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


The Gateway Project: Learning and Assessment in a Student Life Leadership Program Eva Frey Johnson, Director Student Involvement & Leadership/Diversity Center – PowerPoint PPT presentation

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

The Gateway Project Learning and Assessment in a
Student Life Leadership Program
  • Eva Frey Johnson, Director
  • Student Involvement Leadership/Diversity Center
  • Pacific Lutheran University

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.

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

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
  • Wild Hope Project
  • Supporting vocational exploration across the
  • First Year Experience
  • Collaboration among faculty and staff
  • Shared experiences, such as the Summer Reading

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

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

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
  • Humanitarianism
  • Civic engagement
  • Interpersonal and intrapersonal competence
  • Practical competence
  • Persistence and academic achievement

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

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

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
Common Fall Leadership Training
  • The Division of Student Life recently developed a
    common student leadership curriculum, which
    includes Common Fall Training for student
  • 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

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

  • 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

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

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?

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?

  • 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.

Developing Resources
  • Learning through Leadership link

  • 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

  • For a copy of this presentation or for more
    information contact
  • Eva Frey Johnson, Director
  • Student Involvement Leadership/Diversity Center