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Measuring Outcomes: Enhancing Engagement and Accreditation at Indiana Campus Compact

This document outlines the development of goals and outcomes aimed at improving service engagement and accreditation in higher education. It discusses mission statements, general education objectives, and strategic planning efforts informed by the NSSE benchmarking. The document also highlights processes for mission revision, evidence collection from student work and testimonials, challenges faced in measuring competencies, and suggestions for enhancing community engagement. Emphasis is placed on developing a culture of reflection and responsiveness to student and community needs.

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Measuring Outcomes: Enhancing Engagement and Accreditation at Indiana Campus Compact

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  1. SERVICE, ENGAGEMENT, AND ACCREDITATION Measuring Outcomes Indiana Campus Compact Indianapolis, IN November 10, 2005

  2. DEVELOPMENT OF GOALS/OUTCOMES • Mission statement(s): vision, values, goals • Goals and objective for general education • NSSE/benchmarking • Defined in course requirement(s) • Strategic planning goals • Freshman year experience • Goals/outcomes to fit specific types of students • Institutional definition/promotion/distinctiveness

  3. PROCESS • Mission revision • General education review • Lilly funding stimulus • Clearer definition of purposes of existing partnerships • Just start, then shape and define • SL or CE office leadership • Triggered by self-study/AQIP processes

  4. PROCESS • Incubators (faculty/departments) • Created through partnership projects

  5. EVIDENCE • Transcript/course numbering • Student work/journals/course products • Student identification of learning outcomes/growth/change • Basic bean counting (how many did . . .) • Integrate into capstone experiences • Community survey • Creative data mining

  6. EVIDENCE • Testimonials (agency, students, faculty) • Sampling? • Portfolios (structure, discipline) • National tools (NSSE) • Kellogg Study framework (7 part test) • Include student organizations and clubs

  7. CHALLENGES • Soft money • Lack of valid instruments for measuring • Measuring competencies • Fit of service learning for working adults • Conundrum of “definitions”/tracking • Cost of accessing some useful information • Incentivization that gets results • Role of faculty rewards/recognition • Highly decentralized nature of varieties of engagement on campus

  8. CHALLENGES • Politicization of many social justice issues/voting • Faculty buy-in/sharing responsibility--adjuncts, too. • Distinguishing actions of individuals from university position • Appropriateness of “triad” to what institutions want for student • Maintaining relationships over the long haul. • Moving beyond listing to critical reflection • Fit to minority students/communities • Who defines outcomes in a partnership?

  9. CHALLENGES • Differential value of projects to the college/community • Urban/rural differences • Relationship of service learning to needs that are driving the economy

  10. SUGGESTIONS • Conferences: Florida State Institute on College Student Values; Educators for Community Engagement: . . . . • See this as shifting cultures, not just tinkering with what exists • Use the scholarship of engagement/service: e.g. Michigan Journal of Community and Service Learning • Social justice vs social responsibility • Be satisfied with temporary answers as you search for longer term solutions

  11. COMMENTS • Unique position of Indiana • Shifting campus culture is hard although not impossible. • Unique window of opportunity: who shapes the academy and for what ends? • Central role of faculty, but new openness to issues of learning and pedagogy. • Asking questions is a good thing and not a bad place to be.

  12. INDIANA CAMPUS COMPACT Jackie McCracken Executive Director jacmccra@iupui.edu www.indianacampuscompact.org

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