Assessing & Documenting Student Civic Learning through ePortfolios
Post on 24-Feb-2016
DESCRIPTIONJuly 2011 AAEEBL Conference, Boston, MA. Assessing & Documenting Student Civic Learning through ePortfolios. Kristin Norris Kathy Steinberg Mary Price Susan Kahn. Indiana University Purdue University Indianapolis (IUPUI). How many of you. - PowerPoint PPT Presentation
Using ePortfolios to Document and Assess Student Civic Engagement and Professional Development
Assessing & Documenting Student Civic Learning through ePortfolios
Kristin Norris Kathy SteinbergMary PriceSusan Kahn
July 2011 AAEEBL Conference, Boston, MAIndiana University Purdue University Indianapolis (IUPUI)
1How many of you..Are familiar with the concept of ePortfolios?
Currently use ePortfolios?
Use ePortfolios in the context of service-learning and civic/community engagement?
Group discussion2Session GoalsIntroduce ePortfolios & civic learning at IUPUI
Discuss implications of civic learning in higher education
Define a civic-minded graduate
Provide you with a suite of tools to assess civic-mindedness, including ePortfolio applicationI will discuss the Lumina Degree qualifications Profile and how we understand the focus on civic learning within that on higher education. In general, what role does HE have in promoting active participants in society? IF that is one of our missions, how are we assessing whether or not we have accomplished that?
What does civic learning look like at IUPUI?
We have developed a model called the CMG. What is that specifically.
Then, how do we assess CMG3Institutional ContextCampus CultureCampus Assessment Culture - Principle-based approach to general educationCampus ePortfolio development
Large/diverse campusUrban, commuter campus, strong local mission@30K undergraduate students, another 8K who are graduate/professional students; distributed across 22 schools; more than 250 degrees offered, ranks among the top 20 in the country in the number of first professional and health-related degrees conferred
Principle-based education/Campus Assessment Culture: IUPUI one of the first institutions to adopt a principle-based model for general education (11 years in to adoption of the Principles of Undergraduate Learning)-- http://www.iport.iupui.edu/selfstudy/tl/puls/ Expectation that these learning outcomes are embedded in the course goals and objectives of every course at IUPUI so that graduating students leave IUPUI can demonstrate mastery or at least competency of all 6 principles.Structured planning and assessment processesacademic units expected to report on student learning gains and reevaluate curriculum http://www.planning.iupui.edu/prac/prac.html (Program Review and Assessment Committee)
making preparations for NCA Reaccreditation (2012)need to show authentic evidence of student learninghttp://www.planning.iupui.edu/pul/matrix/
Campus ePortfolio developmentWell-developed technology infrastructure; open-source platformsLong term investment by campus in ePortfolio development (approx 10 years)
4Campus Commitment Civic Engagement
Sam H. Jones Community Service Scholarship ProgramsCommunity-based Work-StudyAlternative Spring BreakDomestic and Intl Service lEarning Courses
George Washington Community Schools PartnershipScale of CE/SL on campusDuring 2009-10, 138 faculty members from 16 schools offered 309 service learning courses/sections involving 6,211 students at IUPUI. It is estimated that students provided over 118,000 hours of service to approximately 230 community partners.8 co-co-curricular service scholarship programs, and extensive extra-curriculate CE programming--community-based work study and student affairs directed programming (Alternative Spring break, Democracy Plaza, etc.)
Have an established academic service unit with 13 full-time staff
Scholarships: 395 scholarships ($607,399), including 159 service learning assistantships
Community work study: 120 students in America Reads/Counts, 26 students in TeamWorks
Campus & Community Service: 43 events, over 2,600 participants
Neighborhood Partnerships: at least 230 community partners
Campus Challenge for Civic LearningDemonstrate the value-added dimensions of SL/CE to multiple audiences
Critically assess how SL/CE experiences contribute to civic learning
Center interest in ePortfolios tied to campus mission and center-wide civic learning goals.One of three pillars in the IUPUI mission statement along with Excellence in Teaching and Research
Demonstrate the value-added dimensions of SL/CE learning to multiple audiencesUse in Program evaluationclose the loopUniversity Accountabilityneed to be able to demonstrate the value-added as a result of participating in curricular service-learning and co/extra-curricular civic engagement programmingbe able to present authentic evidence of student civic learning and development
Critically assess how SL/CE experiences contribute to civic learningPart of building a balanced approach to civic learning assessment/evaluationSupport CSL program evaluationProvide tools that assist faculty/staff in the SL/CE program implementation AND can serve as assessment tools.
