Piloting a First-Year Learning Community Assessment Model Using VALUE Rubrics

Transcription

1 Piloting a First-Year Model Using VALUE Rubrics Dr. Rita Sperry, Michelle Riley, & Chelsie Hawkinson Texas A&M University Corpus Christi Tuesday, February 10, 2015

2 Texas A&M University - Corpus Christi 9,000 undergraduates Hispanic Serving Institution (HSI) Approximately 50% Residential Campus First-Year Communities Program General Education Professors (within Colleges) Seminar Professional Assistant Professorships Composition Professional Assistant Professorships Adjuncts GTAs

3 Structure Core Lecture Class (3- hours) 150 students First- Year Seminar (1- hour) 25 students First- Year Seminar First- Year Seminar First- Year Seminar Poli%cal Science First- Year Seminar First- Year Seminar First- Year Seminar English Composi-on (3- hours) 25 students English Comp. English Comp. English Comp. English Comp. Dyad: LC with 1 lecture course & Seminar Triad: LC with 1 large lecture course, Seminar, & English Composition Tetrad: LC with 2 large lecture courses, Seminar, & English Composition Required for all 2,000 incoming first-year students General Education Courses 18 Communities in Fall Communities in Spring 2015

4 The LEAP Initiative! American Association of Colleges and Universities (AAC&U) Liberal Education and America s Promise (LEAP) High Impact Practices (HIPs) LEAP Texas Valid of in Undergraduate Education (VALUE) Rubrics

5 LEAP s Essential Outcomes Intellectual and Practical Skills Inquiry and Analysis Critical Thinking Creative Thinking Written Communication Oral Communication Reading Quantitative Literacy Literacy Teamwork Problem Solving Personal and Social Responsibility Civic Engagement Intercultural Knowledge and Competence Ethical Reasoning Foundations and Skills for Lifelong Global Integrative and Applied Integrative

6 January 2014 March 2014 April 2014 Summer 2014 August 2014 September 2014 Islander Forum: Ken O Donnell and HIPs Revision of First-Year Seminar Objectives to align with Texas core objectives Outcomes to align with HIPs Texas Communities Consortium Coordinator s Meeting Research Interests Islander Forum: Ashley Finley and VALUE Rubric FYLCP Committee

7 Systematic Design of Instruction Dick W., Carey, L., Carey, J. (2005). The Systematic Design of Instruction. Boston: Pearson.

8 Population selection Sampling Multi-State Collaborative (MSC) Calibration Protocol Tools: VALUE Rubrics Party Invitation Scoring process

9 First-Year Norming & Scoring Session

10 First-Year 14 faculty 2 administrators 6 different departments Participants 30 to 45 minutes 50 samples scored twice 6.7 sample scored with a range of 12 to 3 samples/person 11 samples required a third score Scoring

11 Successes First-Year Sampling Calibration Protocol Engaged Participants Positive Feedback

12 Lessons Learned First-Year One rubric Adapt VALUE rubrics for first-year students Group size Sample size Range of samples for calibration Format of reflection Scoring discrepancies

13 What s Next? First-Year Workload negotiation Teamwork VALUE rubric Center for Faculty Excellence advising Institution wide model Automated tool

14 Prototype

15 ?

16 Thank you! Dr. Rita Sperry Michelle Riley Chelsie Hawkinson

17 References Andrade, M. S. (2008). communities: Examining positive outcomes. Journal of College Student Retention, 9(1), Association of American Colleges and Universities. (2009). College learning for a new global economy. Washington, DC: Association of American Colleges and Universities. Dick W., Carey, L., Carey, J. (2005). The Systematic Design of Instruction. Boston: Pearson. MacGregor, J., & Smith, B. L. (2005). Where are learning communities now? National leaders take stock. About Campus, 10(2), 2-8. Malnarich, G., Pettett, M. A., & Mino, J. J. (2014). Washington Center s online student survey validation study: Surfacing students individual and collective understanding of their learning community experiences. Communities Research and Practice, 2(1), Article 1. Multi-State Collaborative for Outcomes. (2014). Campus-level scoring & collaboration protocol. Rhodes, T.L. & Finley, A. (2013). Using the VALUE rubrics for improvement of learning and authentic assessment. Washington, DC: Association of American Colleges and Universities. Roccini, L. M. (2011). The impact of learning communities on first year students growth and development in college. Research in Higher Education, 52, Undergraduate Education Advisory Committee. (2011). Revising the state core curriculum: A focus on 21 st century competencies. Austin, TX: The Texas Higher Education Coordinating Board.

