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The Gateway Project: Learning and Assessment in a Student Life Leadership Program. Eva Frey Johnson, Director Student Involvement & Leadership/Diversity Center Pacific Lutheran University. Defining the Mission. The mission of Pacific Lutheran University is:

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the gateway project learning and assessment in a student life leadership program

The Gateway Project: Learning and Assessment in a Student Life Leadership Program

Eva Frey Johnson, Director

Student Involvement & Leadership/Diversity Center

Pacific Lutheran University

Session 3E, Frey Johnson

defining the mission
Defining the Mission

The mission of Pacific Lutheran University is:

“to educate students for lives of thoughtful inquiry, service, leadership and care – for other persons, for their communities and for the earth.”

Session 3E, Frey Johnson

learning assessment at plu
Learning & Assessment at PLU
  • Learning
    • Occurs across University departments and divisions and involves the whole student
    • Programs and staff interactions offer “scaffolding,” or structure and expectations, related to student learning
    • Development is a distinct, parallel process
  • Assessment
    • A powerful tool to enhance understanding of our students, shape our approach, and refine and celebrate our daily work with students

Session 3E, Frey Johnson

context synergy
Context & Synergy
  • PLU 2010
    • Underscored the value of campus-wide partnerships and the importance of purposeful learning
  • Youth Leadership Initiative Framework
    • Developing learning outcomes for the co-curriculum
  • Wild Hope Project
    • Supporting vocational exploration across the University
  • First Year Experience
    • Collaboration among faculty and staff
    • Shared experiences, such as the Summer Reading Program

Session 3E, Frey Johnson

guiding frameworks
Guiding Frameworks
  • PLU Integrated Learning Objectives
  • Learning Reconsidered (2004)
  • M. Baxter Magolda, S. Daloz Parks, Robert Kegan, others

Session 3E, Frey Johnson

integrated learning objectives ilos
Integrated Learning Objectives (ILOs)
  • Approved by the Faculty Assembly (1999)
  • Provide a common language and educational philosophy across the University
  • Assist with assessment of student learning
  • PLU graduates should demonstrate:
    • Critical reflection
    • Expression
    • Interaction with others
    • Valuing
    • Multiple Frameworks

Session 3E, Frey Johnson

learning reconsidered
Learning Reconsidered
  • Learning Reconsidered (ACPA & NASPA, 2004) calls for a collaborative, integrated approach to educating the whole student.
  • Learning Outcomes:
    • Cognitive complexity
    • Knowledge acquisition, integration, and application
    • Humanitarianism
    • Civic engagement
    • Interpersonal and intrapersonal competence
    • Practical competence
    • Persistence and academic achievement

Session 3E, Frey Johnson

history of student leadership at plu
History of Student Leadership at PLU

Pre 2002: ASPLU & Residential Life (RAs)

2002-2003: Diversity Advocates, SIL Interns

2003-04: Sojourner Advocates

2004-05: Campus Ministry, Volunteer Center

2005-2006: Leadership Fellows

2006-2007: Athletics

2007-2008: Women’s Center, Student Media

Session 3E, Frey Johnson

connecting learning across contexts
Connecting Learning Across Contexts
  • Goals of a PLU Education
    • Integrated Learning Objectives and Co-Curricular Learning Objectives
  • Learning/Developmental Experiences:
    • Curricular
    • Co-Curricular
    • Leadership

Session 3E, Frey Johnson

mapping student leadership
Mapping Student Leadership

Emerging Leaders Program

ASPLU New Student Senator

Clubs/Orgs

Involvement

or

Leadership

J-Term RA

Spring Semester RA

ASPLU Senate

Executive ASPLU, Student Media, RHA, Club/Orgs Positions

Campus Ministry, Athletics Advisory Council,

Diversity Advocates, SIL Interns,

Student Orientation Coordinators, SAPET,

Sojourner Advocates, Leadership Fellows,

Volunteer Coordinators

Session 3E, Frey Johnson

common fall leadership training
Common Fall Leadership Training
  • The Division of Student Life recently developed a common student leadership curriculum, which includes Common Fall Training for student leaders.
  • This shared approach positions student leaders within a“leadership cohort” rather than organizational groups, encourages them to view one another as knowledgeable resources and critical partners, and creates a more seamless experience.

Session 3E, Frey Johnson

emerging leaders
Emerging Leaders
  • Semester-long program, which fosters leadership skills for first year students
  • Focus on self-awareness and promoting learning through reflection and group discussions
  • J-Term Initiative
    • Weekly meetings to explore what it means to be a student leader
    • Exposure to staff and faculty, connecting with other student leaders, and learning about campus leadership opportunities

Session 3E, Frey Johnson

blueprints
Blueprints
  • A reflective leadership experience centered around the Integrated Learning Objectives
  • Grounded in the students’ experience:
    • Students set goals, track progress and design a campus program

Session 3E, Frey Johnson

assessment of leadership experiences
Assessment of Leadership Experiences
  • Talent Inventory
    • Attempted Fall 2006
  • Mid-Year Assessment
    • February 2007
  • Rubrics
    • New for 2007-08

Session 3E, Frey Johnson

talent inventory
Talent Inventory
  • A self-assessment tool for students derived from the Integrative Learning Objectives.
  • Students determine their level of effectiveness from the following scale: Unacceptable, Below Expectations, Meets Expectations, Mastery.
  • Students also discuss their assessment with a partner. Example prompt:
    • Which talents do you consider most important to your success as a student leader in the coming year? Why?

Session 3E, Frey Johnson

mid year assessment
Mid-Year Assessment
  • Students complete a four-question assessment and discuss their answers with their supervisor. The questions build upon one another and encourage reflection and self-understanding.
  • Focus: How has the student developed as a leader
    • List 10 highlights from school year.
    • Choose 3 highlights; for each, list 10 reasons why it is a highlight for you.
    • What themes or trends do you notice from above?
    • What does this tell you about how you have grown as a student leader?

Session 3E, Frey Johnson

rubrics
Rubrics
  • Benchmarks are imperative to understanding student learning, from both the student and staff perspective. They help students identify strengths and weaknesses and allow staff to improve current initiatives.
  • Rubrics should be concise, universal, and firmly grounded in the university’s values.

Session 3E, Frey Johnson

developing resources
Developing Resources
  • www.plu.edu/~sil
  • Learning through Leadership link

Session 3E, Frey Johnson

challenges
Challenges
  • Common Language among Student Affairs and academic units
  • Rebalancing professional priorities and resources
  • Helping students reframe their worlds to move through process developmentally and with support and challenge

Session 3E, Frey Johnson

questions
Questions?

For a copy of this presentation or for more information contact:

Eva Frey Johnson, Director

Student Involvement & Leadership/Diversity Center

johnsoer@plu.edu

www.plu.edu/~sil

Session 3E, Frey Johnson