CSL strategy Combines self-report and other quantitative tools with more qualitative forms of assessment
Creates opportunities for conducting research at the campus/program levelFactors/environments that contribute to CLOs
6Civic Learning in the context of Higher EducationWhat is the purpose of civic learning?What are the implications of civic learning on higher education?7Lumina Degree Qualifications ProfilePreparing students for responsible citizenship is a widely acknowledged purpose of higher education.Higher education is experimenting with new ways to prepare students for effective democratic and global citizenship. In developing civic competence, students engage in a wide variety of perspectives and evidence and form their own reasoned views on public issues. http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdfDescribes 5 basic areas of learning: Broad, integrative knowledgeSpecialized knowledgeIntellectual skillsApplied learningCivic learning
8High-Impact Practices (by Kuh, AAC&U, 2008)First-Year Seminars & ExperiencesCommon Intellectual ExperiencesLearning CommunitiesWriting-Intensive CoursesCollaborative Assignments & ProjectsUndergraduate ResearchDiversity/Global LearningService Learning, Community-Based LearningInternshipsCapstone Courses & ProjectsGeorge Kuh says that high-impact practices increase student retention and engagement and although he lists SL itself as a high-impact practices, he references that combining 2 or more practices is also beneficial. For example, have a SL component inside a FYS course. Or, ISL, which translates into global learning and SL.
So, as you can see (red highlights), our work appears in many different aspects on campus.9Lumina Degree Qualifications ProfileThe objectives of Civic Learning rely considerably on students out-of-classroom experiences and their development of a capacity for analysis and reflection.
The work of my center is responsible for the co-curricular experiences (out-of-classroom) as described here and would say that analysis refers to our core learning outcome of critical thinking, which, as stated in the DQP, is interrelated as are many of this. For example, communication skills are necessary to all of this to occur as well.
In addition to creating out-of-classroom experiences in which students are exposed to new ideas, we work with faculty teaching SL courses to develop CLOs and discuss best practices around SL projects. In relation to research, we help faculty evaluate and assess their CLOs as further contribution to their disciplines as well as the SL literature. 10The Intellectual CommonsMusil (2009)Essential Questions for StudentsWho I am? (knowledge of self)
Who are we? (communal/collective knowledge)
What does it feel like to be them? (empathetic knowledge)
How do we talk to one another? (intercultural process knowledge)
How do we improve our shared lives? (applied, engaged knowledge)
What was 1st developed to capture diversity literacy in a simple schema of 5 essential questions soon became equally useful in describing both civic and global learning. Students move from the self, to others, and finally to cooperating with others for a larger public good. The point she makes is that we need critical queries for students to pose that should lead to a deeper capacity to work collectively with others toward shared social and civic ends.
2009--Educating Students for Personal and Social Responsibility by Caryn McTighe Musil in Civic Engagement in Higher Education: Concepts and Practices.
AACU Civic Engagement Working Group The Civic Learning SpiralPrinciples of Interactivity and Integration:SelfCommunites and CulturesKnowledge SkillsValuesPublic Action
Models of Civic Competencies:
Lumina Foundation - The Degree Qualifications Profile 2011AAC&Us metarubric on Civic Engagement
11Students should be able to:Gain a deep, comparative knowledge of the worlds peoples and problems;Explore the historical legacies that have created the dynamics and tensions of their world;Develop intercultural competencies to move across boundaries and unfamiliar territory and see the world from multiple perspectives;Sustain difficult conversations in the face of highly emotional and perhaps uncongenial differences; Understand and perhaps redefine democratic principles and practices within an intercultural and global context; Secure opportunities to engage in practical work with fundamental issues that affect communities not yet well served by their societies; andBelieve that actions and ideas matter and can influence their world (Hovland, 2005)Caryn Musil and the AAC&U Civic Engagement Working Group developed the Civic Learning Spiral. What you can see here in this graphic and what this think tank of people were trying to say is that we can no longer think about just civic engagement, or just global learning, or just diversity education.
12Civic LearningAt IUPUI and your campus13Defining Civic EngagementCivic engagement is the acting on a heightened sense of responsibility to ones communities that encompasses the notions of global citizenship and interdependence, participation in building civil society, and empowering individuals as agents of positive social change to promote social justice locally and globally. (Musil, 2009)Definition of Civic Engagement at IUPUIActive collaboration that builds on the resources, skills, expertise, and knowledge of the campus and community to improve the quality of life in communities in a manner consistent with the campus mission (http://csl.iupui.edu/About/5c.asp) . Service Learning DefinedService learning is a course-based, credit-bearing educational experience in which students:Participate in an organized service activity that meets identified community needs, andReflect on the service activity in such a way as to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of personal values and civic responsibility .http://csl.iupui.edu/about/5b.asp16Civic-Minded GraduateA developmental model for looking at student development of a sense of civic purpose17Civic-Minded GraduateCivic Mindedness refers to a persons inclination or disposition to be mindful of the community and to his/her duties as a citizen of that community. This includes being aware of community strengths, weaknesses, issues, organizations, and individual people. A civic-minded graduate is skillfully trained through formal education (bachelors degree or equivalent), and has the capacity and desire to work with others to achieve collective public goods. Definition of Civic-Mindedness Civic-mindedness refers to a persons inclination or disposition to be mindful* of the community** and to his/her duties as a citizen of that community. This includes being aware of community strengths, weaknesses, issues, organizations, and individual people.
