Give Students a Compass: Essential Learning for the 21 st Century

1. Give Students a Compass: Essential Learning for the 21st Century Terrel L. Rhodes Association of American Colleges and Universities www.aacu.org rhodes@aacu.org Wright State University May 4, 2009

2. The Principles of Excellence Principle One: Aim High—and Make Excellence Inclusive Make the Essential Learning Outcomes a Framework for the entire Educational Experience, Connecting School, College, Work, and Life Principle Two: Give Students a Compass Focus Each Student’s Plan of Study on Achieving the Essential Learning Outcomes—and Assess Progress Principle Three: Teach the Arts of Inquiry and Innovation Immerse All Students in Analysis, Discovery, Problem Solving, and Communication, Beginning in School and Advancing in College College Learning for the New Global Century, 2007, AAC&U

3. The Principles of Excellence Principle Four: Engage the Big Questions Teach through the Curriculum to Far-Reaching Issues— Contemporary and Enduring—in Science and Society, Cultures and Values, Global Interdependence, the Changing Economy, and Human Dignity and Freedom Principle Five: Connect Knowledge with Choices and Action Prepare Students for Citizenship and Work through Engaged and Guided Learning on “Real-World” Problems Principle Six: Foster Civic, Intercultural, and Ethical Learning Emphasize Personal and Social Responsibility, in Every Field of Study Principle Seven: Assess Students’ Ability to Apply Learning to Complex Problems Use Assessment to Deepen Learning and to Establish a Culture of Shared Purpose and Continuous Improvement College Learning for the New Global Century, 2007, AAC&U

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5. Important Outcomes of College  = Very important X = Least important Business Students Academy Communication skills Critical thinking skills Problem-solving skills Teamwork skills Civic responsibility Global knowledge Diversity Science Knowledge American Cultures/History Strong work habits Self-discipline Sense of maturity                  X    X X X X X    (Most important outcome for all student groups) Note: These comparisons are drawn from separate studies. Student responses emerged from a forced choice exercise in 8 focus groups with high school and college students selecting most and least important college outcomes. 5

6. Faculty Goals for Undergraduate Education Measured in Both 2004-05 and 2007-2008 Source: DeAngelo, L., Hurtado, S., Pryor, J.H., Kelly, K.R., & Santos, J.L. (2009). The American college teacher: National norms for the 2007-2008 HERI faculty survey. Los Angeles: Higher Education Research Institute, UCLA.

7. A S S O C I A T E S HART RESEARCH AAC&U Members On Trends In Learning Outcomes, General Education, and Assessment Key findings from online survey among 433 Chief , Academic Officersand other academic leaders at AAC&U member institutions Conducted November 19, 2008 – February 16, 2009 for Margin of sampling error ±4.7 percentage points

8. Institutions’ Focus On Learning Outcomes

9. Nearly four in five institutions have a set of common learning outcomes for all undergraduates. Does your institution have a common set of intended learning goals or outcomes that apply to ALL undergraduate students? Have common learning outcomes that apply to all undergraduates NO common learning goals/outcomes for undergraduates Apply to ENTIRE undergraduate experience, including majors Some apply to entire undergraduate experience, others apply mainly to general education requirements Apply only to general education requirements 26% 34% 18% 9

10. Nearly all institutions have specified learning outcomes within at least some departments. Have specific departments, schools, or majors at your in-stitution spelled out intended learning goals or outcomes applicable to their students? ALLhave 66%66%55% 66%64% SOMEhave 30%33%41% 33%33% NONE has ALL have learning outcomes Carnegie Classification: Bachelor’s degree Master’s degree Doctoral degree/res Affiliation: Public Independent/religious SOME have learning outcomes 10

11. Many areas of knowledge and intellectual skills are addressed by common learning outcomes. % saying their institution’s common set of learning goals or outcomes addresses each area of learning/intellectual skills & ability Areas of Knowledge Intellectual Skills/Ability Writing skills Critical thinking Quantitative reasoning Oral communication Intercultural skills Information literacy Ethical reasoning Civic engagement Application of learning Research skills Integration of learning Humanities Science Social sciences Global/world cultures Mathematics Diversity in U.S. Technology U.S. history Languages Sustain-ability 11

