personal and social responsiblity

7/29/2019 personal and social responsiblity

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Personal and Social Responsibilityas Essential Outcomes: Making the

Case with Students, Faculty, andExternal Constituents

October 2009

Network for Academic Renewal Meeting

Minneapolis, MN


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Narrow Learning is Not Enough

The Essential Learning Outcomes

Knowledge of Human Cultures and the Physical and

Natural World

Focused by engagement with enduring and contemporary big questions

Intellectual and Practical Skills

Practiced extensively across the curriculum, in the context of progressively more

challenging problems, projects, and standards for performance

Personal and Social ResponsibilityAnchored through active involvement with diverse communities and real-world

challenges

Integrative Learning

Demonstrated through the application of knowledge, skills,

and responsibilities to new settings and complex problems


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Personal and Social Responsibility

OutcomesWhat Are They?

Civic knowledge and engagementlocal and

global

Intercultural knowledge and competence

Ethical reasoning and action

Foundations and skills for lifelong learning


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Communications Rule # 1

Know Your Audience

What do they already think about your

issue?

How do you communicate about the

issue? (where, how, who, to whom)


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What Does Your Campus

Community Think?

Faculty and Campus Leaders

Students Parents of Students

Trustees and/or Legislators


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Discussion Questions

For this group, are these outcomes

important for all college students?

Should colleges place more emphasis,less emphasis, or about the same

emphasis on these outcomes?

Who is responsible for advancing

students achievement of these

outcomes?

How should campuses advance these

outcomes?


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PSRNeglected But Essential

Mixed Data on Commitment & Results

Rhetorical Commitment but notmatched fully by action

Confusion about responsibility and

timingassumed rather than made explicit by

faculty and college leaders


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Evidence of Commitment

Mission Statements

Core Commitments

Campus Compact

Explosion of Service and

Community-based learning programs


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Evidence of Commitment:

Mission Statements2005 Review of 312 mission statements

121contributing to the community

89social responsibility

77personal perspectives, values, and moral

character

67appreciating diversity53responsible citizenship

50international and global understandingSource: Learning Goals in Mission Statements, by Jack Meacham

and Jerry G. Gaff,Liberal Education (Winter 2006)


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Core Commitments

Five Dimensions of Personal and

Social Responsibility

Striving for Excellence Cultivating Personal and Academic Integrity

Contributing to the Larger Community

Taking Seriously the Perspectives of Others Developing Competence in Ethical and Moral

Reasoning


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Constituent Group % Strongly Agree

Students 58

Campus professionals 74

contributing to a larger community should

bea major focus of this campus


InventoryDimension: Contributing to a Larger Community

Student sample: N = 23,950

Source: Civic Responsibility (AAC&U 2009)


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Current academic standing % Strongly Agree

First Year 49

Sophomore 38Junior 37

Senior 35

The importance of contributing to a larger

community isa major focus of this campus


InventoryDimension: Contributing to a Larger Community

Student sample: N = 23,950

Source: pers. comm., Eric Dey, University of Michigan


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38%

47%

52%

54%

54%

62%

68%

71%

73%

78%

% saying their institution is placing more emphasis on each

Undergraduate research

1st year experiences support-ing transition to college

Study abroad

Service learning in courses

Internships

1st year academic seminars

Diversity studies/experiencesLearning communities

(courses linked by theme)

Practicums/supervisedfieldwork

Orientations to liberaleducation


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Glass Half-Full?

AAC&U Member Survey

AAC&U Employer Survey

NSSE

PSRI


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24%

42%

49%

61%

73%

87%

87%

90%

91%

92%Humanities

Science

Social sciences

Global/world cultures

Mathematics

Diversity in U.S.

Technology

U.S. history

Languages

Sustain-ability 63%

65%

66%

68%

75%

76%

79%

88%

91%

95%

99%Writing skills

Critical thinking

Quantitative reasoning

Oral communication

Intercultural skills

Information literacy

Ethical reasoning

Civic engagement

Application of learning

Research skills

Integration of learning

Among respondents from campuses WITH campus-wide goals, percent sayingtheirinstitutions common set of learning goals/outcomes addresses each area ofknowledge/intellectual skills & ability

Areas of Knowledge Intellectual Skills/Ability


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How Should Colleges

Prepare Students To Succeed InTodays Global Economy?

Key findings from survey among 305 business leadersand 510 recent college graduates conducted

November 2December 5, 2006for

The Association of AmericanColleges and UniversitiesS


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Employers: Top Priorities For

Increased Emphasis By Colleges

% saying colleges should put moreemphasis on each learning outcome

70%

70%

72%

73%

73%

73%

76%

82%Science and Technology Developments

Teamwork in Diverse Settings

Applied Knowledge in Real World Settings

Written and Oral Communication

Critical and Analytical Thinking

Global Issues

Information Literacy

Creativity and Innovation


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Employers: Other Areas in

Need of More Emphasis by Colleges

42%

46%

48%

53%

56%

60%

60%

64%Complex Problem Solving

US Role in the World

Quantitative Literacy

Ethics and Integrity

Cultural Values/Traditions

Civic Engagement

Foreign Language Skill

Democracy/Government


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How Should Colleges

Assess and Improve Student Learning?

