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August 4, 2011 University of Oregon | Division of Student Affairs. Student Affairs Assessment summit. 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

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student affairs assessment summit
August 4, 2011

University 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

Welcome and Agenda
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

Learning outcomes
recognizing resources
Recognizing Resources

Joe Levy, StudentVoice

recognizing resources7
Assessment Team

Assessment Fellows

  • AlisiaCaban
  • Annie Carlson
  • Consuela Perez-Jefferis
  • Gretchen Jewett
  • John Hollan
  • Mandy Devereux
  • Margaret Veltman
  • Paula Staight
  • Tiffany Lundy
  • DaniAmtmann
  • ChelseyAugustyniak
  • Rachel Basolo
  • Brian Reece
  • AlisiaCaban
  • Annie Carlson
  • Kristen Gleason
  • Brent Harrison
  • Ramah Leith
  • Tiffany Lundy
  • Laura Morris
  • Erik Sorenson
  • Jennifer Summers
  • Tamarra White
  • Joel Woodruff
Recognizing resources
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
common language10

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).

Common Language
planning and assessment process

Planning and Assessment Process

Assessment is not an extra task, it is a way of being

shared outcomes

Results-Oriented Goals Learning

    • Performance or Service Outcomes
    • Student Learning Outcomes
Shared Outcomes
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
Institutional Mission
division learning domains

Healthy and Successful Lifestyles

Multicultural Experience

Sustainability and Stewardship

Leadership, Civic and Global Engagement

Division Learning Domains
department outcomes
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

What division learning domains intersect with your department mission?

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

Create department learning areas.

Define what theories you use to teach in outcome areas.

Create shared department understanding of learning area area based on theory.

Steps to Defining Department Learning Areas
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: Holden Center
example residence life

Intellectual Connections

  • Global Citizenship
  • Self & Community
  • Integrity and Intention
Example: Residence life
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.
Intellectual Connections
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
Global Citizenship
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
Self & 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
Integrity & Intention
review aligning
Review: Aligning

Assessment and Planning Cycle Occurring at Every Level