18 A INTEGRATIVE LEARNING VALUE RUBRIC for more information, please contact The VALUE rubrics were developed by teams of faculty experts representing colleges and universities across the United States through a process that examined many existing campus rubrics and related documents for each learning outcome and incorporated additional feedback from faculty. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstratingprogressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 15 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success. Definition Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. Framing Language Fostering students abilities to integrate learning across courses, over time, and between campus and community life is one of the most important goals and challenges for higher education. Initially, students connect previous learning to new classroom learning. Later, significant knowledge within individual disciplines serves as the foundation, but integrative learning goes beyond academic boundaries. Indeed, integrative experiences often occur as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions and benefiting from multiple perspectives. Integrative learning also involves internal changes in the learner. These internal changes, which indicate growth as a confident, lifelong learner, include the ability to adapt one's intellectual skills, to contribute in a wide variety of situations, and to understand and develop individual purpose, values and ethics. Developing students capacities for integrative learning is central to personal success, social responsibility, and civic engagement in today s global society. Students face a rapidly changing and increasingly connected world where integrative learning becomes not just a benefit...but a necessity. Because integrative learning is about making connections, this learning may not be as evident in traditional academic artifacts such as research papers and academic projects unless the student, for example, is prompted to draw implications for practice. These connections often surface, however, in reflective work, self assessment, or creative endeavors of all kinds. Integrative assignments foster learning between courses or by connecting courses to experientially-based work. Work samples or collections of work that include such artifacts give evidence of integrative learning. Faculty are encouraged to look for evidence that the student connects the learning gained in classroom study to learning gained in real life situations that are related to other learning experiences, extra-curricular activities, or work. Through integrative learning, students pull together their entire experience inside and outside of the formal classroom; thus, artificial barriers between formal study and informal or tacit learning become permeable. Integrative learning, whatever the context or source, builds upon connecting both theory and practice toward a deepened understanding. Assignments to foster such connections and understanding could include, for example, composition papers that focus on topics from biology, economics, or history; mathematics assignments that apply mathematical tools to important issues and require written analysis to explain the implications and limitations of the mathematical treatment, or art history presentations that demonstrate aesthetic connections between selected paintings and novels. In this regard, some majors (e.g., interdisciplinary majors or problem-based field studies) seem to inherently evoke characteristics of integrative learning and result in work samples or collections of work that significantly demonstrate this outcome. However, fields of study that require accumulation of extensive and high-consensus content knowledge (such as accounting, engineering, or chemistry) also involve the kinds of complex and integrative constructions (e.g., ethical dilemmas and social consciousness) that seem to be highlighted so extensively in self reflection in arts and humanities, but they may be embedded in individual performances and less evident. The key in the development of such work samples or collections of work will be in designing structures that include artifacts and reflective writing or feedback that support students' examination of their learning and give evidence that, as graduates, they will extend their integrative abilities into the challenges of personal, professional, and civic life. Glossary The definitions that follow were developed to clarify terms and concepts used in this rubric only. Academic knowledge: Disciplinary learning; learning from academic study, texts, etc. Content: The information conveyed in the work samples or collections of work. Contexts: Actual or simulated situations in which a student demonstrates learning outcomes. New and challenging contexts encourage students to stretch beyond their current frames of reference. Co-curriculum: A parallel component of the academic curriculum that is in addition to formal classroom (student government, community service, residence hall activities, student organizations, etc.). Experience: that takes place in a setting outside of the formal classroom, such as workplace, service learning site, internship site or another. Form: The external frameworks in which information and evidence are presented, ranging from choices for particular work sample or collection of works (such as a research paper, PowerPoint, video recording, etc.) to choices in make-up of the eportfolio. Performance: A dynamic and sustained act that brings together knowing and doing (creating a painting, solving an experimental design problem, developing a public relations strategy for a business, etc.); performance makes learning observable. Reflection: A meta-cognitive act of examining a performance in order to explore its significance and consequences. Self : Describing, interpreting, and judging a performance based on stated or implied expectations followed by planning for further learning.

