Beyond the Co-Curricular Transcript: What about a personal outcomes record?

Beyond the Co-Curricular Transcript:What about a Personal Outcomes Record?

Stan DuraNASPA 2014

3/18/14

[email protected] 3/18/14

Agenda

• Introduction and Agenda• Review Current CCT practices• Discuss the UO Model• Discuss Implementation & Implications• Q & A


Current Practice

What are strengths of the current practice?

• Learning Outcomes Framework• Conceptual Mapping• Tracking (sometimes)• CCT (sometimes)

• Requirements for completion (sometimes)• Incentive to complete (sometimes)


What are the challenges?• Assessment – inconsistent and indirect• Participation – generally low, often required• Value – The CCT not worth the effort required

With all of the criticism aroundcost, value and employability,

our current practice is inadequate

Current Practice


Strengths (focused on competency and assessment)– LO Framework focused on skills and knowledge– Direct Mapping – Tracking and the CCT– Assessment using direct measures– Optional Requirements– Personal Incentives – Outcomes Record & Feedback– Online Curriculum Management Tool

UO Model


Challenges– Complexity and moving parts– Cultural challenges (educator v. service provider)

– Technical skill• Greater sophistication of outcomes and measures• Data collection, management, and analysis

UO Model


LO Framework– Effective Reasoning and Problem Solving– Connecting Knowledge and Ideas– Reflective Thinking– Intercultural & Interpersonal Knowledge and Skills– Leadership & Civic Engagement– Social Engagement– Responsibility to others– Personal Development– Professional Success– Health and Well-being

UO Model

Thinking and Reasoning Effectively

Engaging Others and the Community

Thriving Personally and Professionally


LO Framework– Effective Reasoning and Problem Solving– Connecting Knowledge and Ideas– Reflective Thinking– Intercultural & Interpersonal Knowledge and Skills– Leadership & Civic Engagement– Social Engagement– Responsibility to others– Personal Development– Professional Success– Health and Well-being

UO Model

Think

Engage

Thrive


UO Model

Divisional Data

Co-Curricular Learning Goals

Program Learning Outcome


UO Model

Divisional Data




UO Model

Divisional Data




UO Model

Leadership & Civic

Engagement

Leadership Theory

Group Dynamics

Negotiating



UO Model

Leadership & Civic

Engagement

Leadership Theory

Group Dynamics

Negotiating


• 2,634 students engaged in 138 LCE programs• Breakdown by class, demographics, etc.• Average competency for FY = Beginning / 1.4• Average competency for Sr = Advanced / 3.5• Average individual FY – SR gain = 1.9


That’s our model– Leverages what students are already doing– Emphasizes direct measures for now– We will continue to integrate experiences– Designed to generate useful data

UO Model


Got off to a slow start– Started nearly 4 years ago, slow progress.– Focus was on theory and models, not the

curriculum itself.– Cultural inertia– Unclear process– Didn’t have the technical skill

Implementation


Reinvigoration– Current fiscal and accountability pressures– Technical skill– Firm charge to have it ready within a year– Idea of an “Outcomes Record”

Implementation


Vision for the Co-curriculum– opportunity for students to intentionally participate

in, organize, and present their out-of-classroom learning and involvement to others

– Emphasizes real-world skills– provides them a personalized outcomes record that

they can share with others– provide students with useful feedback on how they

can improve their skills and abilities

Implementation







Implementation


We had to focus on learning

Implementation


Evaluated past work– Abandoned the value-based LO framework.

LEADERSHIP, CIVIC AND GLOBAL ENGAGEMENTStudents apply a clear understanding and awareness of personal values, beliefs, and attitudes to manage their behaviors and make decisions with confidence. Students demonstrate a responsibility to others, participate in creating healthy, diverse communities, and become engaged with campus, local, national, and global issues. Students recognize that learning is a lifelong process that is ever evolving. Students cultivate a sense of curiosity and become committed to reflection, exploration, and engagement in a diversity of experiences that broaden their perspectives.

Implementation


Adopted a 10 factor model based on skills

Leadership and Civic EngagementKnowledge and skills related to leadership theory and civics,

including group dynamics, teamwork, and participating in campus and community organizations and opportunities.

Implementation


Evaluated past work– Enhanced the criteria for outcomes• Developed more sophisticated and specific outcomes• Required direct demonstration and evaluation of skills• Developed practical and valid measures

– Provided trainings to develop LO’s– Worked with units to identify 70 appropriate

experiences – particularly those to scale

Implementation


Setting high standards

Ticket Salesperson = Multicultural Experience

“Student sales clerks must interact with individuals from different backgrounds.”

Implementation


Developed Specific Outcomes- As a result of ______________________, and- given ____________________________, the - student will __________________________- to a _____________ level of competency,- as measured by ________________.

Implementation


Developed Specific Outcomes- As a result of completing conduct process, and- given ____________________________, the - student will __________________________- to a _____________ level of competency,- as measured by ________________.

Implementation


Developed Specific Outcomes- As a result of completing conduct process, and- given different perspectives & reflection, the - student will __________________________- to a _____________ level of competency,- as measured by ________________.

