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Assessing the Whole Naz Student: Collaborating for Success

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  1. Assessing the Whole Naz Student: Collaborating for Success How we can use P@N to bring it all together

  2. Assessment needs to be like the Beatles

  3. Integration, Connection, Relationship • The new core is moving us in the direction of greater integration • We want students to not just have a series of unrelated educational experiences, we want them to be able to build relationships and articulate connections among all of their learning experiences at Naz • We also need to be able to find out if this integration is actually taking place

  4. We Have Plans and Processes for Divisional Assessment that are working for us… Documenting & Reporting Due October 1st Academic Program Assessment Cycle

  5. Academic Assessment • Nazareth College Student Learning Outcomes • Graduates of Nazareth College will… • SLO-1: … at the undergraduate level, have demonstrated a • broad and deep understanding of themselves and the • world through the multiple perspectives of the liberal arts • and sciences • SLO-2: … at all levels, have demonstrated critical thinking, • and knowledge pertinent to their respective degree program • and the demands of their discipline • SLO-3: … at all levels, be prepared to engage as informed • members of the local and global community

  6. Divisional Assessment Team

  7. We Assess the Parts, but How Will We Assess the Whole? • We need to think differently about assessment as not just seeing if students are meeting expectations in each experience • We need to work together to find out whether and how students are making connections, building relationships, and articulating integration • We need a new tool to collect work, provide space and guidance for goals and reflection as an ongoing, campus-wide process…….P@N

  8. An Opportune Moment for Collaboration Across Divisions The Core brings together faculty and staff, classroom and experiential learning. We have a unique opportunity to build on the momentum of the new core to find more ways to collaborate in our efforts to provide rich educational opportunities to all students and to work together to assess these opportunities and how they fit together for our students.

  9. Strategies for Collaboration • Experiential Learning pathway/pathway leaders from divisions use P@N and Core rubric to create aggregated assessment of EL • Work together to ensure and assess Student Success inside and outside of the classroom • Ask students to set goals and reflect on how their learning experiences help them progress in these goals

  10. What is P@N? • Portfolio@Naz • Chalk & Wire • An electronic portfolio for students • An assessment tool • A tool for reporting results

  11. What can P@N do? For Students… • Archive work (‘files’) over time • Submit files to faculty/staff to be assessed • Access archived files later to use in a Portfolio (Program, Core, Experiential Learning, Career Development, Personal Portfolio) • Track and reflect upon their own learning • Encourage integration of learning across time and divisions • Compile their work and demonstrate knowledge and skills for job applications

  12. What can P@N do? For Faculty/Staff… • Provides common interface for faculty and staff to assess student work against program SLOs, core rubrics, and professional criteria • Track student learning over time • By Particular Student Learning Outcome • By Individual Student • In Aggregate Form • Summative Program Portfolios/Capstone Experiences • Reports for Assessment/Program Review

  13. What are the benefits? • All undergraduates currently using P@N for the core • Ease of Reporting on Program’s Student Learning Outcomes to Others • Coordinating SLO Data across the College • Encouraging collaboration across divisions in the implementation and tracking of outcomes, rubrics, and assessment data • Showing Nazareth College’s unique and distinctive focus on connection and integration- including whole student growth over time

  14. Example P@N Program ToC: PFL

  15. Example EL & Career ToC

  16. Core ToC

  17. Rubrics in P@N- a way to aggregate data and experiences

  18. Where Do We start? The Three Big Questions: • What do we want our students to get out of a Portfolio? • What do we want to know about our students’ learning and the connections they are making? • What would a portfolio look like that captured the whole, complex, messy journey of a Naz student?

  19. Questions, thoughts?Answer to my riddle?