1. Using Multiple Methods of Assessment in the School of Public Health-Bloomington Using Multiple Methods of Assessment in the School of Public Health-Bloomington (formerly School of Health, Physical Education, and Recreation) Shared Goals and Student Learning at Indiana University

2. Shared Goals and Student Learning at Indiana University Using Multiple Methods of Assessment in the School of Public Health-Bloomington Shared Goals and Student Learning at Indiana University Using Multiple Methods of Assessment in the School of Public Health-Bloomington (formerly School of Health, Physical Education, and Recreation) Research Team Joanne Klossner, Dept of KinesiologyJoanne Klossner, Dept of Kinesiology Maresa Murray, Dept of Applied Health ScienceMaresa Murray, Dept of Applied Health Science Craig Ross, Dept of Recreation, Park, and Tourism StudiesCraig Ross, Dept of Recreation, Park, and Tourism Studies Jill Sturts, Dept of Recreation, Park, and Tourism StudiesJill Sturts, Dept of Recreation, Park, and Tourism Studies Sarah Young, Dept of Recreation, Park, and Tourism StudiesSarah Young, Dept of Recreation, Park, and Tourism Studies

3. Presentation Objectives Review General Education Requirements at IU-B  Focus on Shared Goals  Faculty reflection on use of shared goals in their own courses/ program Describe the purpose of our project Share program assessment model developed and implemented Provide brief overview of results  Focus on process rather than outcomes Discuss implications  Pilot study results  Program assessment model

4. Project Purpose Examine and assess student learning in the Department of Recreation, Park, and Tourism Studies, in order to determine whether the academic program meets the objectives of the Shared Goals (SG) in the general education initiative on the IUB campus.  Pilot test an assessment model.  Use the results to further improve the academic program.

5. General Education Requirements at Indiana University-Bloomington Common GroundShared Goals“The Indiana University-Bloomington General Education Program consists of a two part structure, the Common Ground and Shared Goals, each of which is viewed by the campus faculty as equally important in the overall undergraduate educational experience. The faculty in each degree program are responsible for developing the most appropriate ways of incorporating these two components into each degree program.”

6. Shared Goals Each degree program should be designed in such a way that students are provided opportunities to experience these additional aspects of an undergraduate education: Intensive Writing Information Fluency Diversity in the United States Enriching Educational Experiences

7. Shared Goal: Shared Goal: Intensive Writing Normally, the expectations for an intensive writing experience would be: taught by faculty in small sections or by individual arrangement; include a series of written assignments evaluated with close attention to organization and expression as well as to substance and argument; graded revision of assignments.

8. Shared Goal: Shared Goal: Information Fluency Information fluency includes, but goes beyond, information technology skills, to introduce students to critical information resources that underlie the major field of study and introduce students to skills in utilizing information resources within that field. Students should be able to: determine the extent of information needed, access the needed information effectively and efficiently, evaluate information and its sources critically, incorporate selected information into one's knowledge base, use information effectively to accomplish a specific purpose, and understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

9. Shared Goal: Shared Goal: Diversity in the United States The objectives of an enhanced understanding of diversity in the United States includes a requirement that has a focus on the issues of diversity and cultural, racial, ethnic, class, age, ability, sexual orientation, religious, and gender discrimination within the context of the United States.

10. Shared Goal: Shared Goal: Enriching Educational Experiences Meaningful educational experiences, some of which may be outside the traditional classroom, can enhance the overall undergraduate academic experience. These experiences may or may not be linked to specific courses. Such experiences provide opportunities to apply discipline- specific skills and knowledge to community issues and to examine issues of service and social responsibility that relate to the chosen career field.

11. Shared Goal: Shared Goal: Enriching Educational Experiences a service-learning course internship community service and community-based action research fieldwork capstone project student teaching independent research/creative activity program approved study abroad experience honors thesis show, recital, performance advocacy in their major IUB recognizes the value of different types of enriching educational experiences, such as :

12. What About My Curriculum? THINK – PAIR – SHARE Shared GoalsDoes your program and/or course currently incorporate any Shared Goals?  If yes, then describe how?  If no, how might you do so?

