LEARNING IN ACTION QUALITY ENHANCEMENT...

LEARNING IN ACTIONQUALITY ENHANCEMENT PLAN

2016-2017 SUMMARY REPORT

Office of

Institutional Effectiveness

TABLE OF CONTENTS

Acknowledgements.......................................................................................................................................................2

Overview.........................................................................................................................................................................4

Executive Summary..............................................................................................................................................................5

Section I: Participation Outcomes...................................................................................................................................6

Section 2: Faculty/Staff Development Outcomes.....................................................................................................7

Section 3: Assessment Process and Student Learning Outcomes.....................................................................9

Section 4: Marketing/Awareness Outcomes..........................................................................................................11

2016-2017 Learning in Action Fellows and Professional Learning Community Facilitators.......................12

Incoming Fall 2017 Fellows.............................................................................................................................................14

2017-2018 Important Dates............................................................................................................................................15

Faculty/Staff Affiliated with the Learning in Action QEP.......................................................................................16

LEARNING IN ACTION QEP 2016-2017 SUMMARY REPORT

1 | Office of Institutional Effectiveness


ACKNOWLEDGEMENTS

Implementation of the Learning in Action Quality Enhancement Plan (QEP) has been made possible through generous support from The University of Alabama’s Office of Academic Affairs; we extend our thanks to Pro-vost Kevin W. Whitaker, Associate Provosts Jennifer Greer, Louheng Han, Patricia Sobecky, Teresa Wise, and Lisa Rhiney, and to the support staff in the Provost’s Office: Sherri Edwards, Karla Nicholson, and Michelle Estes.

The project has also received invaluable support from the:

College of Arts & Sciences Robert F. Olin, Dean Lisa L. Dorr, Associate Dean Pamela W. Derrick, A&S Director of Experiential Learning Nathan Loewen, Faculty Technology Liaison

College of Communication & Information Sciences Mark Nelson, Dean George L. Daniels, Assistant Dean Sarah Hartley, Assistant Dean Teri K. Henley, Capstone Agency Faculty Advisor

Culverhouse College of Commerce Kay M. Palan, Dean Jonathon Halbesleben, Senior Associate Dean David Mothersbaugh, Associate Dean for Undergraduate Programs Quoc Hoang, Culverhouse Director of Experiential Learning

College of Education Peter S. Hlebowitsh, Dean Elizabeth K. Wilson, Senior Associate Dean

College of Engineering Charles L. Karr, Dean Viola L. Acoff, Associate Dean for Undergraduate and Graduate Programs

College of Human and Environmental Sciences Milla Boschung, Dean Mary Kay Meyer, Assistant Dean

Capstone College of Nursing Suzanne Prevost, Angelyn Adams Giambalvo Dean

Honors College Shane Sharpe, Dean and Director, Computer-Based Honors Program Jacqueline Morgan, Associate Dean and Director, University Fellows Experience

School of Social Work Vikki L. Vandiver, Dean Javonda Williams, Associate Dean for Educational Programs Robin Huebner, Reaffirmation and Quality Enhancement Plan Coordinator


We are also deeply appreciative of the external consultants who have worked with us thus far, including Dr. Stewart Ross (Dee Fink & Associates), Dr. Jay W. Roberts (Associate Vice President of Academic Affairs, Earlham College), and Mr. Andy Mink (Vice President, National Humanities Center).

Finally, we extend heartfelt thanks to each of the UA faculty and staff who have participated in the Learning in Action Fellows program over the past academic year. We are honored to collaborate with you and support the work you do on behalf of undergraduate students at The University of Alabama.



OVERVIEW

UA’s Learning In Action Project has three goals:

GOAL 1. To increase the number of ELOs in each college that are certified as incorporating all six ELO best practices. GOAL 2. To improve the students’ ability to apply knowledge and skills in real-world problem-solving through experiential learning opportunities (ELOs) that utilize best practices.

GOAL 3. To increase the proportion of graduating seniors who report their educational preparation at UA to be excellent/optimal.

