Download Learning and Assessment in a Student Life Leadership Program

The Gateway Project: Learning
and Assessment in a Student Life
Leadership Program
Eva Frey Johnson, Director
Student Involvement & Leadership/Diversity Center
Pacific Lutheran University
Session 3E, Frey Johnson
Defining the Mission
The mission of Pacific Lutheran University is:
“to educate students for lives of thoughtful inquiry, service,
leadership and care – for other persons, for their
communities and for the earth.”
Session 3E, Frey Johnson
Learning & Assessment at PLU
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Learning
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Occurs across University departments and divisions
and involves the whole student
Programs and staff interactions offer “scaffolding,” or
structure and expectations, related to student learning
Development is a distinct, parallel process
Assessment
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A powerful tool to enhance understanding of our
students, shape our approach, and refine and celebrate
our daily work with students
Session 3E, Frey Johnson
Context & Synergy
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PLU 2010
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Youth Leadership Initiative Framework
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Developing learning outcomes for the co-curriculum
Wild Hope Project
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Underscored the value of campus-wide partnerships and the
importance of purposeful learning
Supporting vocational exploration across the University
First Year Experience
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Collaboration among faculty and staff
Shared experiences, such as the Summer Reading Program
Session 3E, Frey Johnson
Guiding Frameworks
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PLU Integrated Learning Objectives
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Learning Reconsidered (2004)
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M. Baxter Magolda, S. Daloz Parks, Robert Kegan,
others
Session 3E, Frey Johnson
Integrated Learning Objectives (ILOs)
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Approved by the Faculty Assembly (1999)
Provide a common language and educational philosophy
across the University
Assist with assessment of student learning
PLU graduates should demonstrate:
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Critical reflection
Expression
Interaction with others
Valuing
Multiple FrameworksSession 3E, Frey Johnson
Learning Reconsidered
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Learning Reconsidered (ACPA & NASPA, 2004) calls for a
collaborative, integrated approach to educating the whole
student.
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Learning Outcomes:
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Cognitive complexity
Knowledge acquisition, integration, and application
Humanitarianism
Civic engagement
Interpersonal and intrapersonal competence
Practical competence
Persistence and academic achievement
Session 3E, Frey Johnson
History of Student Leadership at PLU
Pre 2002: ASPLU & Residential Life (RAs)
2002-2003: Diversity Advocates, SIL Interns
2003-04: Sojourner Advocates
2004-05: Campus Ministry, Volunteer Center
2005-2006: Leadership Fellows
2006-2007: Athletics
2007-2008: Women’s Center, Student Media
Session 3E, Frey Johnson
Connecting Learning Across Contexts
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Goals of a PLU Education
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Integrated Learning Objectives and Co-Curricular
Learning Objectives
Learning/Developmental Experiences:
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Curricular
Co-Curricular
Leadership
Session 3E, Frey Johnson
Mapping Student Leadership
Emerging Leaders Program
ASPLU New Student Senator
J-Term RA
Spring Semester RA
ASPLU Senate
Executive ASPLU, Student Media, RHA, Club/Orgs Positions
Campus Ministry, Athletics Advisory Council,
Diversity Advocates, SIL Interns,
Student Orientation Coordinators, SAPET,
Sojourner Advocates, Leadership Fellows,
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Volunteer Coordinators
Clubs/Orgs
Involvement
or
Leadership
Common Fall Leadership Training
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The Division of Student Life recently developed a common
student leadership curriculum, which includes Common
Fall Training for student leaders.
This shared approach positions student leaders within
a“leadership cohort” rather than organizational groups,
encourages them to view one another as knowledgeable
resources and critical partners, and creates a more
seamless experience.
Session 3E, Frey Johnson
Emerging Leaders
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Semester-long program, which fosters leadership skills for
first year students
Focus on self-awareness and promoting learning through
reflection and group discussions
J-Term Initiative
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Weekly meetings to explore what it means to be a student leader
Exposure to staff and faculty, connecting with other student
leaders, and learning about campus leadership opportunities
Session 3E, Frey Johnson
Blueprints
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A reflective leadership experience centered
around the Integrated Learning Objectives
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Grounded in the students’ experience:
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Students set goals, track progress and design a
campus program
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Assessment of Leadership Experiences
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Talent Inventory
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Mid-Year Assessment
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Attempted Fall 2006
February 2007
Rubrics
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New for 2007-08
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Talent Inventory
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A self-assessment tool for students derived from the
Integrative Learning Objectives.
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Students determine their level of effectiveness from the
following scale: Unacceptable, Below Expectations, Meets
Expectations, Mastery.
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Students also discuss their assessment with a partner.
Example prompt:
 Which talents do you consider most important to your
success as a student leader in the coming year? Why?
Session 3E, Frey Johnson
Mid-Year Assessment
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Students complete a four-question assessment and discuss
their answers with their supervisor. The questions build
upon one another and encourage reflection and selfunderstanding.
Focus: How has the student developed as a leader
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List 10 highlights from school year.
Choose 3 highlights; for each, list 10 reasons why it is a highlight
for you.
What themes or trends do you notice from above?
What does this tell you about how you have grown as a student
leader?
Session 3E, Frey Johnson
Rubrics
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Benchmarks are imperative to understanding
student learning, from both the student and
staff perspective. They help students identify
strengths and weaknesses and allow staff to
improve current initiatives.
Rubrics should be concise, universal, and
firmly grounded in the university’s values.
Session 3E, Frey Johnson
Developing Resources
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www.plu.edu/~sil
Learning through Leadership link
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Challenges
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Common Language among Student
Affairs and academic units
Rebalancing professional priorities
and resources
Helping students reframe their worlds
to move through process
developmentally and with support and
challenge
Session 3E, Frey Johnson
Questions?
For a copy of this presentation or for more
information contact:
Eva Frey Johnson, Director
Student Involvement & Leadership/Diversity
Center
[email protected]
www.plu.edu/~sil
Session 3E, Frey Johnson