Post on 15-Sep-2020
www.cas.edu @CAS_Standards
UsingtheCASLearningandDevelopmentDomainstoFosterStudentDevelopment
Welcome to #ACPA16 in Montreal, we are
glad you are here!
Bienvenue à #ACPA16 à Montréal,
nous sommes heureux que vous
soyez là!
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#ACPA16 provides an opportunity to discuss global concepts in higher, post-secondary, and tertiary education. Please remember that not everyone in the room is from the same country nor works within the same system of higher or tertiary education. We invite you to use language that welcomes all participants to the conversation. Tweet what you learn using #ACPA16 and #CASconnect
www.cas.edu @CAS_Standards
UsingtheCASLearningandDevelopmentDomainstoFosterStudentDevelopment
Tim Gordon @twgordo University of Wisconsin – Milwaukee
Annemieke Rice @_annemieke Campus Labs @CampusLabsCo
Marybeth Drechsler Sharp @mb_joy Council for the Advancement of Standards in
Higher Education (CAS)
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www.cas.edu @CAS_Standards
Par<cipantLearningOutcomes
• Participants will be able to: – Recall the CAS learning and development outcome
domains – Articulate why the CAS learning and development
outcome domains and dimensions were developed and how they relate to other higher education outcomes
– Identify ways other campuses have adapted the CAS learning and development outcomes
– Consider how you might apply the CAS outcomes in your own work or at your institution
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www.cas.edu @CAS_Standards
QuickPoll
• What is your level of experience with CAS? – I am learning about CAS for the first time – I have read or attended a presentation about CAS – I have used the CAS Standards and Guidelines in my
work but have not conducted self-assessments – I have conducted self-assessments in my work using
CAS materials
– I am a CAS expert and have used CAS materials extensively
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www.cas.edu @CAS_Standards
CouncilfortheAdvancementofStandardsinHigherEduca<on
• Founded in 1979 • Consortium of 42 member organizations • CAS Board of Directors comprised of representatives
from member associations • Consensus-oriented, collaborative approach • 45 standards and self-assessment guides (SAGs) • Standards are designed to be achievable by any program
or service, at any institution type
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www.cas.edu @CAS_Standards
Applica<onsforCASStandards
• Design new programs and services
• Focus time, energy, and resources
• Devise staff development • Guide strategic planning • Measure program and
service effectiveness Ø Create and assess
learning and development outcomes
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www.cas.edu @CAS_Standards
Crea<ngInten<onalOutcomes
• CAS learning and development outcomes address the whole student
• Functional areas directly influence or contribute to each outcome
• Outcomes may be more significant to a program or service than others; all should be on radar
• Identify desired outcomes before designing programs
Outcome
Environment
Input
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www.cas.edu @CAS_Standards
LearningandDevelopmentOutcomeDomainsandDimensions
• Six domains are a part of the CAS General Standards – Knowledge acquisition,
construction, integration, and application
– Cognitive Complexity – Intrapersonal Development – Interpersonal Competence – Humanitarianism and Civic
Engagement – Practical Competence
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LEAP [AAC&U]
(2007)
Learning Reconsidered
(2004)
Council for the Advancement of Standards [CAS]
(2008)
Degree Qualifications Profile [DQP]
(2011)
Disciplines (2011)
Knowledge of Human Cultures & the Physical & Natural World
Knowledge Acquisition, Integration, & Application
Knowledge Acquisition, Construction, Integration, & Application
Specialized Knowledge; Broad & Integrative Knowledge
Knowledge Bases
Intellectual & Practical Skills
Cognitive Complexity Cognitive Complexity Intellectual Skills Critical Thinking
Personal & Social Responsibility
Interpersonal & Intrapersonal Competence
Humanitarianism
Civic Engagement
Intrapersonal Development
Interpersonal Competence
Humanitarianism & Civic Engagement
Civic and Global Learning
Intrapersonal Attributes & Competencies
Interpersonal Relations with Diverse Others
Ethics
Management & Collaborative Leadership
Integrative & Applied Learning
