using the cas learning and development domains to foster ... · parcipant learning outcomes •...

www.cas.edu @CAS_Standards

UsingtheCASLearningandDevelopmentDomainstoFosterStudentDevelopment

Welcome to #ACPA16 in Montreal, we are

glad you are here!

Bienvenue à #ACPA16 à Montréal,

nous sommes heureux que vous

soyez là!

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#ACPA16 provides an opportunity to discuss global concepts in higher, post-secondary, and tertiary education. Please remember that not everyone in the room is from the same country nor works within the same system of higher or tertiary education. We invite you to use language that welcomes all participants to the conversation. Tweet what you learn using #ACPA16 and #CASconnect


UsingtheCASLearningandDevelopmentDomainstoFosterStudentDevelopment

Tim Gordon @twgordo University of Wisconsin – Milwaukee

Annemieke Rice @_annemieke Campus Labs @CampusLabsCo

Marybeth Drechsler Sharp @mb_joy Council for the Advancement of Standards in

Higher Education (CAS)

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Par<cipantLearningOutcomes

•  Participants will be able to: – Recall the CAS learning and development outcome

domains – Articulate why the CAS learning and development

outcome domains and dimensions were developed and how they relate to other higher education outcomes

–  Identify ways other campuses have adapted the CAS learning and development outcomes

– Consider how you might apply the CAS outcomes in your own work or at your institution

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QuickPoll

•  What is your level of experience with CAS? –  I am learning about CAS for the first time –  I have read or attended a presentation about CAS –  I have used the CAS Standards and Guidelines in my

work but have not conducted self-assessments –  I have conducted self-assessments in my work using

CAS materials

–  I am a CAS expert and have used CAS materials extensively

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CouncilfortheAdvancementofStandardsinHigherEduca<on

•  Founded in 1979 •  Consortium of 42 member organizations •  CAS Board of Directors comprised of representatives

from member associations •  Consensus-oriented, collaborative approach •  45 standards and self-assessment guides (SAGs) •  Standards are designed to be achievable by any program

or service, at any institution type

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Applica<onsforCASStandards

•  Design new programs and services

•  Focus time, energy, and resources

•  Devise staff development •  Guide strategic planning •  Measure program and

service effectiveness Ø Create and assess

learning and development outcomes

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Crea<ngInten<onalOutcomes

•  CAS learning and development outcomes address the whole student

•  Functional areas directly influence or contribute to each outcome

•  Outcomes may be more significant to a program or service than others; all should be on radar

•  Identify desired outcomes before designing programs

Outcome

Environment

Input

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LearningandDevelopmentOutcomeDomainsandDimensions

•  Six domains are a part of the CAS General Standards –  Knowledge acquisition,

construction, integration, and application

–  Cognitive Complexity –  Intrapersonal Development –  Interpersonal Competence –  Humanitarianism and Civic

Engagement –  Practical Competence

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LEAP [AAC&U]

(2007)

Learning Reconsidered

(2004)

Council for the Advancement of Standards [CAS]

(2008)

Degree Qualifications Profile [DQP]

(2011)

Disciplines (2011)

Knowledge of Human Cultures & the Physical & Natural World

Knowledge Acquisition, Integration, & Application

Knowledge Acquisition, Construction, Integration, & Application

Specialized Knowledge; Broad & Integrative Knowledge

Knowledge Bases

Intellectual & Practical Skills

Cognitive Complexity Cognitive Complexity Intellectual Skills Critical Thinking

Personal & Social Responsibility

Interpersonal & Intrapersonal Competence

Humanitarianism

Civic Engagement

Intrapersonal Development

Interpersonal Competence

Humanitarianism & Civic Engagement

Civic and Global Learning

Intrapersonal Attributes & Competencies

Interpersonal Relations with Diverse Others

Ethics

Management & Collaborative Leadership

Integrative & Applied Learning

Practical Competence

Persistence & Academic Achievement

Practical Competence Applied & Collaborative Learning

Professional Skills

Life-long Learning


StudentLearning&Development:PartoftheProgram•  Programs and services…

– Must promote student learning and development outcomes

– Must identify relevant and desirable student learning and development outcomes

– Must assess outcomes – Must provide evidence of their impact on student

learning and development – Must articulate how they contribute to or support

student learning and development

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ProgramLearningandDevelopmentOutcomeDomains&Dimensions•  Knowledge acquisition, integration, construction, and application

–  Dimensions: understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life

•  Cognitive complexity –  Dimensions: critical thinking; reflective thinking; effective reasoning; and

creativity

•  Intrapersonal development –  Dimensions: realistic self-appraisal, self-understanding, and self-respect;

identity development; commitment to ethics and integrity; and spiritual awareness

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ProgramLearningandDevelopmentOutcomeDomains&Dimensions•  Interpersonal competence

–  Dimensions: meaningful relationships; interdependence; collaboration; and effective leadership

•  Humanitarianism and civic engagement –  Dimensions: understanding and appreciation of cultural and human

differences; social responsibility; global perspective; and sense of civic responsibility

•  Practical competence –  Dimensions: pursuing goals; communicating effectively; technical

competence; managing personal affairs; managing career development; demonstrating professionalism; maintaining health and wellness; and living a purposeful and satisfying life

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DomainExample:IntrapersonalDevelopment

•  Dimension – Realistic self-appraisal, self-understanding, and self-

respect –  Identity development – Commitment to ethics and integrity –  Spiritual awareness

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DomainExample:IntrapersonalDevelopment

