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The Florida State University, College of Education Educational Leadership and Policy Studies EDH 5068- Outcomes of Undergraduate Education

Face to Face/M.S. Section Spring 2015 Instructor: Lara Perez-Felkner, Ph.D. Office: 1205-C STB Phone: (850) 645-8450 E-mail: lperezfelkner@fsu.edu

Office hours – By appointment. I’m in the office most days, W-F. I can also do phone, Skype, etc. as needed. Teaching Assistant: Samantha Nix, M.S. Office: 1205-K STB Phone: (601) 942-9775 E-mail: snix@fsu.edu

Office hours - E-mail anytime or by appt Course Description:

Outcomes are the end product of a college education. This course is designed to explore the basics of assessing and evaluating the outcomes of undergraduate education. The course should help students to develop a foundation for understanding the outcomes of higher education both in and out of the classroom. Outcomes related to students, faculty, student services, and state and national policy issues will be discussed and evaluated in the course. (Suggested prerequisites: EDH 5051 Higher Education in America).

Course Objectives:

1) To relate outcomes to institutional goals and objectives

2) To explore models of interaction among student characteristics, processes of undergraduate education, and outcomes

3) To examine the evolution of outcomes in higher education, including the development of policy 4) To review theories related to outcomes assessment

5) To learn how to design and use outcomes assessment to evaluate programs- experiment with assessment tools and explore technical problems in the development of reliable, valid, and comparable assessments within and across different institutions

6) To use and apply outcomes data Required Texts:

Astin, A.W., & antonio, a.l. (2012). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education (2nd ed). Lanham, MD: American Council of

Education/Rowman & Littlefield.

Schuh, J.H. (2009). Assessment methods for Student Affairs. San Francisco, CA: Jossey-Bass. Additional Readings:

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Additional readings have been assigned throughout the course and will be available on the course Blackboard site (http://campus.fsu.edu). Students are responsible for all assigned readings in required texts and other materials distributed or linked via the Blackboard website. In addition, students will locate and share appropriate resources on the Internet. All students need to ensure they can access FSU library online resources: http://www.lib.fsu.edu/.

Additional Resources:

There are now extensive online blogs and social media, in addition to traditional press outlets, covering current events and challenges in higher education. I heartily encourage you to make use of these

resources, bring learning from them into class, and will bring important information and debates to your attention as appropriate. For example, Chronicle of Higher Education, Inside Higher Ed, and higher ed faculty Twitter accounts, here and elsewhere. E.g., @perezfelkner

Teaching Strategies:

This is a mixed lecture/discussion class that will use PowerPoint-based lectures and instructor-moderated small- and large-group discussion.

Course Expectations:

I will accommodate absences/non-participation due to documented illness, deaths in the immediate family and other documented crises, call to active military duty or jury duty, religious holy days, and official University activities. I will do so in a way that does not penalize students who have a valid excuse. Consideration will also be given to students whose dependents or children experience serious illness. Students must also provide, when possible, advance notice, as well as relevant documentation regarding absences/non-participation to the instructor as soon as possible following the illness or event that led to an absence/non-participation. Regardless of whether an absence is excused or unexcused, the student is responsible for making up all work that is missed. Keep in mind that much of our learning happens in the classroom, in discussion with one another. Therefore, attendance and engaged participation are worth your effort.

University-wide policy requires all students to attend the first class meeting of all classes for which they are registered. Students who do not attend the first class meeting of a course for which they are

registered will be dropped from the course by the academic department that offers the course. In order to enforce this policy, instructors are required to take attendance at the first class meeting and report absences to the appropriate person in their department or school/college. For further information, consult the FSU General Bulletin at: http://registrar.fsu.edu/bulletin/undergrad/apdefault.htm Course Requirements:

Quizzes (3)

Each quiz/examination will cover class material. The quizzes will be short answer question format. Each quiz will be scored, graded, and returned as soon as possible. Each quiz will require that you have read the assigned material for the week as well as prior readings.

Comprehensive Outcomes Assessment & Presentation

You may choose to either present a proposed outcomes assessment or utilize data (quantitative or qualitative) to actually assess an outcome. In general, the paper will be 10-12 pages. This paper has been cut back in length so that you can focus on SUBSTANCE and be efficient and evidence-based in your writing. Excessive floweriness or emotive writing will not be rewarded, nor will writing that

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sounds conversational rather than professional in nature (e.g., “I feel that college students…”). However, you will write the paper in sections as the course progresses. And you will become better and more effective writers, which along with critical thinking, is an important skill in higher ed leadership and management. These paper sections are outlined below.

