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Student Learning and Core Institutional Values

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Citizenship Social, civic and political responsibility, globally, nationally, ... Excellence High quality student ... Untitled 42' x 18' sisal, steel ... – PowerPoint PPT presentation

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Title: Student Learning and Core Institutional Values


1
Student Learning and Core Institutional Values
  • David Sill
  • Laura Strand
  • Southern Illinois University Edwardsville

2
What can we assess?vs.What should we assess?
  • Confidence in assessing skills and content
  • What about assessing the ineffable?
  • Core values?
  • High school vs. college?
  • Lower division vs. upper division?
  • Integrated learning?

3
SIUEs Shared Values
  • Citizenship  Social, civic and political
    responsibility, globally, nationally, locally,
    and within the University  Active partnerships
    and a climate of collaboration and cooperation
    among faculty, staff, students and the larger
    community   Environmental stewardship  
  • Excellence   High quality student learning 
    Continuous improvement and innovation 
    Outstanding scholarship and public service 
    Standards consonant with the premier status to
    which we aspire  
  • Integrity   Accountability to those we serve and
    from whom we receive support   Honesty in our
    communications and in our actions 
  • Openness   Inclusion of the rich diversity of
    humankind in all aspects of university life  
    Respect for individual differences  Intellectual
    freedom and diversity of thought   Access for
    all who can benefit from our programs 
  • Wisdom   Creation, preservation, and sharing of
    knowledge   Application of knowledge in a manner
    that promotes the common good   Life-long
    learning

4
Statement of Objectives for the Baccalaureate
Degree
  • Include broad and ambitious objectives
  • intellectual development
  • contributions to society
  • well-informed, effective citizens
  • leadership
  • self-reflection and self-assessment
  • life-long learning
  • events of the world in broad perspective
  • reasoned approach to challenges

5
To achieve these purposes, the University seeks
to impart the following abilities and knowledge
to its students through their general education
and study in their academic majors and minors
  • Analytic, Problem-solving, and Decision-making
    Skills
  • Oral and Written Communication Skills
  • Foundation in Liberal Arts and Sciences
  • Value of Diversity
  • Scientific Literacy
  • Ethics
  • Preparation in an Academic or Professional
    Discipline

Value of Diversity
6
Statement of Objectives for the Baccalaureate
Degree
  • Value of Diversity All students will gain an
    understanding of the traditions that influence
    American culture and of the traditions of other
    cultures in order to develop a respect for and a
    sensitivity to ethnic and cultural diversity.
    Students will gain a deeper understanding of
    global interdependence.

7
Statement of Objectives for the Baccalaureate
Degree
  • Value of Diversity All students will gain an
    understanding of the traditions that influence
    American culture and of the traditions of other
    cultures in order to develop a respect for and a
    sensitivity to ethnic and cultural diversity.
    Students will gain a deeper understanding of
    global interdependence.

8
What will tests or surveys tell us about

?
  • sensitivity to ethnic and cultural diversity

9
What will tests or surveys tell us about
understanding of global interdependence
?
10
Common means for assessing student learning?
Self reports.

11
Common means for assessing student learning?
Standardized tests.
  • National Tests
  • Uses of ACT's CAAP.htm
  • ACT's CAAP Tests.htm

ReadingWriting SkillsWriting Essay
MathematicsScienceCritical Thinking
What does CAAP assess?
12
  • Group 1Write a test question that assesses
    understanding of global interdependence
  • Group 2Write a survey question that assesses
    sensitivity to ethnic and cultural diversity

13
Senior Assignment (SRA)
  • Graduation Requirement
  • Academic simulator
  • Goes beyond classroom
  • Students produce products that make learning
    visible and assessable
  • Student learning becomes public
  • Makes visible learning in the discipline and the
    broader baccalaureate objectives.

14
Study with Indigenous Craftspeople in rural
Mexico
Hondencia weaving
15
Mexica Project
  • Faculty
  • Prof Paul Dresang, Ceramics
  • Assoc. Prof. Laura Strand, Textiles
  • 5 Trips in 10 years
  • 118 students

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Tlaxiaco, Oaxaca
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Mixtec Potters walking to market
22
Curandero with natural Medicines at the Saturday
Market.
23
Feli
Felipe and Rosailia at their home outside of Nuu
10 miles from Tlaxiaco
24
Felipe Reyes, Mixtec potter, farmer, Mayor of his
local township father of 6, grandfather of 4
Felipe
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Erin and Lucia, 2002
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Rosalia helps Jennifer, 1996
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Mexica 2000 Exhibition
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Mexica 98
  • The Mountains of Mexico tower above the small
    town of Tlaxiaco.
  • The valley a bowl contains a smorgasbord of
    people, dialects, beliefs, and colors.
  • The people are poor, but richer than many of us.
  • The language of many dialects becomes one voice.
  • The same beliefs their ancestors had for hundreds
    of years.
  • The color of the people, their clothing, their
    homes, and the surrounding landscapes.
  • This piece represents all of these things as well
    as the spirituality and beauty of Mexico.Karen
    Appel

50
Images flew by as quickly as my time in Mexico.
From the ruins at Mitla and Monte Alban to the
pottery I was witness to, the images piled up in
my mind. They merged to create a strange
juxtaposition, which formed into a single image.
In this piece, I attempted to convey these
feelings by playing with the placement and over
lapping of images. I wanted the viewer to see, if
only in a small way, how images bombard you in
such a small amount of time.Jonathan Brumfield
"Deluge"     8" x 11"    lithograph
51
Mexico can be an artist's paradise in the
images it offers. I cannot deny the desire to
document a culture the stands in such contrast
with my life. It is difficult, if not impossible
to remain objective. My camera became a tool to
record the beauty and sorrow I observed in
Tlaxiaco and Oaxaca City. Here I had the rare
opportunity to observe a society from the
outside. I continue to question my right to
intrude into the lives of my subjects.Marsha K.
Daniels"Through the Lens"     11" x
14"    photograph
52
I am amazed by the simplicity, in which the
Mexicans live and work. They get their materials
from the land. Handspun and dyed yarns create
their warp, sticks and cactus make the loom, and
clay dug form the earth and mixed with water
shape their pots. With the most basic of tools
and their own two hands, they create beautiful
and intricate pieces with more meaning than any
machine could produce. It was my intention to do
a piece, which would follow this pattern by
turning what would seem like a "simple" snapshot
into a more complex form.Melinda
HoenigUntitled     36" x 22"    photographs
53
Self-inflicted change is truly unusual in this
culture. Their lives are filled with calming
repetition. In our world spontaneity and change
are parts of our evolution. These traits may also
be part of our regression. The objects they
create have become their identity, tangible
extensions of their being. Shawnta
RayUntitled     42" x 18"    sisal, steel
54
  • When students are offered the opportunity to view
    their lives, assumptions and country through the
    lens of another culture
  • gt they return with a new respect for both people
    they have visited and for their home.
  • Follow up exercise
  • gt Students are guided to reflect on and utilize
    what they have learned
  • Utilizing several means of expression
  • (I.e.writing, artmaking, conversational critique)
    and
  • multiple viewpoints
  • (I.e. personal artmaking, and public exhibition)
  • returns multiplied benefits.
  • Every activity pushes all the activities forward

55
  • Group 1Design an experience for your discipline
    to assess understanding of global interdependence
  • Group 2Design an experience for your discipline
    to assess sensitivity to ethnic and cultural
    diversity

56
RSQC2
  • Recall
  • Summarize
  • Question?
  • Connect
  • Comment
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