Mission-Centered Learning Outcomes: Overcoming the Assessment Challenge

1. Mission-Centered Learning Outcomes: Overcoming the Assessment Challenge Diane Jonte-Pace, Vice Provost, Undergraduate Studies Carol Ann Gittens, Director of Assessment Tom Plante, Professor of Psychology

2. The Santa Clara Vision ~ “Santa Clara University will excel in educating men and women to be leaders of competence, conscience, and compassion. By combining teaching and scholarship of high quality, an integrated education in the Jesuit tradition, and a commitment to students as persons, we will prepare them for professional excellence, responsible citizenship, and service to society, especially on behalf of those in greatest need.”

3. Challenges and Strategies • Developing operational definitions of broad conceptual learning outcomes • How do we know we are graduating knowledgeable, compassionate, and engaged global citizens? • WASC Self Study Theme: “Competence, Conscience and Compassion” • Assessment of the Core Curriculum • Strategic Planning Process • Engage in meaningful and manageable assessment • Develop measureable student learning objectives language • Use existing data whenever possible • Seek combination of benchmark data and self-study data to triangulate • Engage the campus community in the effort

4. Triangulation: Three Examples • SCU Core Curriculum • Development of Learning Goals and Objectives • Example of Experiential Learning for Social Justice • Assessment Strategies being piloted in 2008-09 • National Survey of Student Engagement (NSSE) • Campus-wide survey of Compassion

5. Educating students of Competence, Conscience, and Compassion for a globalizing world • Santa Clara’s new Core Curriculum prepares students for professional excellence, responsible citizenship, and service to society, especially on behalf of those in greatest need. • Developed by a faculty committee during the 2006-2007 academic year, and approved by the Santa Clara University Board of Trustees in May 2007 • Phased in over a two-year period starting in fall quarter 2009 • Emphasizing knowledge, habits of mind and heart, and engagement with the world, the Core explores relationships among ideas and cultures; • Encourages intentional choices that bring coherence to the undergraduate experience; and it develops students’ commitments to intellectual inquiry, moral reflection, and active engagement.

6. Overarching Core Learning Goals • Knowledge • Habits of Mind and Heart • Engagement with the World

7. Learning Goals in the Core

8. The New Core

9. Engaging Faculty through Core Committees The role of the Faculty Core Committees (FCC) ~ • Clarify goals & articulate learning objectives • Measureable learning objectives statements • Utilize Bloom’s Taxonomy • Encourage faculty participation and curriculum development • Provide general recommendations for course level assessment • Review proposals for Curriculum Development funds; work with faculty who receive funding • Develop criteria for submission of syllabi for core approval • Review syllabi, recommend approval when appropriate

10. Developing Measurable Learning Objectives Experiential Learning for Social Justice 1.1     Be able to recognize the benefits of life-long responsible citizenship and civic engagement in personal and professional activities. (Civic Life) 1.2     Be able to interact appropriately, sensitively, and self-critically with people in the communities in which they work and to appreciate the formal and informal knowledge, wisdom, and skills that individuals in these communities possess. (Perspective) 1.3     Be able to recognize, analyze, and understand the social reality and injustices in contemporary society, including recognizing the relative privilege or marginalization of their own and other groups. (Social Justice) 1.4     Be able to make vocational choices in light of both their greatest gifts and the world's greatest needs. (Civic Engagement)

11. A Direct Connection to Mission • Experiencing the “gritty reality of the world,” thinking critically about the world, responding to its suffering, and engaging it constructively. ~ Fr. Peter-Hans Kolvenbach, S.J. • Experiential Learning for Social Justice (ELSJ) cultivates Social Justice, Civic Life, Perspective, and Civic Engagement. All ELSJ courses involve substantial contact with marginalized groups. • Advanced Journalism • Globalization and Inequality • Globalization and Culture Change • Teaching the Performing Arts • Intercultural Communication • Psychology of Aging • Management 8 • Casa de la Solidaridad, El Salvador • Housing and Homelessness Policy • Some Campus Ministry experiences • Ulistac Natural Area Restoration and Education Project

12. Core: Direct Assessment of Student Learning • Inform Core Area faculty of learning objectives and process • Provide Core Rubric(s) in advance to faculty • Request student permissions • Randomly select student participants and communicate names to faculty • Gather five work products from each class (a single assignment) • Schedule and invite participants to Rubric Scoring Party (compensated with stipend) • Host rubric scoring parties (begin with calibration on rubrics) • Analyze data and prepare Core report • Distribute for FCC and faculty comment • Make report public to campus community ~ post on the Web

13. Triangulation Using Existing Data: NSSE • A national effort to assess student behavior and effective educational practice (four-year institutions) • Five Benchmark Scales • Level of Academic Challenge • Active and Collaborative Learning • Enriching Educational Experiences • Supportive Campus Environment • Student – Faculty Interaction • Peer comparison group of other NSSE-participating Jesuit universities (i.e. the Jesuit consortium) selected in 2005. Consortium-specific questions administered starting in 2006.

14. NSSE Indicators: Contribution to Educational and Personal Growth “Quite a Bit” or “Very Much”: Comparison group information provided by NSSE to aid interpretation…

15. Examples of NSSE Jesuit Consortium Questions Mean comparisons: [FY] = Freshmen [SR] = Seniors

16. Internal Campus Surveys ~ Compassion • Compassion is identified as that state in which one is “being moved by another’s suffering, and wanting to help” (Lazarus, 1991, p. 289). • Relative lack of direct research on students’ compassionand the impact of college experiences on development of caring for others. • The Santa Clara Brief Compassion Scale (Hwang, Plante, & Lackey; 2008) • Compassion scores found to increase after Immersion experience (Lackey, Plante & Hwang)

17. The Santa Clara Brief Compassion Scale 1. When I hear about someone (a stranger) going through a difficult time, I feel a great deal of compassion for him or her. 2. I tend to feel compassion for people, even though I do not know them. 3. One of the activities that provides me with the most meaning to my life is helping others in the world when they need help. 4. I would rather engage in actions that help others, even though they are strangers, than engage in actions that would help me. 5. I often have tender feelings toward people (strangers) when they seem to be in need. ~ Currently being assessed longitudinally among freshmen and seniors as well as graduate / professional students on campus

18. Strategies and Solutions How can we effectively assess the “ineffable” learning outcomes that appear in our mission statements and core institutional commitments? Engage in meaningful and manageable assessment • Specificity: Develop measureable student learning objectives language • Efficiency: Use existing data whenever possible; Seek combination of sources of evidence to triangulate • Effectiveness: Engage the campus community in the evidence collection and utilization of result

19. SCU Resources on the Web • Core 2009: http://www.scu.edu/Core2009 • WASC http://www.scu.edu/WASC(select “Resources”) • Office of Assessment: http://www.scu.edu/provost/assessment/