13. Our Approach Our Approach (Adapted from Walvoord Model) Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results Walvoord, B.E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass, 2004. “Improve Student Learning”

14. Preliminary Phase: Preliminary Phase: Identify Faculty Expectations and Goals of the Project Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results Create timeline. Develop program mission and values. What types and amount of data should we collect pertaining to Shared Goals? Degree of faculty involvement? Involve faculty with workshops on every phase of the review/assessment process or work with faculty on a “need to know” basis?

15. Phase I: Phase I: Define Program Objectives and Outcomes Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results “When students complete our program, they will be able to….” Specific faculty expertise for each program objective and outcome. What are the indicators of effectiveness for the program?

16. Vision, Mission and Program Learning Outcomes

17. Vision, Mission, and Program Learning Outcomes

18. Phase II: Develop a Shared Goals Assessment Plan Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results What types of data should we gather to assess outcomes? What are applicable direct and indirect measures for data gathering? How often are the data collected? When do we analyze and report the data?

19. Direct and Indirect Evidence of Student Learning

20. National Assessment of Undergraduate Student Learning Outcomes

21. Phase III: Assess the Shared Goals Learning Outcomes Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results Collect data used in assessing the learning outcomes and Shared Goals IRB approved, PILOT research  Alumni survey  Employer survey  Focus group  Exit interviews

22. Specific Program Assessment Data collection  Alumni survey  Employer survey  Focus group  Exit interviews Gathering information to determine effectiveness of process  Data obtained sheds light on potential strengths and weaknesses of implementation of Shared Goals in RPTS Program

23. Alumni Survey

24. Preliminary Implications Department does the best job with “experiences” (i.e. service learning, internship, projects, etc.)  Continue to provide quality experiences for students and work to improve upon what we currently offer. Intensive writing is the shared goal that needs the most attention in RPTS  Incorporate more assignments that focus on critical writing.

25. What do the employers of our graduates think?

26. RPTS Employer Responses The majority of employers thought students were VERY PREPARED in the following areas:  Express themselves in writing  Work cooperatively as a team  Use computers or other technology  Be at ease in a culturally diverse environment  Apply ethical behavior

27. Undergraduate Student Focus Group

28. Preliminary Implications Students learned Shared Goals competencies from their specialization courses in addition to General Education courses. Felt strongly about positive impact of Enriching Educational Experiences offered through the Recreational Sports Management major.  Maintain or further support internships and other outside education activities offered by the department.

29. Senior Exit Survey

30. Preliminary Implications Reinforcement from students that experiences and activities outside the classroom have enhanced their educational experience. Consistent with other findings.  Outside experiences most beneficial  Intensive writing needs some attention

31. Phase IV: Review and Discuss the Shared Goals Assessment Results Faculty discussion Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results

32. Using the results from Phase IV, apply what has been learned in evaluating the data to identify actions that address Shared Goals areas of concern. Encourage faculty to address the needs for changes in the program as well as the continuation of the assessment process. Phase I: Define Program Objectives and Outcomes Phase II: Develop an Assessment Plan Phase III: Assess the Learning Outcomes Phase IV: Review and Discuss the Assessment Results Phase V: Implement Changes Based on Results

33. Student Performance on Course Assignments R/P411 Legal Issues in Sport Settings Purpose of writing assignments are to get students reading case law, interpreting what it means, and articulating implications for their field/setting.  Finding Case Law: Applying legal search skills & reading case law pertinent to field  Pre-Analysis Paper: Read, interpret, and reflect upon case law pertinent to field & organize thoughts for case law analysis  Case Law Analysis Paper: Final draft where students cite facts, complaint, summarize findings, state verdict, & critically think about implications for field

34. Take-Aways from the Project Incorporate data collection through various means. Support programs / opportunities which facilitate Enriching Educational Experiences. Encourage Intensive Writing through Gen ED and within Disciplines. Students appreciate authentic experiences which incorporate Shared Goals.  Facilitate within program areas in addition to General Education

35. Acknowledgements This study was funded in part by an Indiana University Scholarship of Teaching and Learning Leadership Award.

36. THANK YOU