Shared Goals and Student
Learning at Indiana University
Using Multiple Methods of Assessment in the
School of Public Health-Bloomington
(formerly School of Health, Physical Education, and Recreation)
Research Team
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Joanne Klossner, Dept of Kinesiology
Maresa Murray, Dept of Applied Health Science
Craig Ross, Dept of Recreation, Park, and Tourism Studies
Jill Sturts, Dept of Recreation, Park, and Tourism Studies
Sarah Young, Dept of Recreation, Park, and Tourism Studies
Shared Goals and Student Learning at Indiana University
Using Multiple Methods of Assessment in the School of Public Health-Bloomington
(formerly School of Health, Physical Education, and Recreation)
Presentation Objectives
• Review General Education Requirements at IU-B
 Focus on Shared Goals
 Faculty reflection on use of shared goals in their own courses/ program
• Describe the purpose of our project
• Share program assessment model developed and implemented
• Provide brief overview of results
 Focus on process rather than outcomes
• Discuss implications
 Pilot study results
 Program assessment model
Project Purpose
• Examine and assess student learning in the Department of
Recreation, Park, and Tourism Studies, in order to determine
whether the academic program meets the objectives of the
Shared Goals (SG) in the general education initiative on the
IUB campus.
 Pilot test an assessment model.
 Use the results to further improve the academic program.
General Education Requirements at
Indiana University-Bloomington
• “The Indiana University-Bloomington General Education
Program consists of a two part structure, the Common
Ground and Shared Goals, each of which is viewed by the
campus faculty as equally important in the overall
undergraduate educational experience. The faculty in each
degree program are responsible for developing the most
appropriate ways of incorporating these two components into
each degree program.”
Shared Goals
Each degree program should be designed in such a way that
students are provided opportunities to experience these
additional aspects of an undergraduate education:
• Intensive Writing
• Information Fluency
• Diversity in the United States
• Enriching Educational Experiences
Shared Goal:
Intensive Writing
Normally, the expectations for an intensive writing experience
would be:
• taught by faculty in small sections or by individual arrangement;
• include a series of written assignments evaluated with close attention to
organization and expression as well as to substance and argument;
• graded revision of assignments.
Shared Goal:
Information Fluency
Information fluency includes, but goes beyond, information
technology skills, to introduce students to critical information
resources that underlie the major field of study and introduce
students to skills in utilizing information resources within that
field. Students should be able to:
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determine the extent of information needed,
access the needed information effectively and efficiently,
evaluate information and its sources critically,
incorporate selected information into one's knowledge base,
use information effectively to accomplish a specific purpose,
and understand the economic, legal, and social issues surrounding the use
of information, and access and use information ethically and legally.
Shared Goal:
Diversity in the United States
The objectives of an enhanced understanding of diversity in the
United States includes a requirement that has a focus on the
issues of diversity and cultural, racial, ethnic, class, age, ability,
sexual orientation, religious, and gender discrimination within
the context of the United States.
Shared Goal:
Enriching Educational Experiences
Meaningful educational experiences, some of which may be
outside the traditional classroom, can enhance the overall
undergraduate academic experience. These experiences may or
may not be linked to specific courses.
Such experiences provide opportunities to apply disciplinespecific skills and knowledge to community issues and to
examine issues of service and social responsibility that relate to
the chosen career field.
Shared Goal:
Enriching Educational Experiences
IUB recognizes the value of different types of
enriching educational experiences, such as:
• a service-learning course
• internship
• community service and
community-based action research
• fieldwork
• capstone project
• student teaching
• independent research/creative
activity program
• approved study abroad
experience
• honors thesis
• show, recital, performance
• advocacy in their major
What About My Curriculum?
THINK – PAIR – SHARE
• Does your program and/or course currently incorporate any
Shared Goals?
 If yes, then describe how?
 If no, how might you do so?
Our Approach
(Adapted from Walvoord Model)
“Improve Student Learning”
Phase I:
Define
Program
Objectives
and
Outcomes
Phase V:
Implement
Changes
Based on
Results
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Walvoord, B.E. Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education.
San Francisco: Jossey-Bass, 2004.
Preliminary Phase:
Identify Faculty Expectations and
Goals of the Project
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Create timeline.
Develop program mission and values.
What types and amount of data should we collect pertaining to Shared Goals?
Degree of faculty involvement? Involve faculty with workshops on every phase
of the review/assessment process or work with faculty on a “need to know”
basis?
