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

Session 3E, Frey Johnson 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 (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 Pre 2002: ASPLU & Residential Life (RAs) : Diversity Advocates, SIL Interns : Sojourner Advocates : Campus Ministry, Volunteer Center : Leadership Fellows : Athletics : Women’s Center, Student Media

Session 3E, Frey Johnson 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 Emerging Leaders Program J-Term RA ASPLU New Student Senator Spring Semester RAASPLU Senate Clubs/Orgs Involvement or Leadership 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  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  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  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  Talent Inventory Attempted Fall 2006  Mid-Year Assessment February 2007  Rubrics New for

Session 3E, Frey Johnson 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  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  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   Learning through Leadership link

Session 3E, Frey Johnson 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? For a copy of this presentation or for more information contact: Eva Frey Johnson, Director Student Involvement & Leadership/Diversity Center