•  Example learning outcomes for “Realistic self-appraisal, self-understanding, and self-respect” –  Assesses, articulates, and acknowledges personal skills, abilities, and

growth areas –  Uses self-knowledge to make decisions (e.g., career choices) –  Articulates rationale for personal behavior –  Seeks and considers feedback from others –  Critiques and subsequently learns from past experiences –  Employs self-reflection to gain insight –  Functions without need for constant reassurance from others –  Balances needs of self with needs of others

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ApplyingtheOutcomes

1.  Writing learning outcome statements 2.  Aligning learning experiences across an institution 3.  Guiding assessment plans 4.  Engaging students in learning opportunities 5.  Preparing for a self-assessment

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Adapted from presentation by Jan Arminio at CAS National Symposium (2009)

Ins:tu:onMission OutcomeDomain

Dimension LearningOutcome Program

Theul<mategoalistohavestudentsdeveloptotheirutmosttheintellectual,personal,andsocialcapabili<estheyneedtoperformascompetentci<zenspreparedtoembarkonacareerimmediatelyupongradua<onoraTeradvancedstudy

Prac<calCompetence

MaintainHealthandWellnessLivingaPurposefulandSa<sfyingLife

Studentswillengageinbehaviorsthatcontributetoenvironmentpromo<nghealthandreducingrisk.Studentswillactincongruencewithpersonaliden<ty,ethical,spiritual,andmoralvalues

AlcoholEduca<onworkshopsAlcoholEduca<oncounselinggroups

ExampleofLearningOutcome

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ABCDFormula

•  ABCD Formula – Audience – Behavior – Condition – Degree

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Heinrich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Englewood Cliffs: Prentice Hall, Inc.


KeyElements

•  Audience (Who) –  Who is the target of the outcome?

•  Behavior (What) –  What should the audience be able to know, do, or value?

•  Condition (How) –  What will facilitate the learning?

•  Degree (How much) –  How much will be accomplished or demonstrated?

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ABCD

To write a learning outcome, follow the formula Condition Audience Behavior Degree

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Asaresultofpar<cipa<ngintheleadershipworkshop,students

willar<culateatleastthreecharacteris<csofeffec<ve

leadership.

Condi&onAudience

Behavior(verbinfuturetense) Degree

ABCD

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3Ms

•  Meaningful: –  Is this outcome aligned with the division or department

missions or goals?

•  Manageable: –  Is this outcome actually achievable and assessable?

•  Measurable: – Can you articulate how you would know you achieved

the outcome?

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Exercise:DevelopingOutcomes•  Knowledge acquisition, integration,

construction, and application –  understand knowledge from a range of

disciplines; connect knowledge to other knowledge/ideas/experiences; construct knowledge; relate knowledge to daily life

•  Cognitive complexity –  critical thinking; reflective thinking;

effective reasoning; creativity

•  Intrapersonal development –  realistic self-appraisal, self-

understanding, self-respect; identity development; commitment to ethics/integrity; spiritual awareness

•  Interpersonal competence –  meaningful relationships;

interdependence; collaboration; effective leadership

•  Humanitarianism/civic engagement –  understand/appreciate cultural

and human differences; social responsibility; global perspective; sense of civic responsibility

•  Practical competence –  pursue goals; communicate

effectively; technical competence; manage personal affairs; manage career development; demonstrate professionalism; maintain health/wellness; live a purposeful/satisfying life

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UWMexample

•  The Division of Student Affairs at University of Wisconsin Milwaukee; 400 professionals; 16 departments (Enrollment Management, Housing, DOS/Student Life, Recreation, Health Center, Children’s Center, Student Union, Aux Services)

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DevelopingLearningOutcomes@UWMDIVSA

UnitSLOs

ProgramSLOs

CASDo

mains/Stand

ards/Program

UWSSLGs/SLO

s

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FromColumnstoSLOAssessment

DevelopmentofPlantoAssessStudentLearning

FocusGroups Poraolios Rubrics

Ar:cula:onofStudentLearningOutcomesCampusDiningServicesStudentManagement

Residen<alLifeConductHearings

LearningDimensionsCollabora<onandteamwork

Managingmeaningfulrela<onshipsManagingcareerdevelopmentManagingpersonalaffairs

MizzouStudentAffairsColumnsofStudentLearning&Development

InterpersonalDevelopment Prac<calCompetence

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Pathways to Success

Higher Retention Higher GPA

SampleSelf-AssessmentGuide

(SAG)

www.cas.edu @CAS_Standards 41


CASSessionsatACPA

•  An Overview of the CAS Standards and How to Use Them – Tuesday, March 8, 2016 (2:00 PM - 3:00 PM) –  Palais des Congrès de Montréal - 521B

•  Do It Yourself CAS Standards Assessment – Tuesday, March 8, 2016 (3:30 PM - 4:30 PM) –  Palais des Congrès de Montréal – 521B

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ApplyingtheDomains

•  In what ways can you envision using the domains on your campus?

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Ques<ons/Comments

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Thank you for learning with us!

Nous vous remercions pour avoir appris avec nous!

Please complete your session

evaluation using the CrowdCompass app


ForMoreInforma<on

•  Visit www.cas.edu •  CAS Professional Standards for Higher Education (9th edition) •  Self-Assessment Guides

–  Also available through CAS website –  Available through Campus Labs Program Review

•  CAS Statements (available on website) –  Characteristics of Individual Excellence –  CAS Statement of Shared Ethical Principles

•  CAS Resource Center at http://www.cas.edu/resources.asp •  Frameworks for Assessing Learning and Developmental Outcomes

(FALDOS) (2006)

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