The Gateway Project: Learning and Assessment in a Student Life Leadership Program

1
The Gateway Project Learning and Assessment in a
Student Life Leadership Program

• Eva Frey Johnson, Director
• Student Involvement Leadership/Diversity Center
• Pacific Lutheran University

2
Defining the Mission

• The mission of Pacific Lutheran University is
• to educate students for lives of thoughtful
  inquiry, service, leadership and care for other
  persons, for their communities and for the earth.

3
Learning Assessment at PLU

• Learning
• Occurs across University departments and
  divisions and involves the whole student
• Programs and staff interactions offer
  scaffolding, or structure and expectations,
  related to student learning
• Development is a distinct, parallel process
• Assessment
• A powerful tool to enhance understanding of our
  students, shape our approach, and refine and
  celebrate our daily work with students

4
Context Synergy

• PLU 2010
• Underscored the value of campus-wide partnerships
  and the importance of purposeful learning
• Youth Leadership Initiative Framework
• Developing learning outcomes for the
  co-curriculum
• Wild Hope Project
• Supporting vocational exploration across the
  University
• First Year Experience
• Collaboration among faculty and staff
• Shared experiences, such as the Summer Reading
  Program

5
Guiding Frameworks

• PLU Integrated Learning Objectives
• Learning Reconsidered (2004)
• M. Baxter Magolda, S. Daloz Parks, Robert Kegan,
  others

6
Integrated Learning Objectives (ILOs)

• Approved by the Faculty Assembly (1999)
• Provide a common language and educational
  philosophy across the University
• Assist with assessment of student learning
• PLU graduates should demonstrate
• Critical reflection
• Expression
• Interaction with others
• Valuing
• Multiple Frameworks

7
Learning Reconsidered

• Learning Reconsidered (ACPA NASPA, 2004) calls
  for a collaborative, integrated approach to
  educating the whole student.
• Learning Outcomes
• Cognitive complexity
• Knowledge acquisition, integration, and
  application
• Humanitarianism
• Civic engagement
• Interpersonal and intrapersonal competence
• Practical competence
• Persistence and academic achievement

8
History of Student Leadership at PLU

• Pre 2002 ASPLU Residential Life (RAs)
• 2002-2003 Diversity Advocates, SIL Interns
• 2003-04 Sojourner Advocates
• 2004-05 Campus Ministry, Volunteer Center
• 2005-2006 Leadership Fellows
• 2006-2007 Athletics
• 2007-2008 Womens Center, Student Media

9
Connecting Learning Across Contexts

• Goals of a PLU Education
• Integrated Learning Objectives and Co-Curricular
  Learning Objectives
• Learning/Developmental Experiences
• Curricular
• Co-Curricular
• Leadership

10
Mapping Student Leadership
Emerging Leaders Program
ASPLU New Student Senator
Clubs/Orgs Involvement or Leadership
J-Term RA
Spring Semester RA
ASPLU Senate
Executive ASPLU, Student Media, RHA, Club/Orgs
Positions Campus Ministry, Athletics Advisory
Council, Diversity Advocates, SIL Interns,
Student Orientation Coordinators, SAPET,
Sojourner Advocates, Leadership Fellows,
Volunteer Coordinators
11
Common Fall Leadership Training

• The Division of Student Life recently developed a
  common student leadership curriculum, which
  includes Common Fall Training for student
  leaders.
• This shared approach positions student leaders
  within aleadership cohort rather than
  organizational groups, encourages them to view
  one another as knowledgeable resources and
  critical partners, and creates a more seamless
  experience.

12
Emerging Leaders

• Semester-long program, which fosters leadership
  skills for first year students
• Focus on self-awareness and promoting learning
  through reflection and group discussions
• J-Term Initiative
• Weekly meetings to explore what it means to be a
  student leader
• Exposure to staff and faculty, connecting with
  other student leaders, and learning about campus
  leadership opportunities

13
Blueprints

• A reflective leadership experience centered
  around the Integrated Learning Objectives
• Grounded in the students experience
• Students set goals, track progress and design a
  campus program

14
Assessment of Leadership Experiences

• Talent Inventory
• Attempted Fall 2006
• Mid-Year Assessment
• February 2007
• Rubrics
• New for 2007-08

15
Talent Inventory

• A self-assessment tool for students derived from
  the Integrative Learning Objectives.
• Students determine their level of effectiveness
  from the following scale Unacceptable, Below
  Expectations, Meets Expectations, Mastery.
• Students also discuss their assessment with a
  partner. Example prompt
• Which talents do you consider most important to
  your success as a student leader in the coming
  year? Why?

16
Mid-Year Assessment

• Students complete a four-question assessment and
  discuss their answers with their supervisor. The
  questions build upon one another and encourage
  reflection and self-understanding.
• Focus How has the student developed as a leader
• List 10 highlights from school year.
• Choose 3 highlights for each, list 10 reasons
  why it is a highlight for you.
• What themes or trends do you notice from above?
• What does this tell you about how you have grown
  as a student leader?

17
Rubrics

• Benchmarks are imperative to understanding
  student learning, from both the student and staff
  perspective. They help students identify
  strengths and weaknesses and allow staff to
  improve current initiatives.
• Rubrics should be concise, universal, and firmly
  grounded in the universitys values.

18
Developing Resources

• www.plu.edu/sil
• Learning through Leadership link

19
Challenges

• Common Language among Student Affairs and
  academic units
• Rebalancing professional priorities and resources
• Helping students reframe their worlds to move
  through process developmentally and with support
  and challenge

20
Questions?

• For a copy of this presentation or for more
  information contact
• Eva Frey Johnson, Director
• Student Involvement Leadership/Diversity Center
• johnsoer_at_plu.edu
• www.plu.edu/sil