Practical Competence
Persistence & Academic Achievement
Practical Competence Applied & Collaborative Learning
Professional Skills
Life-long Learning
www.cas.edu @CAS_Standards
StudentLearning&Development:PartoftheProgram• Programs and services…
– Must promote student learning and development outcomes
– Must identify relevant and desirable student learning and development outcomes
– Must assess outcomes – Must provide evidence of their impact on student
learning and development – Must articulate how they contribute to or support
student learning and development
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www.cas.edu @CAS_Standards
ProgramLearningandDevelopmentOutcomeDomains&Dimensions• Knowledge acquisition, integration, construction, and application
– Dimensions: understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life
• Cognitive complexity – Dimensions: critical thinking; reflective thinking; effective reasoning; and
creativity
• Intrapersonal development – Dimensions: realistic self-appraisal, self-understanding, and self-respect;
identity development; commitment to ethics and integrity; and spiritual awareness
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www.cas.edu @CAS_Standards
ProgramLearningandDevelopmentOutcomeDomains&Dimensions• Interpersonal competence
– Dimensions: meaningful relationships; interdependence; collaboration; and effective leadership
• Humanitarianism and civic engagement – Dimensions: understanding and appreciation of cultural and human
differences; social responsibility; global perspective; and sense of civic responsibility
• Practical competence – Dimensions: pursuing goals; communicating effectively; technical
competence; managing personal affairs; managing career development; demonstrating professionalism; maintaining health and wellness; and living a purposeful and satisfying life
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www.cas.edu @CAS_Standards
DomainExample:IntrapersonalDevelopment
• Dimension – Realistic self-appraisal, self-understanding, and self-
respect – Identity development – Commitment to ethics and integrity – Spiritual awareness
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www.cas.edu @CAS_Standards
DomainExample:IntrapersonalDevelopment
• Example learning outcomes for “Realistic self-appraisal, self-understanding, and self-respect” – Assesses, articulates, and acknowledges personal skills, abilities, and
growth areas – Uses self-knowledge to make decisions (e.g., career choices) – Articulates rationale for personal behavior – Seeks and considers feedback from others – Critiques and subsequently learns from past experiences – Employs self-reflection to gain insight – Functions without need for constant reassurance from others – Balances needs of self with needs of others
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www.cas.edu @CAS_Standards
ApplyingtheOutcomes
1. Writing learning outcome statements 2. Aligning learning experiences across an institution 3. Guiding assessment plans 4. Engaging students in learning opportunities 5. Preparing for a self-assessment
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www.cas.edu @CAS_Standards
Adapted from presentation by Jan Arminio at CAS National Symposium (2009)
Ins:tu:onMission OutcomeDomain
Dimension LearningOutcome Program
Theul<mategoalistohavestudentsdeveloptotheirutmosttheintellectual,personal,andsocialcapabili<estheyneedtoperformascompetentci<zenspreparedtoembarkonacareerimmediatelyupongradua<onoraTeradvancedstudy
Prac<calCompetence
MaintainHealthandWellnessLivingaPurposefulandSa<sfyingLife
Studentswillengageinbehaviorsthatcontributetoenvironmentpromo<nghealthandreducingrisk.Studentswillactincongruencewithpersonaliden<ty,ethical,spiritual,andmoralvalues
AlcoholEduca<onworkshopsAlcoholEduca<oncounselinggroups
ExampleofLearningOutcome
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www.cas.edu @CAS_Standards
ABCDFormula
• ABCD Formula – Audience – Behavior – Condition – Degree
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Heinrich, R., Molenda, M., Russell, J., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Englewood Cliffs: Prentice Hall, Inc.
www.cas.edu @CAS_Standards
KeyElements
• Audience (Who) – Who is the target of the outcome?
• Behavior (What) – What should the audience be able to know, do, or value?
• Condition (How) – What will facilitate the learning?
• Degree (How much) – How much will be accomplished or demonstrated?
