The Civic Learning Road ShowCivic Learning; Planning, Development, and Assessment Methods

Lynnette GaretzManager of Programmatic AccreditationHeald CollegeWASC ARC April 25, 2014

Learning Outcomes

1. The participant will be able to develop a learning objective for civic

learning.

2. The participant will be able to check for alignment between the

curriculum and the objectives in civic learning.

3. The participant will be able to list the elements of an assessment

plan for civic learning.

4. The Participant will able to describe how to collect assessment data

of civic learning.

5. The Participant will be able to give examples of how the results of

assessment of civic learning can be used to improve their programs.

Major Considerations

• Can students learn other major-specific course student

learning outcomes (such as Dental Assisting skills) as a

result of civic learning?

• What is the institutional student learning outcome for civic

learning for dental assisting students?

• What would the means of assessment be for evaluating the

impact of community service on civic learning?

Major Considerations

• What does a “pre” and “post” evaluation look like if we

want to assess student learning when our students go out

into the community?

• Does civic learning experience improve student soft skill as

well as class related skills?

Civic Learning Objectives

• Learning objectives in the area of civic learning are well

defined in the Lumina Foundation’s Degree Qualifications

Profile, which states: “The objectives of Civic Learning rely

considerably on student’s out-of-classroom experiences

and their development of a capacity for analysis and

reflection.” ( Adelman, Ewell, Gaston, & Schneider,

2011:16)

Civic Learning Objectives

• The objective revolves around “field based learning as a

means to develop civic insight, competence in public

affairs and ability to contribute to the common good.”

( Adelman, Ewell, Gaston, and Schneider, 2011:9).

• Civic-identity: When one sees her or himself as an active

participant in society with a strong commitment and

responsibility to work with others towards public

purposes.

Civic Learning involves -

• "working to make a difference in the civic life of our

communities and developing the combination of knowledge,

skills, values and motivation to make that difference. It means

promoting the quality of life in a community, through both

political and non-political processes." (Thomas, 2000:vi)

• In addition, civic engagement encompasses actions wherein

individuals participate in activities of personal and public

concern that are both individually life enriching and socially

beneficial to the community.

Student Learning Outcomes

• Student describes his or her own civic and cultural background,

including its origins and development, assumptions and

predispositions.

• Student describes diverse positions, historical and contemporary, or

selected democratic values or practices, and presents his or her own

position on a specific problem where one or more of these values or

practices are involved.

• Student takes an active role in a community context (work, co-

curricular activities, etc.), and examines the civic issues

encountered and the insights gained from the community

experience.

Breaking down a learning outcome

Civic Learning

Noun

Community Context Civic Issues

Verb

Takes an active role Gains insights

Pre - students take survey

Post – describe problems /identify

solutions

Wiggins & McTighe, 2005:64

Pre-survey

• Used modified FIPSE (Fund for the Improvement of Postsecondary Education)

Service Experiences Survey Instrument (Eyler, J., & Giles, D. Jr. 1999:225)

which was used to assess community service experiences.

• Five point Likert scale questions (5 being strongly agree):

If I participated in a community service activity as a volunteer ….I would be contributing to the betterment of the community.I would experience personal satisfaction knowing that I am helping others.I would be meeting other people who enjoy doing community serviceI would be contributing my skills to make the community a better place.

• First 31 dental assisting students had average overall score of 4.76 out of 5.

• The “Heald effect “

• The “Healthcare effect”

Post-survey reflections

• “It is great to see people’s eyes light up when they learn

something new.”

• “It is great to be able to reach out to people no matter what their

needs are.”

• “I enjoyed volunteering at the clinic because it has a lot to do

with the field I am academically involving myself in.”

• “If I was asked by someone if I am willing to volunteer no matter

the number of times, I will say yes without any thoughts because

being there is learning and appreciating life.”

Rubrics

• Rubrics provide the criteria for assessing students' work

• Make grading simpler

• Clarify expectations to students

• Reduce student grade complaints

• Make grading and assessment more efficient and effective

by focusing the faculty member on important dimensions

• Help faculty create better assignments that ensure that

students display what you want them to demonstrate

You Can’t Hit a Target You Can’t See!

Levels in a Rubric

• Below Expectations/Beginning. Student does not meet our expectations.

Major concepts may be missing, inaccurate, or irrelevant to the task.

• Needs Improvement/Developing. Student does show some understanding;

student may not fully develop ideas or may use concepts incorrectly.