In the 2016-2017 Academic Year, Learning in Action focused on:

• Enhanced professional development for faculty/staff professional learning communities (with support provided by experiential learning leaders, and a strong focus on experiential learning models and solution- focused problem solving skills)

• Improved sustainability via streamlined processes of faculty/staff involvement and a more efficient and agile model for project support

• A reflective and rigorous process for assessing and presenting project outcomes via the formation of an Assessment Learning Community and continued high visibility/institutional support for work and outcomes

The Learning in Action 2016-2017 year-end report summarizes:

• Participation

• Faculty/Staff Development

• Assessment Processes and Student Learning

• Marketing/Awareness

SIX BEST PRACTICES

REFLECTION

ASSESSMENT

EVALUATION

PREPAREDNESS

INTENTIONALITY

MONITORING AND FEEDBACK


EXECUTIVE SUMMARY

20 Best-Practice Experiential Learning Opportunities (ELOs) created

18 Faculty/Staff Fellows

179 students completed certified best-practice ELOs* (*designed via Learning in Action Fellows Program)

83% of students surveyed reported interest in taking an experiential learning course

20+ Conference presentations given/accepted or publications submitted related to experiential learning

2 Course design workshops provided

2 Campus experiential learning seminars held

First Learning in Action Fall Summit

Blackboard/Taskstream LAT integration for collection and analysis of reflections data

Statistically significant gains in students’ ability to apply academic knowledge to real-world contexts



SECTION 1: PARTICIPATION OUTCOMES

ELOs Created, by College/Division

College of Arts and Sciences 7

College of Communication and Information Sciences 2College of Education 3College of Human Environmental Sciences 3

Community Affairs 1

Student Affairs 4

TOTAL 20

Student Participation, by College/Division

Arts and Sciences 89Communication and Information Sciences 20Culverhouse College of Commerce/CBA 0Education 13Engineering 0Honors 15Human Environmental Sciences 0Nursing 0Social Work 0Community Affairs 9Student Affairs 33

TOTAL 179

2017-2018 Next Steps

• 10 faculty in each cohort (Fall 2017, Spring 2018)

• 10-20 additional best-practices ELOs certified in each academic year

• Obtain applications from fellows in colleges that have not yet participated in Learning in Action

• Implement ELO certification process for courses outside of the Learning in Action Fellows program




SECTION 2: FACULTY/STAFF DEVELOPMENT OUTCOMES

2016 Fall Summit

The 2016 Fall Summit marked the successful transition from pilot work completed in the 2015-16 year to a model focused on providing faculty and staff with high-quality, immersive professional development through the Learning in Action Fellows program.

The program formally recognized the following groups of faculty/staff: • 2015-2016 faculty and staff participants • The QEP Implementation Planning Committee • The QEP Advisory Board • The QEP Certification, Grants, Reflection Scoring, and Assessment Teams

Additionally, Dr. Beverly Roskos-Ewoldson and Ms. Teri K. Henley were given special honors for their role in leading the QEP through the Spring 2015 SACSCOC On-Site Review.

Professional development for the first cohort of Learning in Action Fellows was provided through the summit via a 1.5 day workshop, directed by Dr. Stewart Ross, a consultant and faculty development professional from Dee Fink & Associates. Dr. Ross guided fellows through the process of designing courses for significant learning; fellows were also provided with copies of two books as additional resources. This workshop provided a common foundation for fellows’ work during the coming year, and was attended by Professional Learning Community facilitators, staff from the Office of Institutional Effectiveness, and the Learning in Action Assessment Team. During the summit, OIE staff members worked with the Assessment Team to draft initial versions of a revised assessment process.

Learning in Action Consultants

Dr. Stewart RossIndividuals who were unfamiliar with the role of active learning and team-based learning concepts in creating best-practices ELOs found Dr. Ross’s workshop to be especially helpful. The strategy of approaching student learning outcomes through “backwards design” was an identified takeaway from the workshops offered in the fall and spring by Dr. Ross. Faculty familiar with workshop concepts articulated their appreciation for dedicated time and support for thinking deeply about the goals and student learning outcomes associated with their ELOs. Overall, the “Designing Courses for Significant Learning” workshops provided an important starting point for thinking about best-practices in experiential learning, and for the formation of professional learning communities.

Dr. Jay RobertsDr. Roberts was described by all fellows as extremely helpful, knowledgeable, and well-qualified to support and guide the early stages of their ELO design work. Roberts’ expertise in experiential education was particularly valuable in the context of a Learning in Action seminar organized for College of Arts & Sciences faculty. Ms. Pam Derrick was instrumental in organizing and leading the development of the seminar, which was well-attended and led directly to securing a very strong incoming cohort of fellows from the college.