Students with similar interests may consider a team-centered approach, in consultation with the instructor. A note on collaboration- sometimes students may share an interest in a topic. If you would like to work with someone else in the class, you may do so. You will be expected to have a more detailed and longer paper than if you were doing the paper individually, and will need to document each of your respective contributions. Please contact us if you are interested in collaborating.

A. Paper One- WHY?- (Assessment Focus) Write an introduction paper (2 pages) that identifies a specific outcome of undergraduate education that you plan to explore during the course. You should use

historical, philosophical, sociological, economic, and/or policy perspectives to explain why this particular outcome is worthy of your time and needs to be studied. This introductory section of your paper should explain what you know about the outcome and what you don’t know but plan to find out. Be sure to suggest some ways that you might or plan to assess the outcome you have selected. You must include 2-3 references in the paper and IDENTIFY the outcome of interest, including whether you are assessing program-level, student-level, or institutional-level outcomes.

B. Paper Two- NOW WHAT?- (Assessment Procedures) Describe the assessment procedures (4 pages) you will use or believe to be appropriate and useful in assessing and evaluating the outcome you have chosen. Again, use references from similar studies, relevant theories, and other sources of literature to support your position and strategy.

There are several approaches you can take to write this section paper. You may find it useful to conduct small-scale, informal surveys and/or interviews to identify how different people or units believe they are achieving an outcome. (For example, a faculty member may believe that writing more papers promotes critical thinking, Greek students may believe that chapter grade point averages are not a valid measure of the benefits of membership, a university may believe that parental notification reduces underage drinking.)

Your analysis should discuss the outcome you are examining, look for a connection between

“treatment” or “intervention” (what is being done) and “results” (the outcome), and why the results will be both valid and reliable. It may be easier to start with the outcome and work backward or you may want to institute a new program, plan, or activity and design the outcome at the end. You may want to look at some of the previous papers offered on Bb from past classes to get started.

C. Paper Three- SO WHAT?- (Assessment Results) Students writing proposal-style papers will describe the total assessment plan while students who utilized actual data will present results (2-3 pages). For students writing proposal-style papers. Now it is time to describe how you will implement your plan to improve the achievement of the outcome you identified. You have talked about the outcome and why it is important and you have described how you might assess and evaluate progress toward achieving the outcome. The next step is to describe the overall strategy to implement your ideas. Who needs to be involved, what individuals and/or groups do you need to present your findings to, what policy makers and decision makers need to be included?

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For students writing papers about actual data. Now it is time to describe the results of your analysis and your recommendations for improving the achievement of the outcome you identified. You have talked about the outcome and why it is important and you have described how you assessed and evaluated progress toward achieving the outcome. The next step is to describe your findings and how you might communicate your ideas so changes can be made. Who needs to be involved, what individuals and/or groups do you need to present your findings to, what policy makers and decision makers need to be included?

For all students. Keep in mind that you will need to present your findings from Paper Two (the

procedures) to some of these individuals but you will also need to interpret what it means to them. You will have to be honest but at the same time, help them understand what your assessment and

evaluation steps mean. Why will the ideas you suggest be useful and helpful? What do they have to gain and more importantly, why will it be good for students? Be sure to include recommendations based on the use of your outcomes results such as policy decisions, changes in curriculum, new or updated programs, and the like. You may need to alter an existing program or create a new one to include your steps to achieving the outcome you selected.

D. Final paper- BRINGING IT ALL TOGETHER- Finally, combine Papers One-Three into one, complete paper that provides an introduction, describes the assessment of the outcome(s), explains the overall strategy, adds an executive summary, and discusses how your plan will be implemented in a real setting. Make sure it all flows together. If you look at the pages listed under each section, your final paper should be between 10-12 pages.

Final Research Paper Presentation

Each student will prepare a 5-minute multimedia presentation of their 10-12 page research paper. Be creative in your presentation. PowerPoint is welcome, but other modes of audio/visual presentations are also encouraged. Videos, wikis, and Prezi are among the media you could explore. These will be posted on the Bb site. Please annotate them if you can – with “notes” in Powerpoint or the equivalent in any other program/software you choose (if not available through that interface, just upload a

“Presentation_notes_[yourlastname]” document to go with it. These notes should be useful in your preparation for the final paper submission. We will review these as a class the following week, with each student getting a few minutes of feedback from the class, and an opportunity to ask questions of the class about their project. Think “flipped classroom.” 

