Richard Stockton College of NJ American Association of Colleges and Universities General Education and Assessment Conference Atlanta, Georgia February 19, 2005 Assessing the Shared Learning Goals of Student and Academic Affairs February 19, 2005

Richard Stockton College of NJ Assessing the Shared Learning Goals of Student and Academic Affairs Presenters Dr. Sonia V. Gonsalves, Professor of Psychology Dr. Jennifer Lyke, Asst. Professor of Psychology Dr. Joseph J. Marchetti, Vice Pres. for Student Affairs The Richard Stockton College of New Jersey

Richard Stockton College of NJ Institutional Snapshot 4 year public, highly selective college 7,000 students ( 400 graduate) 2,100 residential students Entering SAT 1133 (FTFT) 65% grad. rate (6 yr.) 83% - 1 st to 3 rd Sem. Retention

Richard Stockton College of NJ Session Objectives Discuss learner-centered assessment as opposed to domain-centered assessment Deconstruct general education outcomes- where does learning take place? Share a process and outcome from Stockton Suggest strategies for straddling the divisional fences at your institution

Richard Stockton College of NJ De-compartmentalizing Assessment of Student Learning Learner assessment? –Program assessment –General education assessment –Co-curricular assessment –Writing assessment –Quantitative skills assessment –Information technology assessment

Richard Stockton College of NJ Learning in and out of Class Facilitators of Learning –Instructional experiences –Social experiences –Applied experiences –Integrated and reinforcing experiences –Development in various areas

Richard Stockton College of NJ Planning for Integrated Assessment Integrated course outlines –Related co-curricular activities –Social and political events –Using media –Community –Related courses –Cultural and artistic events on and off campus

Richard Stockton College of NJ Outcomes Assessment Planning Process Key performance indicators and assessment strategies How do I know what I did was effective? NSSE Report and other indices of performance Linkages to budget Accountability

Richard Stockton College of NJ Domains that Span Divisions Self Identity & Personal Responsibility Cognition & Lifelong Learning Intercultural & Interpersonal Relationships Leadership Community Engagement & Service Learning

Richard Stockton College of NJ Self Identity and Personal Responsibility Exhibit intellectual competence Pursue physical competence Exemplify social and interpersonal competence Identify emotions and feelings, recognizing they provide information relevant to contemplated behavior or to decisions about future plans Incorporate coping behaviors well coordinated to personal and social ends Seek personal identity Display a greater capacity for tolerance and intimacy Formulate vocational and avocational plans and interests through community engagement and service learning Display integrity and a set of beliefs that have internal congruency

Richard Stockton College of NJ Cognition and Lifelong Learning Communicate effectively: Speaking Writing Via contemporary electronic media Develop skills and competencies to adapt to a changing environment

Richard Stockton College of NJ Intercultural and Interpersonal Relationships Broaden knowledge of different cultures Strengthen an understanding of cultural diversity and the complex nature of culture Develop intercultural competencies by participating in educational programming and celebrations of cultural and ethnic events Demonstrate sensitivity to cultural differences on a global scale Participate in service learning and internship opportunities in agency placements that have some cultural relevance

Richard Stockton College of NJ Leadership Work effectively as members of a team Set and monitor goals for achievement and growth

Richard Stockton College of NJ Community Engagement and Service Learning Students will do at least 2 of following while at Stockton: Take a course with a service-learning component Participate in a study-abroad program Participate in Washington, D.C. internship opportunity Do an internship in the major field of study Participate in service-related workshops (ULTRA) Do community service work: 1 semester or summer Participate in the externship program

Richard Stockton College of NJ Case Study Take 10 minutes to discuss one of the outcomes with 2 or 3 others and list the possible contributing experiences that students could have to achieve this outcome. How could we quantify the relative impact of these experiences? How & when should we assess the outcome?

Richard Stockton College of NJ Lets Regroup Sharing/Discussion of Some Contributing Experiences and Assessment Strategies

Richard Stockton College of NJ Assessment Across Domains Targets learner in multiple contexts Utilizes evaluation by multiple sources Validates institutional efforts to facilitate student development

Richard Stockton College of NJ Example – Community Engagement and Service Learning Target outcomes: Strengthen students relationships with community Enrich students educational experiences

Richard Stockton College of NJ Assessment Strategies Student feedback: Course evaluation ULTRA evaluation NSSE Instructor evaluation: Course assessment Service-learning feedback

Richard Stockton College of NJ Assessment Strategies (cont.) Administrative evaluation: Enrollment in service- learning courses and internships Student involvement in organizations and community activities

Richard Stockton College of NJ Outcomes More thoroughly describe student experience Provide information about utilization and efficacy of opportunities for student development across domains Produce data to inform institutional development

Richard Stockton College of NJ Session Wrap-Up Did we meet our objectives? Evaluation Adjournment