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Janvier Jones, MS Carrie Nepstad, MS Patriciat Perez, PhD

Assessing Student Learning Outcomes on Diversity at the Institutional, Program, & Classroom Level and Using Assessment Information to Support Individual Learners. Janvier Jones, MS Carrie Nepstad, MS Patriciat Perez, PhD.

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Janvier Jones, MS Carrie Nepstad, MS Patriciat Perez, PhD

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  1. Assessing Student Learning Outcomes on Diversity at the Institutional, Program, & Classroom Level and Using Assessment Information to Support Individual Learners Janvier Jones, MS Carrie Nepstad, MS Patriciat Perez, PhD

  2. “Human Diversity” describes variations within the full range of cognitive, behavioral and psycho-social practices through which human beings share life in common spaces. Experiences of diversity include race, ethnicity, gender, religion, socio-economic status, sexual orientation, physical attributes and disabilities, age, health, language, education, political beliefs and other differences in cultural expression and tradition. – Harold Washington College 2008-2010 Course Catalogue p.153.

  3. General Education SLOs on Diversity: Upon completion of significant educational experiences at HWC, students will: • Analyze and discuss contemporary multicultural, global, and international questions in a diverse setting; • Identify and respect that there are various ways of thinking, communicating, and interacting, for example, by working with culturally diverse groups towards a larger goal; • Evaluate diverse moral and intellectual perspectives, principles, systems, and structures; • Articulate the value of cross cultural campus and community activities and their impact on the lives of others. (HWC 2008-2010 Course Catalogue p152).

  4. To what extent have you experienced the following with students of a racial and/or ethnic group OTHER than your own? Total Respondents 887 (Often, Sometimes, Don't Know, Rarely, Never) Dined or shared a meal. 33% (293) 37% (331) 9% (81) 12% (105) 9% (77) 887 Had meaningful and honest discussions about racial and/or ethnic relations outside of class. 28% (247) 38% (338) 10% (92) 16% (139) 8% (71) 887 Shared personal feelings and problems. 31% (272) 39% (347) 9% (81) 13% (114) 8% (73) 887 Studied or prepared for class. 32% (284) 39% (342) 11% (98) 11% (98) 7% (65) 887 Socialized or partied. 32% (283) 39% (342) 9% (83) 13% (112) 8% (67) 887 Had intellectual discussions outside of class. 31% (275) 38% (335) 10% (90) 14% (122) 7% (65) 887

  5. If I Had a Hammer… The Right Tool for the Right Job

  6. “If the only tool you have is a hammer, you treat everything like a nail.” Abraham Maslow

  7. “But what if you have a whole lot of nails and no hammer…?” Perplexed Child Development faculty

  8. The Rationale The rationale for the project’s dual focus on assessment and diversity is reflective of a firm commitment to these concepts as outlined in: • the mission statement of Harold Washington College • the assessment plans of both the Applied Science department and the Child Development program • The National Association for the Education of Young Children (NAEYC) Standards for Professional Preparation for early childhood programs at colleges and universities

  9. The Rationale The dual focus on assessment and diversity is also in response to: • Info gathered from the Diversity Survey • NAEYC accreditation criteria • Child development syllabi • Classroom experiences

  10. Building on diversity at all levels • District level • Standardized course outlines included language outlining course goals and SLOs • Inclusion of some diversity language offered a starting point from which to move forward. • Institutional level • Assessment committee diversity outcomes for general education courses • Much more specific and focused used as course goals • Program level • NAEYC standards reflected in already existing learning outcomes • Inclusion of diversity specific SLOs to make explicit the expectations in this area

  11. Firm foundations • Assessment Committee Diversity SLOs reworded to form course goals • Analyze and discuss (Introduce) contemporary multicultural, global, and international questions in a diverse setting. • Identify and respect that there are (Facilitate) various ways of thinking, communicating, and interacting for example by working with culturally diverse groups toward a larger goal. • Evaluate (Explore) diverse moral and intellectual perspectives, principals, systems, and structures. • Articulate (Examine) the value of cross-cultural campus and community activities and their impact on the lives of others.

  12. Firm foundations • Diversity specific SLOs for Child Development 101 • SLO 1A. Students will be able to identify cultural factors that affect the theory and practice of child development today. • SLO 1B. Students will compare and contrast current child-bearing and child-rearing practices from varying cultural perspectives. • SLO 1C. Students will compare and contrast diverse family systems that exist within today’s societies. Note: Diversity SLOs above specifically related to the pilot assignment.

  13. Hitting the nail on the head • Designing a tool to measure diversity-related student learning outcomes • Analytic rubric used to examine and measure distinct, performance-related traits • NAEYC standards and diversity learning goals used as criteria • Performance descriptors in each row outline distinct levels of proficiency for each criterion • Rubric criteria general enough to ensure the rubric could be used across the program

  14. Data from semester one

  15. Program Assessment: Supporting Individual Learners

  16. Supporting Individual Learners • Tenure project:Development of a Relationship-based Model to Increase Support and Retention for Child Development Students • Background and Significance

  17. Supporting Individual Learners • Objectives • Establish mentor-student relationships/one-on-one meetings with faculty • Develop pilot (Phase I and Phase II) using the Student Professional Behavior Summary (SPBS)

  18. Supporting Individual Learners • Methodology-Phase I and Phase II • Sample: Women, 15 participants (Phase I), 31 participants (Phase II) • Phase I-SPBS completed for CD 107 (Fall 2008) • Phase II-SPBS completed for CD 120/262 with meeting (Fall 2009)

  19. Supporting Individual Learners • Results • Problem questions: “demonstrates any other inappropriate or unprofessional behavior” • Per report, students liked the idea of meeting with faculty more often • More varied responses based on Phase I and Phase II

  20. Supporting Individual Learners • Next steps • Other faculty on board with process • Create “Professionalism Rubric” based on NAEYC Standard 5-Becoming a Professional • Implement in selected courses use of Rubric

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