Class Participation

Quality over quantity. Excitement about a topic is highly valued and encouraged! But an ideal discussion has many contributors rather than a few dominant ones. Class participation that contributes to a positive grade includes:

a) Displaying evidence of having completed, understood, and applied the readings for the assignments.

b) Developing and expressing original points of view.

c) Incorporating ideas shared by others and the instructor to contribute to a more comprehensive mental picture of the concept under discussion.

d) Listening to your peers and incorporating/responding to their contributions in your own comments.

Assignment Submissions:

All assignments that require document submission will be submitted using the Assignment Portal in

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Blackboard, which uses Turnitin software to verify the originality of your material. This is good for everyone. When you “turn in” your papers on Turnitin, your originality score will be viewable. If you see a problematically high number, review the score and your paper, and feel free to contact me if you have questions. You will have an opportunity to revise your paper if needed. Turnitin is not perfect, but with the settings used in this course, a score over 20% should be considered a problem, as should more than one continuous line of improperly or unsourced text that comes up as identical.

Each document should be configured using the following: Assignment-Student Last Name.doc (or docx). For example Paper 1-Perez-Felkner.doc Submissions that do not use the naming configuration provided above will not be graded.

Grading/Evaluation:

Grades for the course will be based on the following: Quizzes (on Blackboard) 35%

Paper 1 10%

Paper 2 10%

Paper 3 10%

Final paper 15%

Class Presentation 10%

In- Class Participation 10%

Total 100% Course Grading: A 93-100% A- 90-92% B+ 87-89% B 83-86% B- 80-83% C+ 77-79% C 73-76% C- 70-72% D+ 67-69% D 63-66% D- 60-62% F below 60%

Grades of “A” will reflect a high level of understanding and writing consistent with the standards of peer-reviewed publications in the field of higher education. Assignments that are not written, proofread, spell-checked, and edited with appropriate professional care will be returned. I will review drafts up to one week before the due date.

Late Assignments:

Late assignments are not acceptable. For every 24 hours you are late, 5% of the grade for that assignment will be taken away. It is not fair to others who turn in their work on time or to the

instructors to turn in late work. If you know you will have a delay or there is a problem in turning in an assignment, please contact me immediately -- don't just let it slide.

Copyright Statement:

Some of the materials in this course are possibly copyrighted. They are intended for use only by students registered and enrolled in this course and only for instructional activities associated with and for the duration of the course. They may not be retained in another medium or disseminated further. Syllabus Change Policy:

Except for changes that substantially affect implementation of the evaluation (grading) statement, this

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syllabus is a guide for the course and is subject to change with advance notice. Academic Honor Policy:

The Florida State University Academic Honor Policy outlines the University’s expectations for the integrity of students’ academic work, the procedures for resolving alleged violations of those expectations, and the rights and responsibilities of students and faculty members throughout the process. Students are responsible for reading the Academic Honor Policy and for living up to their pledge to “. . . be honest and truthful and . . . [to] strive for personal and institutional integrity at Florida State University.” (Florida State University Academic Honor Policy, found at

http://dof.fsu.edu/honorpolicy.htm. American with Disabilities Act:

Students with disabilities needing academic accommodation should:

(1) register with and provide documentation to the Student Disability Resource Center; and (2) bring a letter to the instructor indicating the need for accommodation and what type. This should be done during the first week of class.

This syllabus and other class materials are available in alternative format upon request. For more information about services available to FSU students with disabilities, contact the:

Student Disability Resource Center 874 Traditions Way

108 Student Services Building Florida State University Tallahassee, FL 32306-4167

(850) 644-9566 (voice) (850) 644-8504 (TDD)

sdrc@admin.fsu.edu http://www.disabilitycenter.fsu.edu/ Sexual Harassment Policy:

Sexual harassment is a form of discrimination based on a person's gender. Sexual harassment is contrary to the University's values and moral standards, which recognize the dignity and worth of each person, as well as a violation of federal and state laws and University rules and policies. Sexual harassment cannot and will not be tolerated by the Florida State University, whether by faculty, students, or staff; or by others while on property owned by or under the control of the University.

Bibliography:

Some related books that may be useful in addition to the required texts.

Astin, A.W. (1993). What matters in college: Four critical years revisited. San Francisco: Jossey-Bass. Banta, T. Lund, J.P., Black, K. E., & Oblander, F. W. (1996) Assessment in practice: Putting principles to

work on college campuses. San Francisco: Jossey-Bass.

Banta, T., & Associates (1993). Making a difference: Outcomes of a decade of assessment in higher education. San Francisco: Jossey-Bass.

Blimling, G.S., Whitt, E.J., & Associates (1999). Good practice in student affairs: Principles to foster student learning. San Francisco: Jossey Bass

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Bowen, H. (1977). Investment in learning. San Francisco: Jossey-Bass.