Key findings from survey among 305 business leaders and

510 recent college graduates conductedNovember 8December 12, 2007

for

The Association of American

Colleges and Universities


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Employers Evaluate College

Graduates Preparedness

21

Teamwork

Ethical judgment

Intercultural skillsSocial responsibility

Quantitative Skills

Oral communication

Self-knowledge

Adaptability

Critical thinkingWriting

Self-direction

Global knowledge

Meanrating*

7.0

6.9

6.96.7

6.7

6.6

6.5

6.3

6.36.1

5.9

5.7

*ratings on 10-point scale: 10 = recent college graduates are extremely well prepared on each quality(How Should Colleges Assess and Improve Student Learning? AAC&U/Peter D. Hart, 2008)

Very wellprepared(8-10 ratings)*

39%

38%

38%35%

32%

30%

28%

24%

22%

26%

23%

18%

Not wellprepared(1-5 ratings)*

17%

19%

19%21%

23%

23%

26%

30%

31%

37%

42%

46%


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NSSE 2007Students

Reporting Small or No Gainsin the Following Areas

Personal and Social Responsibility:

Participating in a community-based project related to a course 51%

Understanding people of other racial and ethnic backgrounds 46%

Developing a personal code of values and ethics: 42%

Contributing to the welfare of your community 53%


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First Year 38

Sophomore 33

Junior 33

Senior 32

This campus has helped me expand my own

awareness of the importance of being involved in the

community and contributing to the greater good

2007 Administration of the


Institutional InventoryDimension: Contributing to a Larger Community

Student sample: N = 23,950Source: pers. comm., Eric Dey, University of Michigan


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Communications Rule #2Use AllOpportunities to Communicate;

Repeat the Message Again and

Again

Messages are sent:

-curriculum--What is requiredin gen ed;

in majors; syllabi

-Web site

-admissions


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First Year 44

Sophomore 35

Junior 36

Senior 34

Faculty publicly advocate the need for students

to become active and involved citizens

2007 Administration of the


Institutional InventoryDimension: Contributing to a Larger Community

Student sample: N = 23,950Source: pers. comm., Eric Dey, University of Michigan


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What is impact of curriculum

on civic engagement?

More College = more civic engagement

(correlation vs causation?)

GPAno relation to political participation, voting,

community service, political persuasion,

commitment to importance of having impact on

politics


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What is impact of curriculum

on civic engagement?

social science credits = political/civic engagement

business credits = political/civic engagement

science/engineering credits = political/civic

engagement

education credits = no impact

humanities credits = political/civic engagement

Source: Education and Democratic Citizenship, by Norma Nie and

D. Sunshine Hillygus, inMaking Good Citizens , edited by Diane

Ravitch and Joseph P. Viteritti (Yale UP, 2001).


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What Do Students Say?


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LEAP Focus Groups

Peter D. Hart Research conducted 8 focus groups for AAC&U in2004 and 2005, among:

Rising public high school seniors who planto attend a four-year college or university

Rising juniors and seniors at public and privatecolleges and universities

The groups were held in four locations:

Indianapolis, IndianaPortland, Oregon

Alexandria, VirginiaMilwaukee, WI

The discussions focused on personal aspirations relating to college andnot on outcomes of college as they relate tosociety as a whole.


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Reasons for Going to College

Top Tier

career choices and opportunities

skills and knowledge in chosen field

knowledge to help me throughout life both

in and off the job

knowledge, capabilities, ethics and valuesessential for professional success


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Reasons for Going to College

Bottom Tier

ensure higher paying job

opportunity to learning about and

from people and cultures different from

my own

prepare me for a life of civic

responsibility and leadership


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Outcomes of college

least valued

Sense of values, principles, and ethics

Tolerance and respect for people of other

backgrounds, races, ethnicities, and lifestyles

Computer skills

Cultural and global awareness

Citizenship and orientation to public service


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Common challenges to the

message

These issues should be developed in k-

12 education These are important, but developing

them is not the job of college

Your values are not my values

PSR outcomes not connected to

professional success goals


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For full LEAP Report and poll data:

www.aacu.org/leap

For info on Core Commitments:

www.aacu.org/core_commitments

[email protected]
http://www.aacu.org/leaphttp://www.aacu.org/core_commitmentshttp://www.aacu.org/core_commitmentshttp://www.aacu.org/leap

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