Assessing Ineffable Outcomes: Moral Rehearsal and Student Learning Marcia Mentkowski, Alverno Colleg

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Assessing Ineffable Outcomes Moral Rehearsal and
Student LearningMarcia Mentkowski, Alverno
College http//depts.alverno.edu/ere/publications
_etc/prsntatn.html

• No Longer Optional Educating for Personal and
  Social Responsibility
• AACU pre-meeting symposium
• January 23, 2008
• Moral Rehearsals for Life-Long Learning
• Anne Colby and Tom Ehrlich, Carnegie Foundation
  for the Advancement of Teaching
• Marcia Mentkowski, Alverno College

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Building onour heritage

• Educators share a value system laced with respect
  for engagement in learning that leads to taking
  personal and social responsibility.

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We challenge assumptions
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We deal with ambiguity
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We foster taking responsibility through
internshipsopportunities to perform
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AACU Essential Learning Outcome
Personal and Social Responsibility, including

• Civic knowledge and engagementlocal and global
• Intercultural knowledge and competence
• Ethical reasoning and action
• Foundations and skills for lifelong learning
• Anchored through active involvement with diverse
  communities and real-world challenges

The National Leadership Council for Liberal
Education Americas Promise. (2007). College
learning for the new global century (p. 12).
Washington, DC Association of American Colleges
and Universities.
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Finding Students wereand still arecoming to
college expecting to do something with what they
know.
During College
After College
Traditional Liberal Learning Career
and View Values Professional Values
Research Career Liberal Learning Career
and Finding Values Values Professional Va
lues
Liberal arts values attached to career values
during college and influenced career and
professional values after college.
Mentkowski, M., Associates. (2000). Learning
that lasts Integrating learning, development,
and performance in college and beyond. San
Francisco Jossey-Bass.
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Educational Theory of Learning That Lasts
Domains of Growth of the Person
Performance
Reasoning
Self- Reflection
Development
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Domains of Growth

• Reasoning
• (classical liberal arts education)
• (Critical Thinking)
• Development
• (value and service education)
• (development of the person)
• (Integration of Self in Context)

• Performance
• (professions education)
• in land grant institutions with professional
  schools and community colleges
• (alumna Ability Factors)
• Self-Reflection
• (residential education)
• (perspective on own
• learning and growth)
• (identity as learner, performer,
  professional, contributor to civic life)

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What is Development as a domain of growth?

• By holistic development, we denote the overall
  direction of dispositional growth in the persons
  broadly integrated way of making meaning and
  commitments in moral, interpersonal,
  epistemological, and personal realms.

Rogers, G., Mentkowski, M., Reisetter Hart, J.
(2006). Adult holistic development and
multidimensional performance. In C. Hoare (Ed.),
Handbook of adult development and learning (pp.
497535). New York Oxford University Press.
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What is Performance as a domain of growth?

• By performance we denote an individuals
  discretionary and dynamic action in an ambiguous
  situation that effectively meets some
  contextually conditioned standard of excellence.
• Such multidimensional performance goes beyond
  technical or narrowly specified task performance.
  
• Performance entails the whole dynamic nexus of
  the individuals intentions, thoughts, feelings,
  and construals in a dynamic line of action and
  his or her entanglement in an evolving situation
  and its broader context.
• Such a context may be within or across work,
  family, civic, or other settings.

Rogers, G., Mentkowski, M., Reisetter Hart, J.
(2006). Adult holistic development and
multidimensional performance. In C. Hoare (Ed.),
Handbook of adult development and learning (pp.
497535). New York Oxford University Press.
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What is Self Reflection as a domain of growth?
Self-reflection is a rigorous and disciplined
domain of the person, made up of complex mental
and emotional as well as physical representations
of what it means to be a learner. Mature
self-reflection is perceptive, insightful, and
adaptive. Individuals who can do sophisticated
self-reflection view themselves not only as
persons who are professionals, but also as
learners who are continuously improving.
Mentkowski, M., Associates. (2000). Learning
that lasts Integrating learning, development,
and performance in college and beyond. San
Francisco Jossey-Bass.
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Using Metacognitive Strategies

Performance
Reasoning
Using Metacognitive Strategies
Self-Reflection
Development
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Transformative Learning CycleUsing Metacognitive
Strategies

Student capacity for reasoning, for using
metacognitive strategies that restructure their
knowledge and enable them to think while they are
performing, is essential to learning that lasts.
metacognitive strategies as frameworks
for performance
pattern recognition
knowledge restructuring
What I know and how I can do this
thinking about frameworks
thinking in performance
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Self Assessing Role Performance
Performance
Reasoning
Using Metacognitive Strategies
Self Assessing Role Performance
Self-Reflection
Development
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Please Read Program Coordinator
Michelle
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Transformative Learning CycleSelf Assessing Role
Performance
monitoring role performance
Student capacity for self assessing role
performance, using criteria and standards from
diverse sources, is essential to learning that
lasts
envisioning role performance
What I can do across settings and how I can
improve
self assessment
reflective learning
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Engaging Diverse Approaches, Views, and Activities
Performance
Reasoning
Using Metacognitive Strategies
Self Assessing Role Performance
Self-Reflection
Development
Engaging Diverse Approaches, Views, and Activities
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Please Read Manager

• Jennifer

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Transformative Learning
CycleEngaging Diverse Approaches, Views, and
Activities
Student capacity for engaging with depth and
breadth, diverse approaches, views, and
activities is essential to learning that lasts.
Learning in this way means not only appreciating
multiple perspectives and mutuality, and engaging
others, but also showing the kind of independent
learning that leads to personal transformation.
appreciation of multiple perspectives, mutuality
breadth of learning
Who I am and who I should become How and why I
am committed to others and to making a personal
contribution
developmental restructuring
engaging diverse approaches/ views/activities
independent learning
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Engaging Diverse Approaches, Views, and Activities
Performance
Reasoning
Using Metacognitive Strategies
Self Assessing Role Performance
Self-Reflection
Development
Engaging Diverse Approaches, Views, and Activities
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Taking Personal and Social Responsibility are
learned when

• Faculty and student affairs personnel assist
  students to connect their feedback with a
  students self assessment of his or her own
  performance.
• Faculty and student affairs personnel assist
  students to engage in and reflect on diverse
  approaches, views, and activities to stimulate
  development.
• Students develop commitment with integrity when
  educators take responsibility for providing
  opportunities for students to integrate their own
  value frameworks with those of the liberal arts,
  professions, and education in actual
  performances.

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Mentkowski, M., Associates. (2000). Learning
that lasts Integrating learning, development,
and performance in college and beyond. San
Francisco Jossey-Bass. http//www.josseybass.com
/WileyCDA/WileyTitle/productCd-0787944823.html
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Assessing Ineffable Outcomes Moral Rehearsal and
Student LearningMarcia Mentkowski, Alverno
College http//depts.alverno.edu/ere/publications
_etc/prsntatn.html

• No Longer Optional Educating for Personal and
  Social Responsibility
• AACU pre-meeting symposium
• January 23, 2008
• Moral Rehearsals for Life-Long Learning
• Anne Colby and Tom Ehrlich, Carnegie Foundation
  for the Advancement of Teaching
• Marcia Mentkowski, Alverno College