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www.cas.edu @CAS_Standards
ABCD
To write a learning outcome, follow the formula Condition Audience Behavior Degree
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www.cas.edu @CAS_Standards
Asaresultofpar<cipa<ngintheleadershipworkshop,students
willar<culateatleastthreecharacteris<csofeffec<ve
leadership.
Condi&onAudience
Behavior(verbinfuturetense) Degree
ABCD
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www.cas.edu @CAS_Standards
3Ms
• Meaningful: – Is this outcome aligned with the division or department
missions or goals?
• Manageable: – Is this outcome actually achievable and assessable?
• Measurable: – Can you articulate how you would know you achieved
the outcome?
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www.cas.edu @CAS_Standards
Exercise:DevelopingOutcomes• Knowledge acquisition, integration,
construction, and application – understand knowledge from a range of
disciplines; connect knowledge to other knowledge/ideas/experiences; construct knowledge; relate knowledge to daily life
• Cognitive complexity – critical thinking; reflective thinking;
effective reasoning; creativity
• Intrapersonal development – realistic self-appraisal, self-
understanding, self-respect; identity development; commitment to ethics/integrity; spiritual awareness
• Interpersonal competence – meaningful relationships;
interdependence; collaboration; effective leadership
• Humanitarianism/civic engagement – understand/appreciate cultural
and human differences; social responsibility; global perspective; sense of civic responsibility
• Practical competence – pursue goals; communicate
effectively; technical competence; manage personal affairs; manage career development; demonstrate professionalism; maintain health/wellness; live a purposeful/satisfying life
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www.cas.edu @CAS_Standards
UWMexample
• The Division of Student Affairs at University of Wisconsin Milwaukee; 400 professionals; 16 departments (Enrollment Management, Housing, DOS/Student Life, Recreation, Health Center, Children’s Center, Student Union, Aux Services)
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www.cas.edu @CAS_Standards
DevelopingLearningOutcomes@UWMDIVSA
UnitSLOs
ProgramSLOs
CASDo
mains/Stand
ards/Program
UWSSLGs/SLO
s
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FromColumnstoSLOAssessment
DevelopmentofPlantoAssessStudentLearning
FocusGroups Poraolios Rubrics
Ar:cula:onofStudentLearningOutcomesCampusDiningServicesStudentManagement
Residen<alLifeConductHearings
LearningDimensionsCollabora<onandteamwork
Managingmeaningfulrela<onshipsManagingcareerdevelopmentManagingpersonalaffairs
MizzouStudentAffairsColumnsofStudentLearning&Development
InterpersonalDevelopment Prac<calCompetence
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www.cas.edu @CAS_Standards
www.cas.edu @CAS_Standards
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Pathways to Success
Higher Retention Higher GPA
SampleSelf-AssessmentGuide
(SAG)
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www.cas.edu @CAS_Standards
CASSessionsatACPA
• An Overview of the CAS Standards and How to Use Them – Tuesday, March 8, 2016 (2:00 PM - 3:00 PM) – Palais des Congrès de Montréal - 521B
• Do It Yourself CAS Standards Assessment – Tuesday, March 8, 2016 (3:30 PM - 4:30 PM) – Palais des Congrès de Montréal – 521B
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www.cas.edu @CAS_Standards
ApplyingtheDomains
• In what ways can you envision using the domains on your campus?
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www.cas.edu @CAS_Standards
Ques<ons/Comments
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Thank you for learning with us!
Nous vous remercions pour avoir appris avec nous!
Please complete your session
evaluation using the CrowdCompass app
www.cas.edu @CAS_Standards
ForMoreInforma<on
• Visit www.cas.edu • CAS Professional Standards for Higher Education (9th edition) • Self-Assessment Guides
– Also available through CAS website – Available through Campus Labs Program Review
• CAS Statements (available on website) – Characteristics of Individual Excellence – CAS Statement of Shared Ethical Principles
• CAS Resource Center at http://www.cas.edu/resources.asp • Frameworks for Assessing Learning and Developmental Outcomes
(FALDOS) (2006)
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