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Susan M. Campbell, Ed.D.University of Southern Maine
“Assessment is a process that focuses on student learning, a process that involves
reviewing and reflecting on practice as academics have always done, but in a more
planned and careful way.”-Peter Ewell
A Little Recap:A Little Recap:Assessment Cultivates Internal Assessment Cultivates Internal MotivationMotivation Peggy Maki, Assessing for LearningPeggy Maki, Assessing for Learning
Culture of Curiosity
Culture of Learning
Culture of Evidence
The Assessment CyclePeggy Maki, Assessing for Learning
Gather Evidence
IdentifyOutcomes
ImplementChange
Mission/PurposesEducationalObjectives
Interpret Evidence
A LITTLE RECAP: The Council for the A LITTLE RECAP: The Council for the Advancement of Standards in Higher Advancement of Standards in Higher EducationEducation35 Professional
Organizations
Set Standards for Advising and Other Areas
MissionStudent Learning
OutcomesLeadershipOrganization and MgtHuman ResourcesFinancial ResourcesFacilities, Technology, and
EquipmentLegal ResponsibilitiesDiversityEthicsAssessment and Evaluation
CAS MissionCAS MissionPromulgate standards and guidelines for
practice and preparation
Promote assessment in educational practice
Promote the use of standards in practice
Promote quality assurance within higher education
Desirable Student Learning and
Development Outcomes
A Little Recap: NACADA Concept A Little Recap: NACADA Concept Statement on Academic AdvisingStatement on Academic Advising
o Is essential to fulfilling the teaching and learning mission of higher education.
o Is a series of intentional interactions.
oHas a curriculum, a pedagogy, and a set of student learning outcomes.
It’s All About LearningIt’s All About Learning
Understanding what, how and when students learn through academic advising.
Because we are curious….
The MAKI Mantra: Curiosity about The MAKI Mantra: Curiosity about LearningLearningWe ought to be curious about what and how
students are learning those things we expect them to learn.Presumes a focus on student learningPresumes academic advising and academic
advisors play important roles in student learningSuggests an expectation that students will be
“different” from having experienced academic advising—these expectations are identified in SLOs
Student Learning Outcomes (SLOs)Student Learning Outcomes (SLOs)Link the Academic Advising to the Central
Mission of the University
SLOs Add Purpose and Focus to Academic Advising Programs and the Actions of Individual Academic Advisors
SLOs Guide “How” We Define and Enact Our Roles
SLOs -- the WHY of Academic AdvisingSLOs -- the WHY of Academic Advising
Why is there an academic advising program at your college or university?
Why do academic advisors engage students in the activities they do?
WHY Addresses the Purpose of Academic Advising
SLOs -- the WHAT of Academic SLOs -- the WHAT of Academic AdvisingAdvising
Programmatically – What does the academic advising program need to do to support all student learning? What are the priorities for student learning?
Individually – What do I need to do to help all students and this student achieve the generalized learning as well as the individual learning constructed through academic advising?
WHAT provides focus for academic advising
SLOs Guide How We Define and Enact SLOs Guide How We Define and Enact Our RolesOur Roles
Define Our Roles as Educators and Facilitators of LearningLearning is Individual and DevelopmentalIndicates a Knowledge Base that Extends
Beyond Information toward Conceptual Understanding Student Learning and Development Career Development Others
Challenge Us to Professionalize the Profession
SO….Student LearningSO….Student Learning
Is at the HEART of Academic Advising – it is the core of our business!
What do you expect students to be able to
DoKnowValue and Appreciate
as a result of participating in academic advising?
Cognitive ElementsCognitive Elements
What do we want students to KNOW as a result of participating in academic advising?
Know general education requirements
Know about academic support services
Know how to use the student information system to register
Know how to use the catalog
Cognitive DomainCognitive DomainKnowledge: who,
what, when, where, define, recognize
Application: apply, classify, solve, choose, use
Evaluation: judge
Synthesis: predict, construct, produce, write, design, devise, solve, improve
Analysis: identify motives, draw conclusions, support, determine evidence
Moving ForwardMoving Forward
What do you want your students to KNOW as a result of participating in academic advising?
Identify Three Things
Skills and Psychomotor ElementsSkills and Psychomotor Elements
What do we want students to Be Able To Do as a result of participating in
academic advising?
Be able to generate their degree audit
Be able to make and keep appointments
Be able to ask for helpBe able to access
course descriptions and degree requirements using the online catalog
Psychomotor DomainPsychomotor DomainOperatesDemonstratesCreatesPerformsAssemblesComposesBuildsManipulates
Moving ForwardMoving Forward
What do you want your students to BE ABLE TO DO as a result of participating in academic advising?
Identify Three Things
Affective ElementsAffective Elements
What do we want students to Value and Appreciate
as a result of participating in
academic advising?
Value and Appreciate general education
Value and Appreciate the advising relationship
Value and Appreciate the process of learning
Affective DomainAffective DomainWorth attached to a particular object,
phenomenon, behaviorBelief in…Appreciates role of…Shows concern for…Explains, justifies, proposes, initiates, shares,
differentiates…
Moving ForwardMoving Forward
What do you want your students to VALUE as a result of participating in academic advising?
Identify Three Things
Moving Forward CollectivelyMoving Forward CollectivelyWhat do you want your students to Know, Do, and Value as a result of participating in academic advising?
Small Groups
Identify “Most Important” Outcomes (the Vital Few)
How do these Vital Few Relate to the Areas Identified in the CAS Standards?
What’s Next?What’s Next?Mapping Across the Student ExperienceIdentifying Opportunities to Learn (the “How”)Setting Levels of Achievement (Benchmarks for
Success)Gathering Evidence (Measurement)Using the Evidence for ImprovementsBegin the Cycle Again!
P.S. Identifying Student Outcomes can also be a first step toward mission and goal development!