…the two-day workshop (BOTH DAYS), Jay Roberts, the

Problem-solving workshop, and the PLC meetings have made this the best teaching professional development experience I’ve had since

joining the faculty...

– Dr. George Daniels, C&IS

I walked away with several ideas I want to implement in my classes, starting this summer. Definitely, I will apply for the Learning in Action fellowship, but regardless I am sold on the

efficacy of experiential learning. – Dr. Cassander L Smith, A&S


Mr. Andy MinkMr. Andy Mink will serve as the course design consultant for the 2017-2018 academic year. Mr. Mink is Vice President of the National Humanities Center. For the past fourteen years, Mink has served in a variety of leadership roles focused on teacher training, scholarly outreach, digital innovation, and experiential learning. In June 2017, Mr. Mink met with previous fellows, Professional Learning Community facilitators, UA professional staff, and staff from the Office of Institutional Effectiveness to plan his work with the next cohorts of Learning in Action fellows. Workshops for 2017-2018 fellows will be held in August 2017 and January 2018.

Professional Learning CommunitiesThe creation of Professional Learning Communities (PLCs) was a key component to the 2016-2017 Learning in Action Fellows program. Each PLC was interdisciplinary and met at regular intervals during the academic year to provide fellows with additional support and opportunities for collaboration across disciplines and areas of expertise. The selection of skilled facilitators (Dr. Marcus Ashford, Dr. Chandra Clark and Dr. John Giggie) for each PLC was instrumental to their success. The PLC facilitators led group discussions, provided feedback and resources to their groups, and provided regular feedback to the QEP director.

End-of- Semester Presentations (Fall 2016, Spring 2017)At the end of each semester, fellows provided their cohort and guests with brief overviews of the ELOs that they had designed or implemented. These presentations gave insights into the work being done in the program, and were opportunities for further conversation, brainstorming, and collaboration between the fellows and others in the UA community.

Professional DevelopmentDuring the “design” semester, every fellow participated in workshops related to Problem-Solving and the use of Taskstream LAT for the collection of pre and post data.

Additionally, each of the fellows was provided with opportunities for additional professional development.

During the 2016-2017 year, this professional development included: • Conference attendance • Workshop attendance • Site visits • Support for the ELOs themselves

Members of the Assessment Team were provided with the opportunity to attend the 2016 Assessment Institute held in Indianapolis, Indiana, and two professional staff with responsibilities related to experiential learning (Mr. Quoc Hoang and Ms. Robin Huebner) were provided with opportunities to attend the SACSCOC Summer Institute in order to further support their efforts to grow experiential learning opportunities with the College of Commerce and the School of Social Work.


• Additional Professional Learning Community facilitators identified: George Daniels and Lauren S. Cardon

• An additional consultant, Mr. Andy Mink, was identified in the Spring 2017 semester, and will serve as a course design consultant for incoming fellows in the 2017-2018 academic year

• Dr. Jay Roberts added as consultant for the reminder of the QEP

• College-level information meetings

• Creation of a repository of information for incoming fellows


SECTION 3: ASSESSMENT PROCESS AND STUDENT LEARNING OUTCOMES

Streamlined Assessment Process

The work completed during the Fall Summit led to several deliverables/outcomes related to planning for and collecting assessment data: • A streamlined rubric linked directly to QEP student learning outcomes. The new rubric is adapted from the problem-solving and integration VALUE rubrics developed by the Association of American Colleges & Universities (AAC&U). In the fall of 2016, the new rubric was piloted using pre-intervention data collected during the Spring 2016 semester. • Revision of the pre-reflection and post-reflection writing prompts to map directly onto the evaluation rubric • One-hour workshops offered to fellows on problem-solving, and using Taskstream LAT to collect student artifacts • Integration of Taskstream LAT with Blackboard LMS • Development and implementation of scoring process with QEP Assessment Team using Taskstream LAT

During the spring semester, the following assessment actions were completed: • Implementation of Taskstream LAT data collection process with curricular and co-curricular ELOs being offered • Scoring of a stratified random sample of 45 matched pre- and post-reflections for Spring 2017 ELOs

Spring 2017 Learning Outcomes

Problem Solving (QEP Outcome 2.1.3) PRE POST

A. Defines problem with situational awareness 2.57 2.46B. Identifies and derives solutions 2.54 2.43

Applies knowledge to Real-World Contexts (QEP Outcomes 2.1.1, 2.1.2)

