W7 - The Emerging Landscape of Learning: VALUE Results in Context
Direct evidence of student learning of essential outcomes is prized by educators and employers alike, but all too often remains elusive and unavailable on a systematic basis. Join us as we use the most recent findings of nationwide AAC&U VALUE rubric scoring to focus on data utilization for learning improvement, equity, and pedagogical improvement.
Our workshop will begin with a brief overview of the VALUE rubrics as direct assessment tools. We will review data displays of the most recent results from scoring over 5000 artifacts - student work produced in response to assignments in courses or co-curricular activities on key essential learning outcomes (e.g. critical thinking, or written communication). Attendees will have the opportunity to work with examples of institutional-level reports of results for different types of institutions (four-year public, four-year private institutions) and explore potential uses for data in small-group discussion with colleagues from the same institutional type. We will also explore examples of how some institutions have actually used their results to affect change on their campuses as well as use in accreditation reporting, faculty development, and other areas. We will present results related to issues of equity, including first-generation students vs. non-first gen students, race, gender, and faculty intention for learning. Some results provide evidence that conventional understanding and assumptions about student performance based on student background should be reconsidered. The session will close with practical advice on using results with different audiences within participants’ institutions as well as in their communities - and for building capacity to use student work we already have to enhance student learning and pedagogical practice.
Terry Rhodes received his B.A. from Indiana University at Bloomington and his M.A. and Ph.D. in Political Science from the University of North Carolina at Chapel Hill. Before moving into national higher education work, he was a faculty member for twenty-five years. Dr. Rhodes is currently Vice President for the Office of Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U) where he focuses on the quality of undergraduate education, access, general education, and assessment of student learning. He is also the executive director of the Valid Assessment of Learning in Undergraduate Education (VALUE) project, and director of the annual AAC&U General Education Institute.
Rhodes brings to his position many years of experience leading undergraduate curriculum development efforts, teaching public policy at the graduate and undergraduate levels, developing learning outcomes assessment plans, and forging inter-institutional collaborations with community colleges and high schools. In addition to his prior position as Vice Provost for Curriculum and Dean of Undergraduate Programs at Portland State University, Rhodes was Professor of Public Administration. Prior to assuming his positions at PSU, Rhodes served in several roles at the University of North Carolina at Charlotte, including Associate Vice Chancellor for Academic Programs and Special Assistant to the Provost for Assessment.
Dan Shapiro is Interim AVP for Academic Planning and Institutional Effectiveness at California State University, Monterey Bay (CSUMB). He has over 20 years of experience using course-, program-, and institution-level assessment to increase student learning. As a graduate student he received professional development in teaching and learning offered by Cornell University’s nationally recognized Knight Writing Program and later coordinated its writing in the majors program for biological sciences. As a CSUMB faculty member he was a faculty associate for TLA under founding director Dr. Amy Driscoll, contributed to the institution’s work for initial WSCUC accreditation, founded the environmental studies degree program and facilitated its annual program assessments, and led CSUMB’s first institution-level assessment of critical thinking. He has published and presented on learning and assessment in senior capstone, writing intensive critical thinking courses, ethics, and service learning. Since becoming TLA’s director in 2014 his work has included accreditation, using institution-level assessment to increase student achievement of the core competencies, engaging faculty in assessment, implementing evidence-based pedagogies, integrating curricular and co-curricular learning and assessment, and promoting institutional wellness. He has completed the WSCUC Assessment Leadership Academy (ALA), coordinates the ALA mentoring program, and is an ALA mentor. He has presented his work at AAC&U and WSCUC conferences.