Harper, S. R., Williams, C. D., & Blackman, H. W. (2013). Black male student-athletes and racial inequities in NCAA Division I college sports. Philadelphia: University of Pennsylvania, Center for the Study of Race and Equity in Education.

Kuh, G., Whitt, E., Schuh, J., & Associates (1991). Involving colleges: Successful approaches to fostering student learning and personal development outside the classroom. San Francisco: Jossey-Bass. Kuh, G.D., Kinzie, J., Schuh, J.H., Whitt, E.J., & Associates (2005). Student success in college: Creating

conditions that matter. San Francisco: Jossey-Bass.

Palomba, C.A., & Banta, T.W. (1999). Assessment essentials: Planning, implementing, and improving assessment in higher education. San Francisco: Jossey-Bass.

Pascarella, E.T., & Terenzini, P.T. (2005). How college affects students: A third decade of research (Vol.2). San Francisco: Jossey-Bass.

Rudolph, F. (1977/1992). Curriculum: A history of the American undergraduate course of study since 1636. San Francisco: Jossey- Bass.

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Florida State University, College of Education

Educational Leadership and Policy Studies

EDH 5068- Outcomes of Undergraduate Education

Spring 2015 Course Calendar

Face to Face Section

Instructor:

Dr. Lara Perez-Felkner (LPF)

TA:

Samantha Nix

Meeting:

Thursdays, 3:35-6:20pm in Stone 1203

Week 1: January 8-14

Assessing Outcomes and Their Value to the Institution

Unit Objective: To relate outcomes to institutional goals and objectives and the student experience.

Required Reading:

1. Astin & antonio, pp. vii-16, Preface and The Philosophy and Logic of Assessment

2. Schuh & Associates, pp. 1-22, Assessment as an Essential Dimension of Contemporary Student Affairs Practice

3. Review the Blackboard site

Week 2: January 15-21

Assessing Outcomes and Their Value to the Institution- Continued

Unit Objective: To relate outcomes to institutional goals and objectives and the student experience.

Required Reading:

1. Astin & antonio, pp. 17-67, A Conceptual Model of Assessment and Assessing Outcomes 2. Terenzini, P. (1989). Assessment with open eyes: Pitfalls in studying student outcomes. The

Journal of Higher Education, 60(6), 644-664.

Assignments:

Bring a copy of your undergraduate institutions’ mission statement to discuss in class. Week 3: January 22-28

The Student Perspective

Unit Objective: To begin to establish a solid understanding of student outcomes and the use of outcomes

measures in student affairs. Required Reading:

1. Astin & antonio, pp. 69-85, Assessing Student Inputs

2. Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2), 153-184.

3. Adelman, C. (2005, May). Geographic mobility among the ‘swirlers’: Where do they come from? Where do they go? Paper presented at the annual forum of the Association for Institutional

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Research, San Diego, CA.

Week 4: January 29- February 4

The Student Perspective- Continued

Unit Objective: To begin to establish a solid understanding of student outcomes and the use of outcomes

measures in student affairs. Required Reading:

1. Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5-20.

2. Kuh, G. D. & Cruce, T. M. & Shoup, R. & Kinzie, J. & Gonyea, R. M. (2008). Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. The Journal of

Higher Education 79(5), 540-563. The Ohio State University Press.

3. Gurin, P., Dey, E. L., Hurtado, S., Gurin, G. (2002). Diversity and Higher Education: Theory and Impact on Educational Outcomes. Harvard Educational Review, 71, 3, 332-366.

4. Wolff, M., Tinney, S. Applied Learning as a Strategy for Student Success: UMBC’s Shriver Center as a Best Practice Model

Assignments:

Complete Quiz #1 by 11:59pm Friday, 2/1

Week 5: February 5 -11

The Institutional Perspective

Unit Objective: To build a framework for the evaluation of strengths and weaknesses in specific

assessment strategies in given settings. To identify uses for and applications of outcomes information. Required Reading:

1. Astin & antonio, pp. 87-99, Assessing the Environment

2. Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago: University of Chicago Press. Ch. 4, “Assessment and Feedback,” pp. 54-63.

Assignments:

Paper One draft due by 11:59pm Friday, 2/6

Week 6: February 12-18

The Institutional Perspective- Continued

Unit Objective: To build a framework for the evaluation of strengths and weaknesses in specific

assessment strategies in given settings. To identify uses for and applications of outcomes information. Required Reading:

1. Mitchell, A. A. (2006). The ACPA ASK Project: Assessment Skills and Knowledge Content Standards for Student Affairs Practitioners and Scholars

2. Wall, A., Kawakyu O'Connor, N., Zelna, C., & Elling, T. (2009). Measure your success: Tools to boost assessment skills and results.