PRE POST

C. Uses academic knowledge in real-world contexts 2.26 2.33D. Analyzes and evaluates solution 2.41 2.41

E. Connects academics to real world contexts* 1.84 2.34

*Statistically significant, p < 0.05

Preliminary Analysis of Outcomes

After our initial use of the revised rubric and reflection prompts, a slight decrease between sampled pre- and post-reflections was found. As detailed in the table above, this decrease was not statistically significant. In exploring the qualitative data, evaluators and OIE staff noted that students’ pre-reflections were more vividly detailed; these details are hypothesized to be related to contextual differences between the pre-reflection and post-reflection prompts related to problem-solving. Specifically, in the pre-reflection, students were asked to provide information about an experience in their past in which they had to solve a problem. This was an



SECTION 3: ASSESSMENT PROCESS AND STUDENT LEARNING OUTCOMES (Cont’d)

open-ended prompt in which students could discuss problem-solving in any area of their lives. This pre-reflection prompt may have elicited more details from students given their selection of a problem-solving experience that was significant to them. Further, because this problem-solving experience would be unfamiliar to a potential reader of their response, students may have provided more detail than would have been the case otherwise.

In order to address this potential issue, the pre-reflection prompt will be revised to ask students to describe a problem-solving experience related to a course or co-curricular activity in which they had previously been involved. It is anticipated that this revision will provide greater continuity between pre-reflection and post-reflection responses.

Preliminary results related to students’ ability to apply knowledge to real-world contexts were encouraging. Though statistically insignificant, a small increase was noted in students’ discussion of their use of academic knowledge in real-world contexts. The largest increase between pre- and post-reflections was seen in students’ ability to discuss the connections between academic knowledge and real-world contexts. This increase was statistically significant.


• Revision of problem-solving pre-reflection prompt

• Identification of additional Assessment Team members, as needed

• Presentation of QEP Assessment Model at the 2017 Assessment Institute

• Formative assessments collected from Learning in action fellows and other stakeholders



SECTION 4: MARKETING/AWARENESS OUTCOMES

Partnership with Strategic Communications

• UA News Center Articles

• President’s Year-in-Review Report

Capstone Agency Campaign

• Twitter: 314 followers (impressions ranged from 272-14.4K between August 2016 and March 2017)

• Instagram: 292 followers (759 likes)

• Peer-Reviewed Learning in Action student blog (learninginactionblog.ua.edu)

Administrative Meetings

• Meetings with all College/School Deans: Prospective fellows identified in each college

• New Faculty QEP Information Session (fall 2016, spring 2018)

2017-2018: Next Steps

• Market certified best-practices ELOs associated with Learning in Action Fellows program or certified via

approval from Office of Institutional Effectiveness

• Continue to increase UA community awareness of QEP

○ Goal: Raise student awareness of ELOs by 20% by beginning of spring 2018 registration

○ Goal: Establish baseline % faculty/staff awareness of QEP in fall 2017



2016-2017 Learning in Action PLC Facilitators

Marcus Ashford, Ph.D., College of EngineeringChandra Clark, Ph.D., College of Communication & Information SciencesJohn M. Giggie, Ph.D., College of Arts & Sciences

2016-2017 Fellows

Fall 2016 Fellows - Cohort 1

Jennifer CaputoEXD 395: Local Arts Seminar-New College Life Track, College of Arts & Sciences

Lauren S. CardonEN 455-002: Advanced Studies in Writing Discourses of Food: Growing, Cooking, Consuming, College of Arts and Sciences

Jonathon Clay DavisUH120: The Dark Side of Technology, Honors College

George L. DanielsMC 413/513 Mass Communication, Service and Diversity, College of Communication & Information Sciences

Pam W. Derrick (Kristi Wheeler-Griffin, co-author/co-creator)AS 102: Parker-As 102, Adams Living-Learning Community-Experiential learning, College of Arts & Sciences

Isabelle DrewelowFR424: Globalization, Business and Marketing, Modern Languages and Classics, College of Arts & Sciences

Frannie JamesCIP 202: Introduction to Global Studies: An Intercultural Experience, College of Arts & Sciences/Capstone International Center

Elle Shaaban-Magaña (Jacki Northrup, co-author/co-creator)Delta Initiative: Capstone Women in STEM Living Learning Community, Women and Gender Resource Center, Division of Student Affairs

