Richard Stockton College of NJ American Association of Colleges and Universities General Education and Assessment Conference Atlanta, Georgia February.

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American Association of Colleges and Universities

General Education and Assessment Conference Atlanta, Georgia

American Association of Colleges and Universities

General Education and Assessment Conference Atlanta, Georgia

February 19, 2005

Assessing the Shared Learning Goals of Student and

Academic Affairs

February 19, 2005

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JAssessing the Shared Learning Goals of

Student and Academic Affairs

PresentersDr. Sonia V. Gonsalves, Professor of PsychologyDr. Jennifer Lyke, Asst. Professor of PsychologyDr. Joseph J. Marchetti, Vice Pres. for Student

Affairs

The Richard Stockton College of New Jersey

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JInstitutional Snapshot

4 year public, highly selective college

7,000 students ( 400 graduate)

2,100 residential students

Entering SAT 1133 (FTFT)

65% grad. rate (6 yr.)

83% - 1st to 3rd Sem. Retention

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JSession Objectives

Discuss learner-centered assessment as opposed to domain-centered assessment

Deconstruct general education outcomes- where does learning take place?

Share a process and outcome from Stockton

Suggest strategies for straddling the divisional fences at your institution

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De-compartmentalizing Assessment of Student

Learning

Learner assessment?– Program assessment– General education assessment– Co-curricular assessment– Writing assessment– Quantitative skills assessment– Information technology assessment

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JLearning in and out of Class

Facilitators of Learning– Instructional experiences– Social experiences– Applied experiences– Integrated and reinforcing

experiences– Development in various areas

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JPlanning for Integrated

Assessment

Integrated course outlines– Related co-curricular activities– Social and political events– Using media– Community – Related courses– Cultural and artistic events on and

off campus

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JOutcomes Assessment

Planning Process

Key performance indicators and assessment strategies How do I know what I did was effective?

• NSSE Report and other indices of performance

Linkages to budget Accountability

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JDomains that Span Divisions

Self Identity & Personal Responsibility

Cognition & Lifelong Learning

Intercultural & Interpersonal Relationships

Leadership Community Engagement &

Service Learning

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JSelf Identity and Personal

Responsibility

Exhibit intellectual competence

Pursue physical competence

Exemplify social and interpersonal competence

Identify emotions and feelings, recognizing they provide information relevant to contemplated behavior or to decisions about future plans

Incorporate coping behaviors well coordinated to personal and social ends

Seek personal identity Display a greater

capacity for tolerance and intimacy

Formulate vocational and avocational plans and interests through community engagement and service learning

Display integrity and a set of beliefs that have internal congruency

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JCognition and Lifelong Learning

Communicate effectively:

Speaking Writing Via contemporary electronic

media

Develop skills and competencies to adapt to a changing environment

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JIntercultural and Interpersonal

Relationships

Broaden knowledge of different cultures

Strengthen an understanding of cultural diversity and the complex nature of culture

Develop intercultural competencies by participating in educational programming and celebrations of cultural and ethnic events

Demonstrate sensitivity to cultural differences on a global scale

Participate in service learning and internship opportunities in agency placements that have some cultural relevance

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JLeadership

Work effectively as members of a team

Set and monitor goals for achievement and growth

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JCommunity Engagement and

Service Learning

Students will do at least 2 of following while at Stockton:

Take a course with a service-learning component Participate in a study-abroad program Participate in Washington, D.C. internship

opportunity Do an internship in the major field of study Participate in service-related workshops (ULTRA) Do community service work: 1 semester or

summer Participate in the externship program

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JCase Study

Take 10 minutes to discuss one of the outcomes with 2 or 3 others and list the possible contributing experiences that students could have to achieve this outcome.

How could we quantify the relative impact of these experiences?

How & when should we assess the outcome?

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JLet’s Regroup

Sharing/Discussion of Some Contributing Experiences

and Assessment Strategies

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JAssessment Across Domains

Targets learner in multiple contexts

Utilizes evaluation by multiple sources

Validates institutional efforts to facilitate student development

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Example – Community Engagement and Service

Learning

Target outcomes:Strengthen students’

relationships with community

Enrich students’ educational experiences

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JAssessment Strategies

Student feedback: Course evaluation ULTRA evaluation NSSE

Instructor evaluation: Course assessment Service-learning feedback

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JAssessment Strategies

(cont.)

Administrative evaluation: Enrollment in

service- learning courses and internships

Student involvement in organizations and

community activities

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JOutcomes

More thoroughly describe student experience

Provide information about utilization and efficacy of opportunities for student development across domains

Produce data to inform institutional development

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JSession Wrap-Up

Did we meet our objectives? Evaluation Adjournment