Anjuli Martin Phillip Lundquist

Whitman College

NWACUHO Vancouver , BCFebruary 14 t h 2011

RA LEARNING OUTCOMES: A YEAR

IN THE MAKING

PRESENTATION OUTLINE

Set context

Relevant development theory

Development of RA learning outcomes

Practical use of these learning outcomes

Review of year 1

Discussion

Conclusion

Provide a model for developing learning outcomes and their assessment

Share ways in which we are improving the process after a year of use

Start a dialogue amongst various institutions on diff erent perspectives and techniques regarding learning outcomes

GOALS

Whitman College is a private liberal arts college in Walla Walla, Washington

1450 student population, 57% female, 43% maleBetween 800 and 850 students live in campus

residence halls as part of a 2 year on-campus living requirement

2 all-fi rst year halls, 3 mixed year halls, 4 all-upperclass halls, and an Interest House Community of 11 themed houses

7 bachelor level Resident Directors37 Resident Assistants, based on the calendar year

2 week training session in January, 1 week training in August

Sophomore/junior and junior/senior timeframe

RESIDENCE LIFE AT WHITMAN

Whitman College is committed to providing an excellent, well-rounded liberal arts and sciences undergraduate education. It is an independent, nonsectarian, and residential college. Whitman off ers an ideal setting for rigorous learning and scholarship and encourages creativity, character, and responsibility.

Through the study of humanities, arts, and social and natural sciences, Whitman’s students develop capacities to analyze, interpret, criticize, communicate, and engage. A concentration on basic disciplines, in combination with a supportive residential life program that encourages personal and social development, is intended to foster intellectual vitality, confidence, leadership, and the fl exibility to succeed in a changing technological, multicultural world.

MISSION STATEMENT

LEARNING OUTCOMES AT WHITMAN

Learning Reconsidered (ACPA/NASPA, 2004) was the impetus for conversation of learning outcomes in Student Aff airs in 2005

In fall of 2007, as part of accreditation process, it was recommended to do an outcome based assessment, and to show how it improves the program

Various Student Aff airs departments on campus with learning outcomes: Student Activities Reid Campus Center Associated Students of Whitman College (ASWC) Whitman Events Board (WEB) Outdoor Program Post Offi ce

Quality of Life and Learning – beginning in 1996, amended in 2008 to add student learning outcomes

LEARNING OUTCOMES AT WHITMAN

Work on learning outcomes in Residence Life began in 2006 Learning in Residence Halls was developed in 2007

Identity Formation, Emotional and Cognitive Learning, Behavioral Learning, and Meaning Making Processes are the framework for learning

The 7 broad student learning outcomes from Learning Reconsidered were used to develop the outcomes we hope our residents gain from living in residence halls Cognitive Complexity; Knowledge Acquisition, Integration, and

Application; Humanitarianism; Civic Engagement; Interpersonal and Intrapersonal Competence; Practical Competence; and Persistence and Academic Achievement

Results from The Quality of Life and Learning survey are used to help assess these outcomes

Having developed the outcomes on a macro level for students within the Residence Life program, the next step was the micro level of student staff within the program - RAs

Learning Reconsidered (ACPA/NASPA, 2004) “The new concept of learning recognizes the essential

integration of personal development with learning; it reflects the diverse ways through which students may engage with the tasks and content of learning. Student learning produces both educational and developmental outcomes…” (p.5)

Learning Reconsidered 2 (ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, NIRSA, 2006) “[Students] acquire knowledge and integrate it with their

experience in leadership programs, community service, and student government activities. They learn about themselves when an event fails, when they struggle to work with others who are different from them, or when they experience the success of a group project.” (p.11)

RELEVANT DEVELOPMENT THEORY

RELEVANT DEVELOPMENT THEORY

“…complex learning is a goal of higher education it is important to create learning outcomes that challenge students to emerge from their embeddedness by connecting to their cognitive, interpersonal, intrapersonal dimensions of development.” (LR2, p28)

Kolb’s Learning Cycle Concrete experience

Reflective observation

Abstract conceptualization

Active experimentation

Map the RA Learning Environment

Develop a general list of RA Learning Outcomes Brainstorm as a group where learning happened for RAs

Condensed our list From 44 to 28

Classifi ed into 5 general categories

Developed procedures for assessing RA Learning Outcomes Created a form for RA self assessment and RD assessment of RAs Engaged in discussion and reflection with RAs based on the

assessments

DEVELOPMENT PHASE

Community Development and Leadership

Self Knowledge, Awareness, and Competence

Interpersonal Skills, Assertion, and Confl ict Management

Crisis and Emergency Management

Organization, Administrative Skills, and Campus Awareness

5 CATEGORIES

HOW WE USE THESE OUTCOMES

RAs self-assess three times in the RA year

RD assess three times in the RA year

1 on 1 conversations with RAs Compare/contrast RD assessment with RAs assessment Discussion of RAs self assessment, with constructive

feedback

Compiling information on RA learning

USE OF OUTCOMES IN YEAR 1

STATISTICS

We saw signifi cant (p<.05) growth in all areas in the RAs self-assessment with two exceptions: Manage a budget for programming and community development

(as applicable) Hold themselves accountable for job duties and responsibilities

We saw signifi cant growth (p<.05) in the RDs assessment of the RAs in all areas with two exceptions Hold residents accountable for upholding community standards Manage emotions in times of stress and crisis

In the December reporting, RAs marked themselves signifi cantly higher than their RDs did (p<.05) in several areas across all 5 categories All but two in Interpersonal Skills, Assertion, and Conflict

Management RDs did not mark RAs significantly higher than the RAs self

reported

What functioned well? Provided self-reflection for RAs during over the course of

the year

Provided structure for facilitated evaluations

Helped our program assess what our RAs are actually learning and where they still need improvement

REVIEW OF YEAR 1

What could be improved? Uniform use of assessments by RDs

Adding more assessments throughout the RA year

Changing rating system from a number scale to letter system

Allowing blind assessment – not seeing previous assessments

Clear purpose - framing intentions, purpose and uses

REVIEW OF YEAR 1

<<new form>>

What does the data tell us? More discussions with staff about being more proactive in

holding their residents accountable.

How to instill a sense of accountability in the RA position?

RDs need to determine best way to evaluate managing emotions and standardize definitions

Continuing discussion of perception of self vs. that of RDs

Our RAs learned and grew significantly over the course of the year

REVIEW OF YEAR 1

Have other institutions developed RA learning outcomes?

What assessment techniques have been eff ective at your institution?

What diff erent techniques have you used?

How did your process diff er from ours?

DISCUSSION QUESTIONS

What do you expect your RAs to learn during their year in the position and how do you assess that learning?

What tools/techniques utilized at Whitman do you think would be helpful when developing learning outcomes at your institution?

What other tools/techniques might you use to develop learning outcomes?

How might the process of developing learning outcomes be diff erent for diff erent programs and at bigger/public/non-liberal arts institutions?

DISCUSSION QUESTIONS

CONCLUSION

Learning outcomes are a valuable tool to assess RA learning

They are a valuable tool for supervisors to help foster growth and refl ection for RAs

Format and structure of assessment tools impact their eff ectiveness and need review regularly

Consistent approach by supervisors helps to provide a clear purpose

Development and implementation of learning outcomes diff ers depending on program needs and institution

Questions? Thank you for coming!