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Week 7: February 19-25

Measurement and Assessment of Outcomes- An Overview

Unit Objective: To become familiar with the design and implementation of measures to assess

outcomes and to experiment with assessment tools. Required Reading:

1. Schuh & Associates, pp. 107-139, Instrumentation (essentially, which methods should we use?) 2. Schuh & Associates, pp. 51-75, Planning for and Implementing Data Collection

Week 8: February 26-March 4

Measurement and Assessment of Outcomes- Continued

Unit Objective: To explore the development of reliable, valid, and comparable assessments to use in

your Outcomes project. Required Reading:

1. Schuh & Associates, pp. 77-105, Selecting, Sampling, and Soliciting Subjects;

2. Schuh & Associates, pp. 211-229, Using a Mixed Methodological Approach to Assessment: A Case Study

3. Wise, V. L., & Barham, M. A. (2012). Assessment matters: Moving beyond surveys. About

Campus, 17(2), 26-29.

Assignments:

Complete Quiz #2 by 11:59pm Friday, 2/29

Week 9: March 5-11

Outcomes Assessment

Unit Objective: To build a framework for the evaluation of strengths and weaknesses in specific

assessment strategies in given settings. To identify uses for and applications of outcomes information. Required Reading:

1. Schuh & Associates, pp. 141-170, Data Analysis; 2. Schuh & Associates, pp. 249-260, Appendices 1-3.

3. Astin & antonio, pp. 101-194, Analyzing Data, Use of Assessment Results, Building a Database Assignments:

Paper Two draft due by 11:59pm Friday, 3/8

Week of March 12-18 SPRING BREAK Week 10: March 19-25

Outcomes Assessment- Continued

Unit Objective: To examine outcomes in higher education at the state and national levels, using

institutional research to assess outcomes, benchmarking.

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Required Reading:

1. Manning, T. M., & Bostian, B. (2006). Using benchmark and assessment data to facilitate institutional change. New Directions for Community Colleges, 2006(134), 73-81.

2. Pascarella, E. T., Seifert, T. A., & Blaich, C. (2010). How effective are the NSSE benchmarks in predicting important educational outcomes? Change: The Magazine of Higher Learning, 42(1), 16-22.

3. Schuh & Associates, pp. 171-190, Writing Reports & Conducting Briefings. Week 11: March 26- April 1

Assessment, Accreditation, Policy, and Reporting

Unit Objectives: To identify uses for and applications of outcomes information. Will discuss SACS

Accreditation as an example. Required Reading:

1. Astin & antonio, pp. 195-275, Assessment as Direct Feedback to the Learner, Assessment and Equity, Assessment and Public Policy, The Future of Assessment

2. Hillman, N. W. & Tandberg, D. A. & Gross, J. P. K. (2014). Performance Funding in Higher Education: Do Financial Incentives Impact College Completions? The Journal of Higher Education 85(6), 826-857.

Week 12: April 2-8

Assessment, Accreditation, Policy, and Reporting- Continued

Unit Objective:To understand how to report results from assessment and evaluation in student

services.

Required Reading:

1. Arum, R., & Roksa, J. (2011). A Mandate for Reform. In Academically adrift: Limited learning on

college campuses (pp. 121-144). University of Chicago Press.

2. Schuh & Associates, pp. 231-248, Looking to the Future of Assessment.

Assignments:

Complete Quiz #3 by 11:59pm Friday, 4/5

Week 13: April 9-15

Your Outcomes Assessment

Unit Objective: To develop your own philosophy of outcomes assessment. What is the role of

assessment, evaluation and how do outcomes make a difference? How can students benefit? Assignments:

Paper Three draft due by 11:59pm Friday, 4/12

Develop your Power Point presentations and continue work on your Final Paper. Week 14: April 16-22

Your Outcomes Assessment

AERA week -- Meet virtually with LPF and Sam if desired; study hall session in class to work on

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presentations, papers. Optional attendance. Do what best serves you in getting your assignments finished!

Assignments:

Work on your presentations and final papers! Upload presentation to Blackboard by 11:59pm Sunday, 4/19.

Week 15: April 23-29

Your Outcomes Assessment Course Activities:

Discuss presentations (Q&A), Wrap up discussions, Course evaluations Assignments:

Be ready to discuss presentation in class Thursday, 4/23 Final paper due by 11:59pm Friday, 4/27

References

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