high-profile student organizations specifically selected for project 3 organizations using rubrics 3 not using rubrics
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Research Questions Is there change (either direction) in assessed
skill development during the year with student leaders?
Are there differences between self-assessments and advisor-assessments on skill development?
What difference do the rubrics make to the assessments of skill development?
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Preliminary Example
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Individual Results: Female, Communications Executive, Leadership Organization
SKILLS FOR TIME MANAGEMENT Ratings for Each Skill
Beginning - October 2007
0
1
2
3
4
5
Creating a specif ic listof tasks needed to
reach a goal
Creating a timeline Completingorganizational tasks on
time
Consistently having allrelevant materials
completed and readyfor meetings
Sk
ill R
ati
ng
s
Advisor Self
SKILLS FOR TIME MANAGEMENT Ratings for Each Skill
Middle - February 2008
0
1
2
3
4
5
Creating a specif ic listof tasks needed to
reach a goal
Creating a timeline Completingorganizational tasks on
time
Consistently having allrelevant materials
completed and readyfor meetings
Ski
ll R
atin
gs
Advisor Self
Scale:
4=High Proficiency
3=Moderate Proficiency
2=Limited Proficiency
1=No Proficiency
Preliminary Data includes ratings for October 2007 and February 2008 only.
SKILLS FOR TIME MANAGEMENT Overall Means for Each Skill for All Data Collection Periods
0
1
2
3
4
5
Creating a specif ic listof tasks needed to
reach a goal
Creating a timeline Completingorganizational tasks on
time
Consistently having allrelevant materials
completed and readyfor meetings
Mea
n S
kill
Rat
ing
Advisor Self
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Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Preliminary Data includes ratings for October 2007 and February 2008 only.
Individual Results: Female, Communications Executive, Leadership Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmatio
n
Managem
ent
Appra
isin
g a
Situ
atio
n
Gro
up
Dynam
ics
Mis
sio
n &
Goals
Self
Managem
ent
Dele
gatin
g
Com
munic
atio
n
Tim
e
Managem
ent
Skill Sets
Skill R
ati
ng
Advisor Self
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Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Preliminary Data includes ratings for October 2007 and February 2008 only.
Individual Results: Female, Communications Executive, Leadership Organization
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmatio
n
Managem
ent
Appra
isin
g a
Situ
atio
n
Gro
up
Dynam
ics
Mis
sio
n &
Goals
Self
Managem
ent
Dele
gatin
g
Com
munic
atio
n
Tim
e
Managem
ent
Skill Sets
Skill R
ati
ng
Advisor Self
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Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Preliminary Data includes ratings for October 2007 and February 2008 only.
Individual Results: Female, Communications Executive, Leadership Organization
Individual ReportOverall Mean Scores for Each Skill Set for All Data Collection Periods
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Skill
Rat
ing
Advisor Self
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Preliminary Results:Not Using Rubrics
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Not Using Rubrics—Student AFemale, President, Service Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Individual ReportOverall Mean Scores for Each Skill Set for All Data Collection Periods
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Not Using Rubrics—Student BMale, Marketing Executive, Leadership Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmatio
n
Managem
ent
Appra
isin
g a
Situ
atio
n
Gro
up
Dynam
ics
Mis
sio
n &
Goals
Self
Managem
ent
Dele
gatin
g
Com
munic
atio
n
Tim
e
Managem
ent
Skill Sets
Skill R
ati
ng
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Individual ReportOverall Mean Scores for Each Skill Set for All Data Collection Periods
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Not Using Rubrics—Student CFemale, Membership Executive, Service Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Overall Mean Scores for Each Skill Set
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Preliminary Results:Using Rubrics
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Using Rubrics – Student AMale, President, Orientation Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Mana
gem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oal
s
Sel
fM
ana
gem
ent
Del
egat
ing
Com
mun
icatio
n
Tim
eM
ana
gem
ent
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Overall Mean Scores for Each Skill Set
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Using Rubrics—Student BFemale, Project Director, Leadership Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Overall Mean Scores for Each Skill Set
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Using Rubrics—Student CFemale, Marketing, Orientation Organization
Individual ReportOverall Mean Scores for Each Skill Set
Beginning - October 2007
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Individual ReportOverall Mean Scores for Each Skill Set
Middle - February 2008
0
1
2
3
4
5
Info
rmat
ion
Man
agem
ent
App
rais
ing
aS
ituat
ion
Gro
upD
ynam
ics
Mis
sion
&G
oals
Sel
fM
anag
emen
t
Del
egat
ing
Com
mun
icat
ion
Tim
eM
anag
emen
t
Skill Sets
Ski
ll R
atin
g
Advisor Self
Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency
Overall Mean Scores for Each Skill Set
0
1
2
3
4
5
InformationManagement
Appraising aSituation
Group Dynamics Mission & Goals SelfManagement
Delegating Communication TimeManagement
Skill Sets
Sk
ill
Ra
tin
g
Advisor Self
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Things We Have Learned from SLLO Good Practices
Flexible and Organic Process Grass Roots and Top Down Collaborative Supports institutional goals
Challenges We Encountered Flexible and Organic Process Staffing/Responsibility Training versus Orientation
Emphasis on Student Learning Marketing to Students
Resumé examples Student testimonials
Staff Development
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Next Steps Assessment
Research Project Analysis Focus Groups with Student Leaders Focus Groups with Advisors
Training Coaching Skills
Technology E-Portfolio Development User Interface (Blackboard)
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Questions?
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Contacts Sandi Osters
[email protected] Peggy Holzweiss
[email protected] Sarah Edwards
[email protected] SLLO Website:
http://studentlifestudies.tamu.edu/ Look for “Student Leader Learning Outcomes” link