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Measuring a Culture of Evidence: Social Justice and Inclusive Assessment Practices
Dr. Melissa Brown, OASI Dr. Janelle Coleman, Teaching & Learning Innovation
Presenters
Dr. Melissa Brown,Office of Assessment & Strategic Initiatives
Dr. Janelle Coleman, Teaching & Learning Innovation
By the end of this session, participants will...
• discuss the value of assessment as it pertains to the ongoing improvement of programs and services.
• articulate the impact that a social justice lens and inclusivity can have on the interpretation and utilization of assessment data.
• practice implementing the last four phases of the assessment cycle.
Assessment
“Assessment is any effort to gather, analyze, and interpret evidence which describes the institutional, departmental, divisional, or agency effectiveness” (Upcraft & Schuh, 1996, p. 18)
What Do We Mean By "Social Justice"*?• Social justice (SJ) is a paradigm that:
• advocates for spaces in which everyone is physically and psychologically safe and secure
• is inclusive and affirming of human agency and capacity for working collaboratively with others
• The goals of SJ are:• to interrupt and change oppressive patterns and
behaviors• to ensure that resources are equitably distributed.
(*Definition provided by Social Justice and Equity Committee, Long Beach State University, 2019).
What is "Cultural Humility"?• Perspective by which we
understand the process of developing cultural competency.
• "ability to maintain an interpersonal stance that is other-oriented (or open to the other) in relation to aspects of cultural identity that are most important to the [person]" (Hook, Davis, Owen, Worthington and Utsey, 2013).
Assumptions Surrounding Cultural Humility and Social Justice
• Depth of culture.• Existence of systemic
barriers / inequities.• Privilege due to systemic
inequities.• Recognition that
everyone cannot be viewed through the same lens. This Photo by Unknown author is licensed under CC BY-NC.
Test Your Knowledge!
Please use your smartphone with any browser and enter:
srs.campuslabs.com
Connect ID: 16938
Please use your preferred fake name:)
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Assessment CycleWrite/Revisit
Outcomes
Identify Evidence(Surveys, KPIs etc.)
CollectEvidence
Analyze/InterpretEvidence
Use Datafor
Improvement
Types of Data Used for Assessment
• Large-scale campus surveys (e.g., campus climate, general education data, NSSE)
• Embedded Coursework• Portfolios• Student Life surveys• External consulting surveys• Program/course surveys• Focus groups• Interviews• Guided reflections• 2-minute papers
Transparency & Sharing Data
1) How and when do we use the data?2) Is the data enough for change?3) How do we share with the training
team without criticizing the team/work?
Focus of this Activity• The activity will focus on
coding student responses to a student engagement survey.
• We will walk through the last four stages of the assessment cycle.
• We will draft a plan (e.g., new set of goals) based on data.
Activity Background
Data Source•2018 StudentEngagement Survey
Survey Question:• What can UT do
to enhance your sense of belonging on campus?
Practice Session:Coding
Qualitative Data
Instructions
•Code the short answer question provided using the list of codes on the handout (Social Justice)
•Work individually
•Use the numbers as codes
•You may use more than 1 code per data point
We want all students to know that they matter and belong on our campus. What can UT do
to enhance your sense of belonging on campus?
1.Discourse2.Equality3.Equity4.Democracy5.Justice6.Integrity7.Participation8.Inclusive
9. Multiculturalism10. Diversity11. Individuality12. Respect13. Social good14. Responsibility to society15. Representation16. Belonging
Group Reflection• Are there observations about the
data beyond the codes?
• What are the “blind spots” or gaps as indicated by the data?
• What are one to two things that can be done to address those blind spots?
Activity: Action Plan
• In pairs: write 2-3 observations about what students said they wanted from their engagement experiences at UTK.
• Write 2-3 ideas for how you might address each need.
• Jot down a new outcome and a possible assessment to measure progress.
Debrief
• Share outs!
• One person can’t be responsible for analyzing the results
• Need to have a conversation to see multiple voices/support
• Reach out across campus too
Lessons Learned
• Assessment is not a destination but a process.
• Good assessment cannot be done in a silo.
• We must be cognizant of the lens (bias) we approach the data with.
Thank you!
Janelle Coleman633 Greve Hall
jcolema1@utk.edu
Melissa Brown413 Student
Services Bldg.mabrown@utk.edu
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