Phase V:
Implement
Changes Based
on Results
Phase I: Define
Program
Objectives and
Outcomes
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Phase I:
Define Program Objectives
and Outcomes
“When students complete our program, they will be able to….”
• Specific faculty expertise for each program objective and outcome.
• What are the indicators of effectiveness for the program?
Phase V:
Implement
Changes Based
on Results
Phase IV:
Review and
Discuss the
Assessment
Results
Phase I: Define
Program
Objectives and
Outcomes
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Vision, Mission and
Program Learning Outcomes
Vision, Mission, and
Program Learning Outcomes
Phase II:
Develop a Shared Goals
Assessment Plan
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What types of data should we gather to assess outcomes?
What are applicable direct and indirect measures for data gathering?
How often are the data collected?
When do we analyze and report the data?
Phase V:
Implement
Changes Based
on Results
Phase I: Define
Program
Objectives and
Outcomes
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Direct and Indirect
Evidence of Student Learning
National Assessment of Undergraduate
Student Learning Outcomes
Phase III:
Assess the Shared Goals
Learning Outcomes
• Collect data used in assessing the learning outcomes and
Shared Goals
• IRB approved, PILOT research
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Alumni survey
Employer survey
Focus group
Exit interviews
Phase V:
Implement
Changes Based
on Results
Phase I: Define
Program
Objectives and
Outcomes
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Specific Program Assessment
• Data collection
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Alumni survey
Employer survey
Focus group
Exit interviews
• Gathering information to determine effectiveness of
process
 Data obtained sheds light on potential strengths and weaknesses
of implementation of Shared Goals in RPTS Program
Alumni Survey
Preliminary Implications
• Department does the best job with “experiences” (i.e. service
learning, internship, projects, etc.)
 Continue to provide quality experiences for students and work to
improve upon what we currently offer.
• Intensive writing is the shared goal that needs the most
attention in RPTS
 Incorporate more assignments that focus on critical writing.
What do the employers of our
graduates think?
RPTS Employer Responses
• The majority of employers thought students were VERY
PREPARED in the following areas:
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Express themselves in writing
Work cooperatively as a team
Use computers or other technology
Be at ease in a culturally diverse environment
Apply ethical behavior
Undergraduate Student
Focus Group
Preliminary Implications
• Students learned Shared Goals competencies from their
specialization courses in addition to General Education
courses.
• Felt strongly about positive impact of Enriching Educational
Experiences offered through the Recreational Sports
Management major.
 Maintain or further support internships and other outside
education activities offered by the department.
Senior Exit Survey
Preliminary Implications
• Reinforcement from students that experiences and activities
outside the classroom have enhanced their educational
experience.
• Consistent with other findings.
 Outside experiences most beneficial
 Intensive writing needs some attention
Phase IV:
Review and Discuss the Shared
Goals Assessment Results
• Faculty discussion
Phase V:
Implement
Changes Based
on Results
Phase I: Define
Program
Objectives and
Outcomes
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Phase V:
Implement Changes Based on Results
• Using the results from Phase IV, apply what has been learned in evaluating
the data to identify actions that address Shared Goals areas of concern.
• Encourage faculty to address the needs for changes in the program as well as
the continuation of the assessment process.
Phase V:
Implement
Changes Based
on Results
Phase I: Define
Program
Objectives and
Outcomes
Phase IV:
Review and
Discuss the
Assessment
Results
Phase II:
Develop an
Assessment
Plan
Phase III:
Assess the
Learning
Outcomes
Student Performance on
Course Assignments
R/P411 Legal Issues in Sport Settings
• Purpose of writing assignments are to get students reading
case law, interpreting what it means, and articulating
implications for their field/setting.
 Finding Case Law: Applying legal search skills & reading case law
pertinent to field
 Pre-Analysis Paper: Read, interpret, and reflect upon case law
pertinent to field & organize thoughts for case law analysis
 Case Law Analysis Paper: Final draft where students cite facts,
complaint, summarize findings, state verdict, & critically think about
implications for field
Take-Aways from the Project
• Incorporate data collection through various means.
• Support programs / opportunities which facilitate Enriching
Educational Experiences.
• Encourage Intensive Writing through Gen ED and within
Disciplines.
• Students appreciate authentic experiences which incorporate
Shared Goals.
 Facilitate within program areas in addition to General Education
Acknowledgements
• This study was funded in part by an Indiana University
Scholarship of Teaching and Learning Leadership
Award.
THANK YOU