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The MLLO Project: Exploring the role of Information Services.

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1 The MLLO Project: Exploring the role of Information Services

2 Today’s presentation  Scope of MLLO  Project status, timeline  Dialogue about the relationship between Information Services and UW-Green Bay’s select mission  MLLO and the student worker

3 Quick re-cap of MLLO Project  Higher Learning Commission’s Academy for the Assessment of Student Learning  Institutional Accreditation  Assessment of student learning  February 2008 kick off  Newly formed steering committee attends a workshop and defines the project : o How do students master the skills associated with UW- Green Bay’s select mission, and how can we help larger numbers of students to achieve higher levels of mastery over those particular skills? 3 faculty, Provost, Asso. Provost, LAS Dean, Dean of Students, Asst. Dean for Campus Life, institutional researcher

4 University of Wisconsin–Green Bay Select Mission Statement The University of Wisconsin-Green Bay provides an interdisciplinary, problem-focused educational experience that prepares students to think critically and address complex issues in a multicultural and evolving world. The University enriches the quality of life for students and the community by embracing the educational value of diversity, promoting environmental sustainability, encouraging engaged citizenship, and serving as an intellectual, cultural, and economic resource.

5 Assessing Student Learning at the Mission Level UW-Green Bay-Higher Learning Commission Assessment Academy Project Student Learning Objectives Interdisciplinary, problem-focus Critical thinking Diversity Environmental sustainability Citizenship University of Wisconsin–Green Bay Select Mission Statement The University of Wisconsin-Green Bay provides an interdisciplinary, problem-focused educational experience that prepares students to think critically and address complex issues in a multicultural and evolving world. The University enriches the quality of life for students and the community by embracing the educational value of diversity, promoting environmental sustainability, encouraging engaged citizenship, and serving as an intellectual, cultural, and economic resource.

6 Inventory schematic example Intentional experiences Interdisciplinary, Problem-focus Critical Thinking Diversity Environmental Sustainability Citizenship General Education Ethnic Studies Requirement Natural Physical Sciences Requirement World Cultures Requirement Residence Life Residence Hall Assistant positions Diversity (programming) Recycling & Energy Conservation (programming) Peer Boards; Leadership Development programs International Education Study Abroad – Merida, Antigua, Guatemala Travel Course – Costa Rica Study Abroad – The Hague Major: Social Change and Development Senior Seminar in Social Change and Development (required course) Models of Social Change (required course) Social Change in Selected Area (required course) Internship

7 Scaffolding example: Human Development major Critical Thinking Diversity Learning Outcome related to the MLLO Students will possess an understanding of the scientific methods involved in research on human development. Students will recognize the role of context (i.e., ecological systems) in the processes of human development. Introductory requirement Social Science Statistics or Introductory Statistics Varieties of World Culture or Introduction to Sociology Reinforcing requirement Foundations of Social Science Research Ethnic Studies or World Culture course or Study Abroad or Travel course or Upper-level foreign language/culture course Demonstrate and Integrate Options recommended: Senior Seminar, Honors in Major, Research Assistantship Content source: Presented as an example only

8 “Micro” level scaffolding examples Environmental Sustainability Citizenship Introductory opportunities Taking Sustainable Development (SS2) or Environment & Society (SS2) or Introduction to Environmental Sciences (NPS1) or a similar introductory course Taking American Govt & Politics (SS1) or Introduction to Public Policy (SS2) or a similar introductory course Reinforcing opportunities Completing a major or minor in an appropriate field, or taking an appropriate NPS2 course such as Issues in Biological Conservation, Energy and Society, Conservation of Natural Resources, etc. Taking a service learning course, including Phuture Phoenix, or completing a major or minor in one of the community science areas or participating in an appropriate student organization Demonstrate and Integrate opportunities Participating in an appropriate student organization, such as Public & Environmental Affairs Council, or completing a sustainability-related honors project or independent study, or taking an appropriate study abroad, such as the Costa Rica travel course Taking a leadership role in student government or an appropriate student organization (such as Habitat for Humanity, Amnesty International, Circle K, etc.)

9 “Macro” level scaffolding is a goal Intentional experiences Interdisciplinary, Problem-focus Critical Thinking Diversity Environmental Sustainability Citizenship Introductory opportunities Reinforcing opportunities Opportunities to demonstrate and integrate We eventually want students to have access to a wide range of opportunities for each of the five MLLOs at each of the three levels of the scaffold. Where we encounter empty (gasp!) or lightly populated cells in the scaffold, we know we should develop new opportunities. Ideally it should be difficult for students to complete a UW-Green Bay education without exposure to increasingly deep experiences in all of the five MLLOs.

10 Four stages  Inventory opportunities vis-à-vis objectives  Document assessment practices vis-à-vis the above opportunities  Identify gaps and build new opportunities intentionally  Re-engineer assessment practices to focus on mission level objectives

11 Campus Life results (some)

12 To whom does MLLO matter? Faculty - clearly responsible for achieving student learning outcomes Faculty - clearly responsible for achieving student learning outcomes Many student services areas have stated student learning outcomes, many of which relate to the MLLOs Many student services areas have stated student learning outcomes, many of which relate to the MLLOs ?Many people on campus work with students, but the implicit and explicit goals of that work have nothing to do with the MLLOs ?Many other people on campus do not work directly with students

13 Should the MLLO Project expand beyond the assessment of student learning? Do we need a MLOO to go with our MLLO? Mission Level ORGANIZATIONAL Outcomes (if so, is there a better name for it?)

14 Let’s look at the mission again… The University of Wisconsin-Green Bay provides an interdisciplinary, problem-focused educational experience that prepares students to think critically and address complex issues in a multicultural and evolving world. The University enriches the quality of life for students and the community by embracing the educational value of diversity, promoting environmental sustainability, encouraging engaged citizenship, and serving as an intellectual, cultural, and economic resource.

15 Group up by office or unit… Group up by office or unit… Kathy and her direct reports in one group MIS folks in one group User Support in one group Network folks and Eric from web development in a group Split library into two groups, maybe “public” and “behind scenes” Media folks in one group Telecommunications and engineering in one group  Pick a neat note taker who will also share with the larger group later  Complete one copy of the worksheet as a group  Please turn the worksheets in for me to share with the MLLO steering committee

16 MLLO and the student worker  Many positions held by students could enhance their mastery over one or more of the MLLOs  How do/should student employment position descriptions express MLLO expectations?

17 Student Employment and MLLO Mastery: Mock Grid Student Employment Positions Interdisciplinary, Problem-focus Critical Thinking Diversity Environmental Sustainability Citizenship Introductory Opportunities Desk clerk Reinforcing Opportunities Tutor Student lab worker Opportunities to demonstrate and integrate Student web developer CIT Help desk, student manager Students who plan and implement the theme luncheons in the union, student managers


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