12. Areas Of Emphasis In Undergraduate Curriculum % saying their institution is placing more emphasis on each Undergraduate research 1st year experiences support-ing transition to college Study abroad Service learning in courses Internships 1st year academic seminars Diversity studies/experiences Learning communities (courses linked by theme) Practica/supervised fieldwork Orientations to liberal education 12

13. Curricular Patterns Of General Education Programs % rating each as describing their general education program well* Includes global courses Includes first-year seminars Includes diversity courses Includes interdisciplinary courses Includes civic learning or engaged activities Includes service learning opportunities Includes experiential learning opportunities * ratings of 4 and 5 on a five-point scale 13

14. Institutions explain common learning outcomes to students in a variety of ways. In which of these ways does your institution explain intended learning goals or outcomes to students?* Institutional catalog Course syllabi Web site Faculty advisors Orientation program Student advising system Institution’s view book First-year seminar/course 86% 74% 68% 64% 63% 62% 22% 3% * Among members at institutions with learning outcomes for all undergraduates 14

15. Many institutions recognize room to expand students’ understanding of common learning outcomes. How many of your students understand your institution’s intended goals or outcomes for undergraduate learning?* 58% Almost all/majority 47%43%38% 37%47% Some/not many 53%57%62% 63%53% 42% Carnegie Classification: Bachelor’s degree Master’s degree Doctoral degree/res Affiliation: Public Private Not many 9% Almost all 5% Majority Some/not many * Among members at institutions with learning outcomes for all undergraduates 15

16. Institutions’ Assessment Of Learning Outcomes 16

17. Two Paradigms of Assessment Ewell, Peter T. (2007). Assessment and Accountability in America Today: Background and Context. In Assessing and Accounting for Student Learning: Beyond the Spellings Commission. Victor M. H. Borden and Gary R. Pike, Eds. Jossey-Bass: San Francisco.

18. Peter Hart Assoc., employer poll, 2007 18

19. Peter Hart Assoc., Employer Poll, 2007 19

20. Peter Hart Assoc., Employer Poll, 2007 20

21. More than seven in ten institutions assess student learning across the curriculum – most others are planning for assessments. Does your institution assess learning goals or outcomes across the curriculum, beyond the use of grading in individual courses? No, but we are planning for assessment of learning outcomes across the curriculum Yes, we assess learning outcomes across the curriculum No, we do not assess learning outcomes across the curriculum 21

22. More institutions assess at the department level than in general education. Institution assesses in departments Institution assesses in general education across multiple courses Members at institutions that assess learning outcomes across the curriculum 22

23. Assessment In General Education. How Assessments Conducted(multiple response accepted) Sample of students All students Through departments 36% 17% 24% Does your institution assess cumulative learning outcomes in general education across multiple courses? No, but we are planning for assessment of learning outcomes in general education Yes, we assess learning outcomes in general education No, we do not assess learning outcomes in general education 23

24. Types Of Assessments Used In General Education Which of the following do you use to assess student learning outcomes in general education? 40% 37% 35% 27% 26% 23% 16% 1% 48% Rubrics applied to examples of student work Culminating or capstone projects Surveys and self-reports Locally developed common assignments in some courses Standardized national tests of general skills, such as critical thinking Locally developed examinations Standardized national tests of general knowledge, such as science or humanities Student essays/writing portfolios My institution doesn’t assess outcomes in general education 24

25. Capstone projects are utilized much more within departments than in general education. Characterization of Capstone or Culminating Projects/Experiences at Members’ Institutions In General Education: Required of all students Offered, not required Don’t use capstones In Departments: Required of all/most students Many departments require Some departments require Not required/don’t use capstones 25

26. A majority of institutions use electronic portfolios to some degree. Institution’s Use of Electronic Portfolios 57% Used for assessments? Used for some students/ programs 54% Most used for this Some used for this Exploring option Not used for this/ don’t plan to do so 10% 32% 11% 4% 3% Almost all 5% Required of all/most Use electronicportfolios Exploring feasibility of using Don’t use, no plans to develop 26