Examples of civic activities include volunteer service, informal helping of neighbors, political activism, voting, participation in public forums, and [question: does donation of $ count?]The highest form of civic-mindedness is seen in an adult who uses their skills and knowledge in the service of the community and its residents (for example, the civic-minded professional.) A civic-minded professional displays the ethical disposition of a social trustee of knowledge.[Note that service to ones profession itself is not included.]
Steinberg, Hatcher, & Bringle (in press)Identity: This dimension represents the persons self-understanding, self-awareness, and self-concept. This attribute can include knowing oneself as an individual, including values and commitments, as well as viewing oneself as a member of a community.Educational Experiences: This dimension represents the persons educational experiences and academic knowledge and technical skills gained through formal and informal education. This attribute can include curricular and co-curricular experiences during college, as well as career preparation and pre-professional activities (e.g., internships).Civic Experiences: This dimension represents ways in which a person is actively involved in the community (e.g., advocacy, community service, leadership, civic organizations, political involvement, volunteering, voting).
See handouts on the intersections (1, 2, 3)19How do you assess Civic Learning?Although we believe there are multiple ways to accomplish this, we will show you a suite of tools the CSL has developed to assess Civic Learning on IUPUIs campus.
How do you grade student civic knowledge? Should a student that possess less understanding of social issues be given a C on an assignment? And, the other challenge as identified by Caryn Musils article is that students dont think civic knowledge is of great importance in comparison to all of the other things they need to learn while in college.20CMG can be used to assess:Civic identityUnderstanding how social issues are addressed in societyActive participation in society to address social issuesCollaboration with others (includes diversity issues, interconnectedness, mutuality, and respect)Benefit of education to address social issuesWe call these areas DOMAINS
These domains were compared to the AAC&U Civic Engagement Rubric for consistency. 21Tools CSL has developed to assess civic-mindednessSL Course Evaluation
CMG Narrative, sub-prompts, and Rubric22Why Civic Learning ePortfolios? Why Now at IUPUI?23Value of ePortfolios for Service LearningMost assessment tools are self-report instruments (nationally and locally)Eportfolios provide authentic assessment evidence/dataDraw on strengths of Service Learning critical reflectionEportfolios are not just for researchalso for course use and program assessmentdesigns can be simple or complexKATHY
Self-reports toolsSelf-report tools include scales (such as Likert Scales) in which students report on how much they think they have gained, learned from a course or program. E.g.:I improved my listening skills in this class. (strongly agree, agree, disagree, strongly disagree)
These kinds of instruments are useful for some purposes and easy to develop, administer and score.
Big problem: students may not give honest or reliable answers to the questions.
Need another source of information ex: observers gives ratings of the students listening skills OR student reflections that provide more in-depth information
24Various forms of Portfolios at IUPUICourse-based (ex - First Year Seminars , capstone)Process (Matrix)Assessment/Evaluation (Matrix with Evaluation tools and report functionality)Presentation (both students and faculty)For the purpose of todays presentation, I will show you the 2 types of portfolios the CSL is using.25Service Learning Assistant
Process Matrix within Portfolio site
Kristin Norris (firstname.lastname@example.org)Kathy Steinberg (email@example.com) www.csl.iupui.edu
28ReferencesAdelman, Cliff, Peter Ewell, Paul Gaston, and Carol G. Schneider (2011). Degree Qualifications Profile. Lumina Foundation: Indianapolis, IN. http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdfHovland, K. (2005). Shared futures: Global learning and social responsibility. Diversity Digest, 8(3), 1, 16-17.Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.Musil, C (2009). Educating students for personal and social responsibility: The civic learning spiral. In B. Jacoby, Civic engagement in higher education: Concepts and practices (pp. 49-68). San Francisco, CA: Jossey-Bass.Steinberg, Kathryn S., Julie A. Hatcher, and Robert G. Bringle (2011). A North Star: Civic-Minded Graduate. Paper submitted to Michigan Journal for Community Service Learning.