• Meets Expectations/Proficient. Student performs at a level acceptable for

the student learning outcome and demonstrates good understanding

• Exceeds Expectations/Highly Proficient. Student performs at an advanced

level, identifies subtle nuances, develops fresh insights, and integrates

ideas in creative ways • (Adapted from Dr. Mary Allen’s work on rubrics)

Civic-Identity and Commitment

• Below Expectations/Beginning: Provides little evidence of her/his experience in

civic-engagement activities and does not connect experiences to civic-identity. 

• Needs Improvement/Developing: Evidence suggests involvement in civic

engagement activities is generated from expectations or course requirements

rather than from a sense of civic-identity.

• Meets Expectations/Proficient: Provides evidence of experience in civic

engagement activities and describes what she/he has learned about her or

himself as it relates to a growing sense of civic-identity and commitment.

• Exceeds Expectations/Highly Proficient: Provides evidence of experience in

civic engagement activities and describes what she/he has learned about her or

himself as it relates to a reinforced and clarified sense of civic identity and

continued commitment to public action.

Alignment

• Checking for the alignment between the curriculum and the

objectives of civic learning means describing the relationship

between what students do in their courses and what the faculty

expects them to learn in the community experience.

• This is a key element in planning and means not only looking at

what students and faculty like to do to help their communities,

but also insuring that curricular learning outcomes are met.

• The civic experience should help students learn the material in

the curriculum and help them make sense of the work and

community they will enter upon graduation.

Assessment Plan

• There are many good practices of outcome-based assessment program

review.

• Coordination of the process is essential to success of any assessment

plan and requires wide spread participation including annual and

comprehensive review cycles.

• Program review involves establishing academic program outcomes

and then defining the means by which those outcomes will be assessed

using both quantitative and qualitative data.

• Colleges must establish appropriate timeframes for the evaluation of

all outcomes and, at designated intervals, report on the academic

program performance in a comprehensive program review report

Elements of an Assessment Plan

• Outcomes

• Means of Assessment

• Standards of Success

• Frequency

• Month/Year of Analysis and Reporting

Collecting Results

• Collection of assessment results can be coordinated through many

software products.

• Excel spreadsheet

• Survey Monkey

• Grade books in Learning Content Management Software

(Blackboard, Angel, eCollege)

• Products such as TracDat, Tk20, Aframe, ExamPro

• Reports can be generated at the institutional level, with program-

specific items addressed in program reports.

• The members of the college’s faculty play a significant role in

authoring or contributing to these reports.

Improvement

• To use the result to improve programs, the data must be analyzed

against set measures of success and action plans must be written

that impact the next budget cycle. Action plans can be updated on a

yearly cycle to close the loop.

• Once assessment of civic learning is established, can a pedagogical

comparison be made of student learning outcomes assessed in a

traditional manner to those assessed in a civic environment?

• After all, the best evidence that civic learning contributes to

academic outcomes and is superior to traditional pedagogies comes

from looking at multiple pedagogical approaches side by side.

Define institutional learning outcome for civic learning

Qualitative and

Quantitative Assessments

identified

Create Assessment

Plan to include

civic learning

Collect data in

identified

courses

Program Improvement

Timeline

Dr. Mary Allen’s recommendations

• Don’t skip steps

• Keep it simple

• Never test the depth of the water with both feet

• Stay focused on the learner

• Close the loop

• Be professional

• Get help

• Work together (Allen, 2004:10)

References

• Adelman, C., Ewell, P., Gaston, P., & Schneider. (2011) The Degree Qualifications Profile.

Indianapolis: Lumina Foundation for Education, Inc.

• Allen, M.J. (2004). Assessing Academic programs in Higher Education. Boston: Anker

Publishing Company, Inc.

• Bresciani, M.J. (2006).Outcomes-Based Academic and CO-Curricular Program Review: A

Complication of Institutional Good Practices. Sterling, VA: Stylus Publishing, LLC.

• Driscoll, A., Holland, B., Gelmon, S., & Kerrigan, S. (1996). An assessment model for service-

learning: Comprehensive case studies of impact on faculty, students, community, and

institutions. Michigan Journal of Community Service Learning, 3,66–71.

• Ehrlich, T. (2000). Civic Responsibility and Higher Education. New York: Oryx Press

• Eyler, J., &Giles, D. Jr.(1999) Where’s the Learning in Service Learning. San Francisco:

Jossey-Bass.

• Suskie, L. (2009). Assessing Student Learning: a common sense guide. San Francisco: Jossey-

Bass.

• Wiggins, G.,& McTighe, J., (2005) Understanding by Design. Upper Saddle River: Pearson.

Lynnette_Garetz@Heald.edu