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Student Learning and Community Impact Outcomes:
As noted in Planning Resources, teams plan high-impact projects with intended outcomes for student learning and community capacity building (or impact) in mind. Utilizing proven student learning outcomes from a campus or from other initiatives, such as the VALUE Initiative of the Association of American Colleges and Universities or the strategic planning and metrics as developed by the Corporation for National and Community Service, has been helpful.
Teams may develop or integrate any of the essential learning outcomes or rubrics. We believe that three, in particular, are helpful to consult in order to build a shared set of outcomes across projects and institutions. These include:
- Civic Engagement Rubric: Civic engagement is "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." 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. Learning indicators include:
- Diversity of communities and cultures
- Analysis of knowledge
- Civic identity and commitment
- Civic communication
- Civic action and reflection
- Civic contexts and structures
- Integrative Learning Rubric: Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus. Learning indicators include:
- Connections to experience
- Connections to discipline
- Transfer
- Integrated communication
- Reflection and self-assessment
- Creative Thinking Rubric: Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. Learning indicators include:
Sample: AAC&U Civic Engagement Rubric
Civic engagement is "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." 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.
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Capstone
4
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Milestones
3 2
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Benchmark
1
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Diversity of Communities and Cultures
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Demonstrates evidence of adjustment in own attitudes and beliefs because of working within and learning from diversity of communities and cultures. Promotes others' engagement with diversity.
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Reflects on how own attitudes and beliefs are different from those of other cultures and communities. Exhibits curiosity about what can be learned from diversity of communities and cultures.
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Has awareness that own attitudes and beliefs are different from those of other cultures and communities. Exhibits little curiosity about what can be learned from diversity of communities and cultures.
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Expresses attitudes and beliefs as an individual, from a one-sided view. Is indifferent or resistant to what can be learned from diversity of communities and cultures.
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Analysis of Knowledge
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Connects and extends knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to one's own participation in civic life, politics, and government.
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Analyzes knowledge (facts, theories, etc.) from one's own academic study/field/discipline making relevant connections to civic engagement and to one's own participation in civic life, politics, and government.
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Begins to connect knowledge (facts, theories, etc.) from one's own academic study/field/discipline to civic engagement and to tone's own participation in civic life, politics, and government.
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Begins to identify knowledge (facts, theories, etc.) from one's own academic study/field/discipline that is relevant to civic engagement and to one's own participation in civic life, politics, and government.
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Civic Identity and Commitment
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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.
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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.
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Evidence suggests involvement in civic-engagement activities is generated from expectations or course requirements rather than from a sense of civic identity.
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Provides little evidence of her/his experience in civic-engagement activities and does not connect experiences to civic identity.
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Civic Communication
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Tailors communication strategies to effectively express, listen, and adapt to others to establish relationships to further civic action
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Effectively communicates in civic context, showing ability to do all of the following: express, listen, and adapt ideas and messages based on others' perspectives.
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Communicates in civic context, showing ability to do more than one of the following: express, listen, and adapt ideas and messages based on others' perspectives.
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Communicates in civic context, showing ability to do one of the following: express, listen, and adapt ideas and messages based on others' perspectives.
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Civic Action and Reflection
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Demonstrates independent experience andshows initiative in team leadership of complex or multiple civic engagement activities, accompanied by reflective insights or analysis about the aims and accomplishments of one’s actions.
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Demonstrates independent experience and team leadership of civic action, with reflective insights or analysis about the aims and accomplishments of one’s actions.
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Has clearlyparticipated in civically focused actions and begins to reflect or describe how these actions may benefit individual(s) or communities.
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Has experimentedwith some civic activities but shows little internalized understanding of their aims or effects and little commitment to future action.
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Civic Contexts/Structures
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Demonstrates ability and commitment tocollaboratively work across and withincommunity contexts and structures to achieve a civic aim.
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Demonstrates ability and commitment to work actively withincommunity contexts and structures to achieve a civic aim.
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Demonstrates experience identifying intentional ways toparticipate in civic contexts and structures.
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Experiments with civic contexts and structures, tries out a few to see what fits.
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More on how to design and assess High-Impact Practices will be added here in December 2013 / January 2014.
Click here to access information about the AAC&U VALUE (Valid Assessment of Learning in Undergraduate Education) Project
http://www.aacu.org/value
and download 17 VALUE Rubrics
http://www.aacu.org/value-rubrics
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