Lane McLellandUH 405: Inclusive Leadership for Intercultural Engagement, Honors College/Division of Community Affairs

Charlotte PetonicProject Health & GAMMA Peer Health Education, Student Health Center- Department of Health Promotion & Wellness, Division of Student Affairs

K. Andrew R. RichardsKIN 361: Elementary Physical Education Curriculum Philosophy and Theory, College of Education


Spring 2017 Fellows - Cohort 2

Melisa FowlerCEE 496: Senior Practicum-Engineering New Pathways to Learning, Curriculum and Instruction, College of Education

Alvin NiuhRHM 321: Tourism and The Hospitality Industry, Department of Human Nutrition & Hospitality Management, College of Human Environmental Sciences

Karen SpectorCE 495: Practicum, Education, Arts, & Activism, College of Education

Brian TaylorCTD 450: Advanced Apparel Design, Clothing, Textiles, and Interior Design, College of Human Environmental Sciences



2017 INCOMING FELLOWS

Fall 2017 Fellows - Cohort 3

Meredith BagleyCivil Rights History and Tours, College of Communication & Information Sciences

Julie BannermanElementary School Music Project, College of Arts & Sciences

Jane CassidyART 326: Video Art and Animation, College of Arts & Sciences

Tasha CoryellEN 103- Advanced English Composition, College of Arts & Sciences

Jennifer FeltmanARH 361: Late Medieval Art, College of Arts & Sciences

Karen GardinerEN 455: Advanced Studies in Writing, College of Arts & Sciences

Kristin MakiCTD 426: Advanced Non-Residential Design, Design of Habitat for Humanity Housing for individuals with Dementia, College of Human Environmental Sciences

Marni PresnallENG 101, 102, 103: Composition, College of Arts & Sciences

Michael SteinbergNew 450: Field Studies in Belize, New College, College of Arts & Sciences

2017 Continuing Fellows (Cohort 1/2)

Charlotte PetonicProject Health & GAMMA Peer Health Education, Student Health Center- Department of Health Promotion & Wellness, Division of Student Affairs

Elle Shaaban-Magaña Delta Initiative: Capstone Women in STEM living learning community- Women and Gender Resource Center, Division of Student Affairs



2017-2018 IMPORTANT DATES

August 15-16................................................................................................................................................Fall Summit/Workshop

September 14-15.....................................................................................................................................................Faculty Seminar

September 29..................................................................................................................Spring Fellowship Applications Due

January 3-4................................................................................................................................................. Faculty Staff/Workshop

February 8-9..............................................................................................................................................................Faculty Seminar

February 23..............................................................................................................................Fall Fellowship Applications Due



Faculty/Staff Affiliated with the QEP

Office of Institutional EffectivenessGinger Bishop, DirectorHeather M. Pleasants, Associate DirectorChris Coleman, Associate DirectorMary Anne Connors, Assistant DirectorCarmen Jones, Assessment SpecialistVivian Abbott, Office Associate II

2016-2017 Learning in Action QEP Assessment TeamSarah M. Barry, College of Arts & SciencesAngela Collins-Yoder, Capstone College of NursingKarl Hamner, School of Social Work and College of EducationRobin Huebner, School of Social WorkMary Louanne Friend, College of Community Health SciencesCourtney Thomas, Student Affairs

2016-2017 Learning in Action Advisory Board MembersCraig Armstrong, Culverhouse College of CommerceMarcus Ashford, College of EngineeringNorma Cuellar, Capstone College of Nursing Lucy Curzon, College of Arts & SciencesJohn Giggie, College of Arts & SciencesTeri Henley, College of Communication and Information SciencesQuoc Hoang, Culverhouse College of CommerceJacqueline Morgan, Honors CollegeJane Newman, College of EducationJim Siders, College of EducationMarilyn Staffo, Faculty Resource CenterAdam Sterritt, Student AffairsCarroll Tingle, College of Human Environmental SciencesJuanicca Wedgeworth, School of Social Work



Office for

Institutional Effectiveness

For more information about the UA Learning in Action QEP contactDr. Heather M. Pleasants, Associate Director

(205) [email protected]

[email protected]

Learning in Action is a five-year initiative that uses high-quality experiential learning to support undergraduates’ problem-solving skills and application of knowledge to real-world contexts.

Visit us at: LearninginAction.ua.edu

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