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

1. 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

2. 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

3. 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

4. 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

5. Guiding Frameworks • PLU Integrated Learning Objectives • Learning Reconsidered (2004) • M. Baxter Magolda, S. Daloz Parks, Robert Kegan, others Session 3E, Frey Johnson

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. Assessment of Leadership Experiences • Talent Inventory • Attempted Fall 2006 • Mid-Year Assessment • February 2007 • Rubrics • New for 2007-08 Session 3E, Frey Johnson

15. 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

16. 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

17. 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

18. Developing Resources • www.plu.edu/~sil • Learning through Leadership link Session 3E, Frey Johnson

19. 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

20. 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