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Leadership is Learning: Documenting student learning in leadership opportunities Amanda Capobianchi Director of Student Life & SGA Advisor Central Piedmont.

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Presentation on theme: "Leadership is Learning: Documenting student learning in leadership opportunities Amanda Capobianchi Director of Student Life & SGA Advisor Central Piedmont."— Presentation transcript:

1 Leadership is Learning: Documenting student learning in leadership opportunities Amanda Capobianchi Director of Student Life & SGA Advisor Central Piedmont Community College

2 Some background… Establishment of division assessment task force… The A-Team Establishment of division assessment task force… The A-Team 3:15 today, Sheraton Hannover II Overcoming the Improbable: Developing and Implementing a Comprehensive Student Affairs Assessment Plan 3:15 today, Sheraton Hannover II Overcoming the Improbable: Developing and Implementing a Comprehensive Student Affairs Assessment Plan CPCCs adoption of Core Competencies CPCCs adoption of Core Competencies Communication Communication Critical Thinking Critical Thinking Information Technology & Quantitative Literacy Information Technology & Quantitative Literacy Personal Growth & Responsibility Personal Growth & Responsibility

3 Phase I: Tell us what you learned. We prompted students with leading questions & asked them to journal. We prompted students with leading questions & asked them to journal. We thought we knew what students were learning… but we wanted to make sure. We thought we knew what students were learning… but we wanted to make sure. Captured common themes Captured common themes

4 Common themes… Leadership Leadership Teamwork Teamwork Social skills Social skills Communication skills Communication skills Time management Time management Organizational skills Organizational skills Appreciation for diversity Appreciation for diversity Professionalism Professionalism Compromise & flexibility Compromise & flexibility Problem-solving skills Problem-solving skills Patience Patience

5 What now? Phase II: Student Self-Assessment Create an end of semester self- assessment based on themes we collected Create an end of semester self- assessment based on themes we collected Students & advisors reflect at the end of each semester Students & advisors reflect at the end of each semester Go over assessments together Go over assessments together

6 Reflections from students I have really focused this year on being a more effective communicator and biting my tongue in certain situations. I still feel like I need more improvement in the area of refraining from some comments at inappropriate times. I was never less than tolerant to the thoughts and opinions of others. I embrace diversity and enjoy different cultures. Leadership conference gave me the opportunity to further my changes to explore diversity and how to work in diverse groups. This semester I made it a point to be on time to meetings and I did not miss a meeting this semester. I did not improve when it came to responding to my s, but I felt like my advisors saw me in the office a lot more. I think I have come to peace with my own shortcomings and will ask others with strengths in those areas for their help.

7 Phase II: Student Self-Assessment Again, affirmation of our experiences Again, affirmation of our experiences Led us to intentional conversations with students. Led us to intentional conversations with students. Maybe this is a way to predict who might stay or leave Maybe this is a way to predict who might stay or leave Some trouble in paradise Some trouble in paradise 6 advisors on 6 campuses… Surprise! We assess our students differently… 6 advisors on 6 campuses… Surprise! We assess our students differently…

8 So we must be done NOW, right? On to Phase III: Adjustments & Improvements So we must be done NOW, right? On to Phase III: Adjustments & Improvements Assessment tool needed revision Assessment tool needed revision Refine timeline Refine timeline Tell students up front about the assessment Ensure enough time to meet with students Develop a rubric to gain consistency among staff evaluations & to establish clear expectations with students Develop a rubric to gain consistency among staff evaluations & to establish clear expectations with students

9 Where are we now? Holding steady Holding steady Students seem to like the process Students seem to like the process Gives us some direction in planning training for students Gives us some direction in planning training for students Promotes collaboration among staff Promotes collaboration among staff Students have an increased awareness of their skills & abilities – and they give evidence! Students have an increased awareness of their skills & abilities – and they give evidence!

10 Some points to consider Sometimes its difficult for students to understand that this is not a grade Sometimes its difficult for students to understand that this is not a grade The assessment is a platform to jump-start important conversations The assessment is a platform to jump-start important conversations Objective Tool vs. advisor-student personality conflicts Objective Tool vs. advisor-student personality conflicts Importance of continuous improvement Importance of continuous improvement Record of what students are learning Record of what students are learning Handouts to leave you: Handouts to leave you: Copy of rubric Copy of self-assessment Questions?


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