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The Role of Collaboration in Assessing Student Learning within Student Affairs

The Role of Collaboration in Assessing Student Learning within Student Affairs. Marilee J. Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University 3590 Camino Del Rio North

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The Role of Collaboration in Assessing Student Learning within Student Affairs

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  1. The Role of Collaboration in Assessing Student Learning within Student Affairs Marilee J. Bresciani, Ph.D. Professor, Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy San Diego State University 3590 Camino Del Rio North San Diego, California, U.S.A. 619-594-8318 Marilee.Bresciani@mail.sdsu.edu

  2. Learning Outcomes for Session Identify at least one constituent group for the expected learning in your program Identify at least one way in which to partner/collaborate with that constituent group with regard to assessment

  3. Constituents 1: one who authorizes another to act as agent :principal 2: a member of a constituency 3: an essential part :component, element http://www.merriam-webster.com/dictionary/constituents

  4. Who are the constituents for learning in your program?

  5. Questions to Consider(Bresciani, Moore Gardner, & Hickmott, 2009) • How do I influence student learning? • Is it through the education of my colleagues? • Of faculty? • Of parents? • Of community participants? Bresciani, M.J.

  6. How best can you collaborate with your constituents to evaluate the learning? How about collaboration with those who assist you in designing and delivering the learning opportunity?

  7. The IterativeSystematicAssessment CycleAdapted from Peggy Maki, Ph.D. by Marilee J. Bresciani, Ph.D. Gather Data Interpret Evidence Mission/Purposes Goals Outcomes Implement Methods to Deliver Outcomes and Methods to Gather Data Make decisions to improve programs; enhance student learning and development; inform institutional decision- making, planning, budgeting, policy, public accountability

  8. Should your constituents be…(Bresciani, Moore Gardner, & Hickmott, 2009) Articulating the learning outcomes? Assisting you in the design of learning opportunities? Facilitating the student learning? Identifying the methods/tools to evaluate the learning?

  9. Should your constituents be…(Bresciani, Moore Gardner, & Hickmott, 2009) Identifying the criteria that accompanies the methods/tools? Gathering evidence? Interpreting results? Writing the report?

  10. Should your constituents be…(Bresciani, Moore Gardner, & Hickmott, 2009) Disseminating the results? Assisting with writing the action plan to improve the learning? Providing resources for improving the learning?

  11. Should your constituents be…(Bresciani, Moore Gardner, & Hickmott, 2009) Intervening on policy discussions? Assisting with the external review? Comparison of results? What else?

  12. What are strategies for promoting collaboration?

  13. Strategies for Collaboration(Bresciani, Moore Gardner, & Hickmott, 2009) Check your ego at the door

  14. Strategies, Cont.(Bresciani, Moore Gardner, & Hickmott, 2009) • Provide professional development for student affairs professionals to learn: • cooperation and collaboration skills • how to apply the learning and development theories that undergird their work • how to assess the intended learning and development outcomes • how to interpret data and use of it to inform decisions, recommendations, and resource re-allocations

  15. Strategies for Collaboration, Cont.(Bresciani, Moore Gardner, & Hickmott, 2009) Review hiring practices and performance evaluations to determine whether collaboration is indeed a part of the hiring criteria and used as a component in performance reviews, promotions, and rewards Seek first to understand, than to be understood (Covey, 1979)

  16. Strategies for Collaboration, Cont.(Bresciani, Moore Gardner, & Hickmott, 2009) Be mindful of how your thoughts translate into your words and actions Provide the motivation for faculty to engage in collaborative projects Develop collective goals, rather than presenting your goals to faculty Commit the time to do the work successfully (e.g., collaboration)

  17. Strategies for Collaboration, Cont.(Bresciani, Moore Gardner, & Hickmott, 2009) De-personalize feedback through inquiry Build formal structures that reward and support collaboration that will sustain beyond personalities and informal relationships Involve students

  18. Which strategies for collaboration can you readily adopt at your institution? Which ones do you want to plan to work on? -3 months from now 6 months from now - a year from now

  19. Report Out

  20. Questions? Marilee.Bresciani@mail.sdsu.edu

  21. One Minute Evaluation • What is the most valuable lesson that you learned from this session? • What is one question that you still have? Bresciani, M.J.

  22. References • Bresciani, M. J., Gardner, M. M., & Hickmott, J. (2009). Demonstrating student success in student affairs. Sterling, VA: Stylus Publishing.

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