27. Institutions use a variety of models for their general education programs. Which of these features are part of your institution’s general education program? Distribution model Common intellectual experience Thematic required courses Upper-level requirements Core curriculum Learning communities No general education requirements; offer open curriculum Freshmen part of learning communities; transfer students are not 80% 41% 36% 33% 30% 24% 1% 2% 27

28. The majority of institutions uses a distribution model with additional integrative features. Which of these features are part of your institution’s general education program? Other features: Common intellectual experience Thematic required courses Upper-level requirements Core curriculum Learning communities 64% 18% 15% Distribution model with other features One or more other features only Distribution model only 28

29. Institutions can do more to track disparities in student achievement. % saying each statement applies to their institution My institution tracks student achievement to determine any differences across racial and ethnic groups My institution tracks student achievement to determine any differences by gender My institution tracks student achievement to determine any differences among students from different socio-economic groups My institution tracks student achievement to determine any differences between first-generation college students and students with college-educated parents 55% 49% 36% 32% 29

30. College Participation by SES status Source: Access Denied, Department of Education, February 2001 30

31. High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter by George D. Kuh (October 2008, www.aacu.org)

32. Academic Challenge at Two Public Universities – both with score of 55… Student engagement varies more within than between institutions. 32

33. High-Impact Practices • First-Year Seminars and Experiences  • Common Intellectual Experiences • Learning Communities • Writing-Intensive Courses • Collaborative Assignments and Projects • “Science as Science Is Done”/Undergraduate Research • Diversity/Global Learning • Service Learning, Community-Based Learning • Internships • Capstone Courses and Projects

34. High-Impact Practices (HIPs) • Correlate Highly with NSSE Gains on Student Learning Outcomes • Provide “Compensatory Benefit” for Students With Lower Test Scores and/or High Drop-Out Rates Kuh, High Impact Practices: What They Are, Who Has Access to Them, and Why They Matter (AAC&U 2008)

35. Impact of Educationally Purposeful Practices on First Academic Year GPA by Pre-College Achievement Level *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission

36. Impact of Educationally Purposeful Practices on First Academic Year GPA by Race/Ethnicity *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission

37. Impact of Educationally Purposeful Practices on the Probability of Returning for the Second Year of College by Race *Findings developed by LEAP National Leadership Council Member George Kuh and used with permission

38. But HIPs Reach Only a Fraction of College Students

39. Participation Levels in High Impact Practices • First Year (NSSE Data) Learning Communities   17%     Service Learning             36%

40. Participation Levels in High Impact Practices • Seniors (NSSE Data) Research With Faculty         19%  Internship                              53%       Service Learning                   46%            Study Abroad                        19%            Senior Culminating Work     32%

41. Students with Low Participation in HIPs •  First Generation Students •  Started Elsewhere (except service learning) • 24 Years and Older

42. The Challenge Ahead – Making High Impact Practices CentralRather than Optional http://nsse.iub.edu/pdf/Connecting_the_Dots_Report.pdf. 

43. VALUE-Plus: Rising to the Challenge Rubrics for essential learning outcomes Progressively more complex and challenging learning Work students actually do through curriculum and co-curriculum Student reflection and faculty evaluation E-Portfolio as a medium for demonstrating and communicating 43

44. Outcomes for the development of metarubrics: Inquiry and analysis Critical thinking Creative thinking Written communication Oral communication Quantitative literacy Information literacy Teamwork Problem solving Civic knowledge and engagement—local and global Intercultural knowledge and competence Ethical reasoning and action Foundations and skills for lifelong learning Integrative learning 44

45. Commonalities among rubrics Motivated by Need for among-campus communication Mobile students Post-Spellings Commission interest/pressure Belief that, in spite of uniqueness, core outcomes are shared 45

47. VALUE Rubric Library • http://openedpractices.org/resources

48. Renewing the Curriculum: Essential Learning for the 21st Century Terrel L. Rhodes Association of American Colleges and Universities www.aacu.org rhodes@aacu.org Wright State University May 4, 2009