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Developing A Learning Outcomes Framework Slide Deck

The document outlines the development and implementation of an outcomes framework for co-curricular student learning, emphasizing the importance of structured frameworks to assess and document student development. It discusses the need for collaboration among various stakeholders, including assembling a task force with diverse roles and perspectives. Key strategies include defining the 'why' behind the framework, reviewing dimensions at both division and department levels, and considering campus culture during implementation.

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Paul Jacobson-Miller
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10 views24 pages

Developing A Learning Outcomes Framework Slide Deck

The document outlines the development and implementation of an outcomes framework for co-curricular student learning, emphasizing the importance of structured frameworks to assess and document student development. It discusses the need for collaboration among various stakeholders, including assembling a task force with diverse roles and perspectives. Key strategies include defining the 'why' behind the framework, reviewing dimensions at both division and department levels, and considering campus culture during implementation.

Uploaded by

Paul Jacobson-Miller
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 24

Developing & Implementing an

Outcomes Framework to Document


Co-Curricular Student Learning
2

Paul Jacobson-Miller
Pronouns: He/Him/His
Headshot EdTech Professional
[email protected]
3

“the prevailing reality is that the


cocurricular side has a history of using
anecdotal methods”
Assessing Student Learning and Development: A Handbook for Practitioners – 2004
4

Rules for Engagement


• Decide then act; you can
always adjust next year.
• Future you is not your
savior.
• We tend to put off what
we dread – do not do this.
Eat the frog first thing*.

*No frogs were harmed in the making of this presentation. It is only an expression designed to make it easy
to remember that we should do the things we are dreading or that we feel our future selves can handle.
5

Session Roadmap

Why Frameworks Close-Out,


Developing a On-Campus Questions, & Next
are vital Framework Implementation steps
6

The Long & Winding (yet rewarding) Road

• Anything worth doing will


take a while.
• Packet with suggestions will
help through this process.
• Use it as a guide yet don’t be
afraid to veer from it.
• We will cover an overview
of the first year
7

Why Frameworks are Vital

• Make sense of (and prove) efforts


across the division
• Provide freedom through
structure
• We need something to align to in
order to become aligned
• Antidote to anecdotes
People do not buy what you do,
they buy why you do it.
​ - Simon Sinek
9

What is your
why?
Take 2 minutes and
write out your why
in worksheet
10

Why Frameworks are Vital

• Complete page one of the worksheet


yourself for additional guiding
questions.
• It is important for you to have thought
through this before you start the
process.
• Have any other Leaders of the process
do this as well and discuss.
11

Developing a Framework

• Steal like an Artist©


• CAS Framework (in packet)
• Six Outcome Domains
• Dimensions of Outcome Domain
• Examples of Learning &
Development Outcomes
12

Developing a Framework
• Foundational Documents
• Mission, Vision, Values
• Strategic Plans & Assessment Plans
• Divisional Goals
• Student Promises
• Other Factors
• Reporting Requirements
• Institutional Pride Points or Focus Areas
• Data Empowerment (what do people want to
know?)
13

Developing a Framework
• Domains become your divisional
pillars, goals, promises, etc. that get
mapped to the Institution
• Dimensions become the definitions
and narrative bringing domains to life
that get mapped to by departments.
• Examples of outcomes are there to
help you see these in “action”.
14

Reviewing Dimensions at Division

• Which Domain is easiest to connect as is?


• What connects with modifications?
• What does not connect?
• Good to know but not address now
• Do you notice anything missing from
dimensions that may be a problem?
15

Reviewing Dimensions at Dept Level

• Department Efforts
• Spot check with low hanging fruit
• One more excited and one a bit hesitant
• Which department will struggle the
most?
• Which department will be the most
excited?
16

Reviewing Dimensions as a Group


• Knowledge acquisition, construction,
integration, and application
• Students will:
• Understand knowledge from a range of
disciplines
• Connect knowledge to other knowledge,
ideas, and experiences
• Construct knowledge
• Relate knowledge to daily life
17

On-Campus Implementation
• Deceptively large step – Packet
addresses this process.
• Assemble Task Force
• Volunteers & Voluntolds
• Champions & Doubters
• Designers & Doers
• Four Tendencies
• Start with why
18

Assembling the Task Force

• Primary work group developing and


applying the framework and
processes.
• Different approaches presented here
– the underlying theme is balance.
• Voluntelling is OK here.
19

Assembling the Task Force


Champions Doubters
• Provide excitement & momentum • Provide some legitimacy to the
• Keep you from having to carry process for others by keeping it
the entire emotional weight grounded
yourself • These can become your biggest
• Early adopters champions

• Optimists • Agreeable doubters – realists


20

Assembling the Task Force


Designers Doers
• Fantastic at strategic thought and • The ones whose strength is
how things get off the ground. achieving.
• Idea machines who understand • Ones known for completing tasks
people or processes (depending and putting in hard work.
on where in the process). • Great at focusing on big tasks.
21

Four Tendencies by Gretchen Rubin


• Four different tendencies based on
response to expectations
• This process is about managing
response to expectations.
• Consider roll out that allows for all
four tendencies.
• More resources in the folder: Just a
good resource all around for
implementing initiatives.
The-Four-Tendencies-Nutshell-Guide.pdf (gretchenrubin.com)
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The Introduction

• If I had 6 hours to chop down a tree, I


would spend the first 4 sharpening
the axe (aka getting this right).
• Do not ignore campus culture and
norms when doing this.
• This can make or break the process.
Task Force Forming & Norming
If you want to travel fast, go alone. If
you want to travel far, go together.
• Complete the Task Force Considerations section of the
workbook yourself before first meeting.
• Review Task Force Topics and start with the why.
Getting them on the same page is key for success.
• Task Force membership can be a bit fluid.
24

Questions?
Paul Jacobson-Miller
Pronouns: He/Him/His
[email protected]
Headshot
@PmillerEDU

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