Implementation


Developed Specific Outcomes- As a result of completing conduct process, and- given different perspectives & reflection, the - student will reflect on & evaluate behaviors- to a _____________ level of competency,- as measured by ________________.

Implementation


Developed Specific Outcomes- As a result of completing conduct process, and- given different perspectives & reflection, the - student will reflect on & evaluate behaviors- to an intermediate level of competency,- as measured by ________________.

Implementation


Developed Specific Outcomes- As a result of completing conduct process, and- given different perspectives & reflection, the - student will reflect on & evaluate behaviors- to an intermediate level of competency,- as measured by the Conduct Reflection rubric.

Implementation







Implementation


We had to focus on tools

Implementation


We developed rubrics…- For example: Conduct reflection paper

- Define what effective reflection and evaluation look like.

- Define differences between levels of quality- We translated that into a rubric

Implementation


ImplementationLearning Behavior

Beginning Intermediate Accomplished Exemplary

Taking Responsibility

for one’s actions

Resident has significant difficult recognizing and articulating a reasonable degree of responsibility.

They may deflect much of it or accept much of it without question or

critical thought.

Resident has some difficulty recognizing and articulating a reasonable degree of responsibility.

They may deflect some of it or accept some of it without question or

critical thought.

Resident has little difficulty recognizing and

articulating a reasonable degree of responsibility.

They do not deflect much if any and the

responsibility they take is contextually reasonable and well-thought out.

Resident has no difficulty recognizing and

articulating a reasonable degree of responsibility.

They demonstrate no deflection at all and demonstrate sound

reasoning in terms of distinguishing their degree

of responsibility from others.

Recognizing one’s impact

on others

Resident has significant difficult recognizing the impact of their behavior

on others. They often attribute undue blame either upon others or

themselves.

Resident has some difficulty recognizing the impact of their behavior

on others but can describe some impact. They often minimize or exaggerate the seriousness of that

impact.

Resident has little difficulty recognizing the impact of their behavior on others.

They often attribute reasonable degrees of

responsibility to themselves and others.

Resident has no difficulty recognizing the impact of their behavior on others.

They almost always attribute reasonable

degrees of responsibility to themselves and others.


We did that for all of our outcomes…- Student Board members - teamwork- RA training – reflective thinking, job skills- Meditation class – heart rate and self report- Employees – professionalism, evaluation factors- Student leaders – budgets, reflection, job skillsAnd we developed some knowledge based tests

Implementation


We developed an Attendance Taking System– Worked with Student Affairs IT• Web-based• Secure• Mobile• Cheap• Developing advanced production reports

integrating institutional data

Implementation


Developed an Attendance Taking System

Implementation


Developing report functions

Implementation


Developing report functions

Implementation


Equity report (participation, retention, engagement, etc.)

Implementation

Dem

ogra

phic

A

Demographic Means

Overrepresented

Dem

ogra

phic

B

Dem

ogra

phic

C

Dem

ogra

phic

D

Dem

ogra

phic

E


Sought Student Feedback– Overwhelmingly positive– Didn’t mind tracking• Particularly in the context of the POR

Launched the outcomes and direct measures– Not dependent on the tool or overall program– Needed to discover the kinks and address them– Allowing staff to collect data their own way

Implementation


Evaluated Technology– Analytic tools– e-Portfolios, rubric tools– LMS and curriculum management tools

Consulted with– CIO, Career Center, SAIT, EM, CoE

Partnered with Career Center = homegrown

Implementation


Implementation


Implementation


Implementation


Implementation


Implementation


Leadership & Civic Engagement

Sarah Gosling

32 Experiences

Effective Thinking & Reasoning27 Experiences

Professional Development38 Experiences

1 2 3 4

Major lessons learned– Extremely complex, many nuanced details – Ideological and cultural changes– Communication challenges across individuals and

groups– Involves processes we lack expertise in• Software design process, Beta/usability-testing, etc.

Implementation


Developed an Executive Committee – To ensure communication and shared direction–Make decisions about policies and protocols– Help ensure staff buy in and accountability

Implementation


Moving forward–We’re using the outcomes and direct measures–We’re launching a proof of concept online tool• Focus on intentional selection of experiences

– Taking extra time to plan every page of the tool out visually and collaboratively

Implementation


What implications do you see right away?

Implications


Ideological Shifts– Educators vs. Service providers• Continuum, not dichotomous

– Teaching vs. Learning– Developmental Theory vs. Learning Theory– Event Planning vs. Instr. Design & Pedagogy

Implications


Data Security and Privacy– Generational differences in privacy expectations– Increased need for strong data security policies,

procedures and capabilities• Ethics and Law built into them

Implications


Skills and Training– Skills in instructional design, learning theory, etc.– Data security discipline– How to operate technology

Implications


Strategic Communications– Staff understand enough to explain to students– Clear consistent messages to different audiences– Effective training materials

Implications


Questions?Concerns?

Snide Comments?


Education

Beyond the Co-Curricular Transcript: What about a personal outcomes record?