wids reconsidered a new conversation about learning
TRANSCRIPT
WIDS Reconsidered
A New Conversation About Learning
Cast of Characters
• Margaret– SACS Auditor (Academic Affairs) New Context Creator
• Sarah - Instructional Support Director (Academic Affairs)
Conversation Starter/facilitator
• Vinson - Dean of Student Life and Counseling (Student Services)
Leader/Listener/Supporter
Vinson
Burdette
SACS 2.10
The institution provides student support programs, services, and activities consistent with its mission that promote student learning and enhance the development of its students.
Decision Point!
Check off
the box?
Transformative Change?
?
Appreciative Inquiry
Define
Discover
DreamDesign
Deliver
“Strengthening Our Role in Engaged Learning”
Tell me a story about one of the most exciting and rewarding experiences you ever had when you engaged with a group of students in a learning experience (outside a classroom setting). What made it so good?
Now, tell me a story about one of your most exciting and rewarding experiences when you engaged with an individual student in a one-on-one learning experience. What made it so good? Describe the setting. How did it become a “teachable moment”?
What three wishes do you have for the Student Development unit – things that would allow you to engage students in meaningful learning on a daily basis?
Provocative Proposition The Student Development unit intentionally engages students to:
•facilitate and empower self-discovery; •support the establishment and achievement of goals;•motivate the utilization of resources in the pursuit of new knowledge and skills;•encourage meaningful contributions within diverse communities.
PP SDLOs
Provocative Proposition• facilitate and empower self-
discovery• support the establishment
and achievement of goals• motivate the utilization of
resources in the pursuit of new knowledge and skills
• encourage meaningful contributions within diverse communities
SDLOs• Identify personal values,
interests, and/or abilities.• Apply appropriate strategies
to ensure progression toward meeting goals.
• Demonstrate resourceful use of information and services.
• Contribute positive influence to your communities.
Mini Lesson on Performance StandardsWhat are Performance Standards?
• The observable and measureable criteria and conditions for performance assessment.
– Clarify performance expectations for everyone– Empower students to take personal responsibility for learning
and development– Minimize evaluator subjectivity during performance assessment– Describe important characteristics of a satisfactory performance– Establish expectations by which the performance of an outcome
will be evaluated. Must be measureable or observable
Mini Lesson on Performance StandardsSix Types of Criteria
• Characteristics, Qualities, or Elements– What does successful performance look like? sound
like? feel like? smell like? taste like?• Accuracy or Tolerance• Speed• Percent or number• Permissible errors• Reference to existing standards• Degree of excellence
Mini Lessons on Performance StandardsWhere Do Criteria Come From?
• Your own knowledge and experience• Content experts• Employers or incumbent workers• Standards from reliable, verifiable sources
Mini Lesson on Performance Standards Product or/and Process
• Describe the qualities of a product that is produced by a student– The goal is…– The resume is…
• Describe the characteristics the student exhibits during a process/performance– The student…– You…
Mini Lesson on Performance StandardsActivity
Results
Course Outcome E. Contribute positive influence to your
communities.Condition: • You will demonstrate your competence:– In event follow-up meetings with a club advisor– During all activities during a sports season– In the classroom
Results
Criteria:• Your performance will be successful when:
– you follow-through on promises– you meet deadlines– you support the efforts of other community members– you resolve conflicts– you volunteer without being asked– you effectively communicate with community members
(listen actively, do not interrupt, speak (but not too long or too often), observe confidentiality, speak only for yourself (not others), and respect the views of others)
Results
Assessment Tools:• Faculty reports on student athletes• Coach or Advisor ratings by member or by
event• Community member ratings (athletic team
members or club members by event of for a time frame)
Feeling Comfortable About Moving Forward
• What has been your major learning, insight or discovery about the outcomes development process so far?
• What has missing from the picture? What is it that your are not seeing?
• What still seems unclear?• How can we support you in taking your next
steps?
What Conversations Will You Be Having?
Small group exercise
Sarah ShumpertTri-County Technical [email protected]
Margaret BurdetteTri-County Technical [email protected]