CASL - Special Meeting, April 17, 2009
Present: Julie Ernst, Wayne Jesswein, Mary Keenan, Olaf Kuhlke, Jackie Millslagle, Bruce Munson, Jerry Pepper, Bilin Tasi, Bruce Munson, Sue Darge (guest).
The sole purpose of the meeting was continued discussion of the documents from the Student Development Assessment Team as they relate to any revisions to the proposed institutional outcomes.
Self-Realization
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Began with proposed dimension of “Spiritual awareness;” concern expressed with the word “spiritual;” perhaps a more secular word could represent the acceptable aspects. The intent of the outcome is to raise students awareness of their philosophic beliefs, exploring thoughts, development and articulation of personal beliefs and behaviors as opposed to spiritual belief of a religion.
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Seemed to be agreement that we should integrate learning outcomes achieved through academic curriculum with student’s development outside the classroom as the culture shifts to involve everyone in the outcomes.
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Ethical realization strongly promoted.
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Numerous experiences from academic and non-classroom activities contribute to student learning outcomes.
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A single program will not be required to have objectives that align with every institutional outcome.
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Mary Keenan noted from her research on retention that campuses that meld learning academic and student life outcomes have better retention rates with positive influences on student learning.
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There was discussion about where the responsibility for institutional outcomes lies? If we move forward with an assessment system that relies on course/activity embedded evidence, then each program will be responsible for assessing their stated learning outcomes. The institution will assure, through its system, that students are exposed to a variety of programs that ensures all learning outcomes are being addressed.
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The group discussed the first question again, the use of the word “spiritual.” Decision appeared to confirm to take it out, not opposed to the essential meaning, just the specific wording. What are the options to phrase it different that fits for 18 – 22 year old students?
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Interpersonal development naturally happens across a life span as our students mature. Are we hand holding too much, with too many goals and over reaching the mission of the university? There are aspects of personal growth outside the university as life skills develop. Is it not then our responsibility and focus to provide these opportunities to help our students grow and should we be requiring students to demonstrate these skills?
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The question of one or two sets of outcomes came up again.
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If academic outcomes are separated, there is concern that non-academic outcomes could be viewed as less important; again, the point was raised that successful campuses have one plan with common Student and Academic Affairs outcomes where everyone is part of the plan and contributes.
Relationships
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Question was raised if effective writing and communication should be labeled as a skill. What is meaningful and effective; will the program define and measure this?
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Question about whether ‘communicate effectively….’ should be in the relationships domain or life skills? Should it be represented in both?
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Relationships are a life skill, is that not the intension of this domain?
Social responsibility
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Outcomes proposed appear to fit well under the liberal education plan.
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There are many overlapping issues, and much discussion, supporting life skills, what should be distinguished and highlighted in each specific domain/dimension.
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The importance of reflective learning across the domains may be better suited to liberal education committee.
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Question on possible wording; for example are students not responsible for their own well-being to a certain extent?
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Knowledge applies skills and ranges from many disciplines, should we change to five domains and move the dimensions of life skills to various domains, as clearly there is much overlap.
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From a parent perceptive, life skills are very important, students will mature, but we are providing the environment to cultivate the skills.
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Again, discussion that not every student is average however every student can apply life skills to apply in college and beyond.
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Should learning outcomes be broad enough to apply to all programs?
Respectfully submitted: Nancy Burley