Micro and Macro Assessment: Capturing the Whole Picture

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Micro and Macro Assessment Capturing the Whole
Picture

• Bildner NJCDI Meeting
• April 2, 2004
• Presenter
• Daniel Hiroyuki Teraguchi, Ed.D.
• Office of Diversity, Equity, Global Initiatives
• AACU

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Reducing Prejudice
Bildner Overarching Goals
  Comprehensive Change
Promote Intergroup Understanding
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Flow of Presentation

• Positional Spheres of Influence
• Linkages between micro/macro spheres
• Examples
• Discussion

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Positional Spheres
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Irvine Campus Diversity Initiative Evaluation
Projects Diversity Institutionalization Matrix
A Heuristic Tool
BREADTH
Individual Sphere of Influence (Course)
Superficial
DEPTH
Institution Specific NJ CDI Plan (Curricular
Transformation)
Embodied
Isolated
Integrated
Relational Matrix between Individual and Project
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  Irvine Campus Diversity Initiative Evaluation
Projects Curriculum Template
  Faculty Engagement
  Curriculum Availability (Diversity)
  Evaluating Classroom Experiences
    Course Experiences
    Learning
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  Irvine Campus Diversity Initiative Evaluation
Projects Curriculum Template
Numbers Percent of courses Location of courses
General education Undergraduate major
Graduate/Professional Document (catalogue)
analysis Course syllabi analysis Faculty and
student perceptions
Forms of engagement Faculty attitudes and
responses Faculty reports of changes in
curriculum and pedagogy
  Faculty Engagement
  Curriculum Availability (Diversity)
  Evaluating Classroom Experiences
    Course Experiences
    Learning
Transcript analysis student course taking
patterns Student reports of satisfaction,
attitudes, using surveys, interviews Faculty
reports of content Student learning Faculty
learning
Student self report Faculty observations Portfolio
assessment
http//www.aacu.org/irvinediveval/index.cfm
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Irvine Campus Diversity Initiative Evaluation
Projects Diversity Institutionalization Matrix
A Heuristic Tool
BREADTH
Project Sphere of Influence (Curricular
Transformation)
Superficial
DEPTH
Comprehensive Institutional Change to reduce
prejudice and promote intergroup understanding
Embodied
Isolated
Integrated
Relational Matrix between Project Bildner Goals
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Project Spheres of Influence Daryl G. Smith, 1997
Climate and Intergroup Relations
Curriculum
Campus Diversity Initiatives
Institutional Viability and Vitality
Access and Success
http//www.aacu.org/irvinediveval/index.cfm
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Process

• Determine your sphere of Influence
• Develop goals
• Develop outcomes
• Obtain potential sources of data

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Example - Individual

• Individual Sphere of Influence
• Revised/Developed Diversity Course
• Student Learning
• Project Goals
• Increase the number of diversity course offerings
• Integrate diversity and global awareness into
  general educational courses
• Bildner Overarching Goals
• Reduce Prejudice
• Promote Intergroup Understanding

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Example San Jose State U.

• Self, Society, Equality in the U.S.
• Student Learning Goals
• Study the interrelationship of individuals,
  racial groups, and cultural groups to understand
  and appreciate issues of diversity, equality, and
  structured inequality in the U.S., its
  institutions, and its cultures
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• Outcomes
• Describe how religions, gender, ethnic, racial,
  class, sexual orientation, disability, and/or age
  identity are shaped by cultural and societal
  influences in contexts of equality and inequality
•         Describe historical, social, political,
  and economic processes producing diversity,
  equality, and structured inequalities in the U.S.
•         Describe social actions by religious,
  gender, ethnic, racial, class, sexual
  orientation, disability, and/or age groups
  leading to greater equality and social justice in
  the U.S.
•         Recognize and appreciate constructive
  interactions between people from different
  cultural, racial, and ethnic groups in the U.S.

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Example San Jose State U.

• Culture, Civilization, Global Understanding
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• Student Learning Goals
•         Give students an appreciation for human
  expression in different cultures and an
  understanding of how that expression has
  developed over time in different cultures.
•         Increase students understanding of how
  other cultural traditions have influenced
  American culture and society, as well as how
  cultures in general develop distinctive features
  and interact with other cultures
• Outcomes
•         Compare systematically the ideas,
  values, images, cultural artifacts, economic
  structures, technological developments, or
  attitudes of people from different societies
•         Identify the historical context of ideas
  and cultural practices and their dynamic
  relations to other historical contexts
•         Explain how a culture changes in
  response to internal and external pressures

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Example San Jose State U.

• Sources of Data
• Pre/Post Test Essay where students are required
  to demonstrate mastery of the desired outcomes.
• Final Exams and other writing assignments.
• Student portfolio can demonstrate the extent of
  student learning across the semester.
• Focus group discussions.
• Document classroom discussions

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Example - Project

• Project Sphere of Influence
• Curricular Transformation
• Project Goals
• Increase the number of diversity course offerings
• Integrate diversity and global awareness into
  general educational courses
• Bildner Overarching Goals
• Reduce Prejudice
• Promote Intergroup Understanding
• Comprehensive Institutional Change

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Bildner Diversity Curriculum Template
Faculty Engagement
Curriculum Availability
Interdisciplinary
Pedagogy, Student Experiences, Learning
Co-Curricular Partnerships
Curricular Transformation (Global and Local
Diversity)
Course Experiences
Civic Engagement
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EDUCATION AND SCHOLARSHIP

• Presence of diversity-related courses,
  requirements
• Degree to which courses include diversity issues
  and the placement of such courses

• Course taking patterns of students

Experience
Availability
EDUCATION AND SCHOLARSHIP
Faculty Capacity
Learning

• Level of faculty expertise on diversity-related
  matters
• Level diversity of faculty participating in
  diversity efforts

• Quantity and substance of student learning about
  diversity

http//www.aacu.org/irvinediveval/index.cfm
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Discussion

• Determine your sphere of Influence
• Develop goals
• Develop outcomes
• Obtain potential sources of data

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Cycle of Assessment
Impact
Learning
Sustainability