19 B INTEGRATIVE LEARNING VALUE RUBRIC for more information, please contact Definition Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. Connections to experience Connects relevant experience and academic knowledge Connections to discipline Sees (makes) connections across disciplines, perspectives Transfer Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations Integrated Communication Reflection and Self Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self assessment, reflective, or creative work) Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance. Capstone 4 Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden own points of view. Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g. family life, artistic participation, civic involvement, work experience), to illuminate concepts/theories/frameworks of fields of study. Independently creates wholes out of Independently connects examples, facts, multiple parts (synthesizes) or draws or theories from more than one field of conclusions by combining examples, facts, study or perspective. or theories from more than one field of study or perspective. When prompted, presents examples, facts, or theories from more than one field of study or perspective. Fulfills the assignment(s) by choosing a format, language or graph (or other visual representation) in ways that enhance meaning, making clear the interdependence of language and meaning, thought and expression. Envisions a future self (and possibly makes plans that build on past experiences) that have occurred across multiple and diverse contexts. Adapts and applies skills, abilities, theories, or methodologies gained in one situation to new situations to solve problems or explore issues. Fulfills the assignment(s) by choosing a format, language or graph (or other visual representation) to explicitly connect content and form, demonstrating awareness of purpose and audience. Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks). Milestones 3 2 Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own. Benchmark 1 Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests. When prompted, connects examples, When prompted, presents examples, facts, facts, or theories from more than one field or theories from more than one field of of study or perspective. study or perspective. Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues. Fulfills the assignment(s) by choosing a format, language or graph (or other visual representation) that connects in a basic way what is being communicated (content) with how it is said (form). Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self awareness). Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation. Fulfills the assignment(s) (i.e. to produce an essay, a poster, a video, a powerpoint presentation, etc.) in an appropriate form. Describes own performances with general descriptors of success and failure.

20 C Historical Essay Reflection Due Wednesday, November 26 by 5:00pm in your History Blackboard Please reflect on what you learned by completing the Argumentative Historical Essay. We encourage you to provide examples and as much detail as you can in your answers. 1. What type of knowledge and skills from each of your learning community courses did you use to complete this assignment? Give examples. 2. How could you use any of the skills or knowledge gained from this assignment in any of your other classes or your intended career? 3. Why is it important to support your claims or assertions with evidence? 4. How did working with the primary sources required to complete this assignment differ from other writing experiences you have had? 5. What strengths did you discover from completing this paper? What challenges did you face? How will that learning help you grow as a student and a person?

21 D Observational Study: Metacognition Please reflect on what you have learned by participating in the observational study project. This is not meant to be a critique of group members. However, you might make justified conclusions about what you have learned about group work. Submissions should be at least two pages and follow APA formatting guidelines. Answer the following: Discuss experiences when you had a different opinion during the development of the project or during observations and how you dealt with the difference in opinion. What type of knowledge did you need to conduct the study from each of your learning community courses? How have you used knowledge gained from the observation project in different situations? (This could be classes, roommate situations, family relationship, etc). What strengths did you discover from completing this project? What challenges did you face? How will that learning help you grow as a student and person?!

22 Adapted'from'the'Association'of'American'Colleges'and'Universities'Integrative''VALUE'Rubric' First-Year E Final&Integrative''Journal! For your final journal, make explicit connections between what you have learned this semester in Philosophy and Seminar, how those concepts connect to each other, how those concepts connect to your other classes, and how those concepts connect life experiences. Remember this does not only need to include specific topics, but can also be about ways of thinking. Consider: Epistemology Logic Dualism Free Will Personal Identity The God debate Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new complex situations within and beyond the campus. In your journal entries you should strive to: 1. Make connections to experience this means that you connect relevant experience and academic knowledge. 2. Make connections to discipline this means that you see and make connections across disciplines and perspectives. 3. Transfer knowledge this means you should adapt and apply skills, abilities, theories, or methodologies gained in one situation to new situations. Journals should be written: 1. In a clearly organized manner (including introductions, thesis statements, transition sentences, conclusions, etc). 2. With multiple explicit examples that connect to course content separated into paragraphs by topic. 3. With citations from lecture, Think, and other sources. 4. Following professional expectations of writing (grammar, punctuation, etc). 5. Meeting a two-page (double-spaced) minimum. (The page limit does not include cover or reference pages). 6. In APA format (disregard abstract requirement). Use or the Writing Center for help with APA.