This document analysis synthesized student learning outcomes (SLOs) and assessment methods from a sample of 36 student government associations in the California Community College system. Student learning outcomes were grouped according to governance, ethical and civic behavior, and experiential learning functions. Using Bloom’s Revised Taxonomy (Forehand, 2005) as an interpretive framework, findings revealed that this taxonomy’s six levels of cognitive development were well represented but not identically across the functions. In the governance function, the levels of understanding, evaluating, and creating were represented. In the ethical and civic behavior function, the levels of remembering, understanding, applying , and evaluating were represented. In the experiential learning function, all levels of the taxonomy were represented (remembering, understanding, applying, analyzing, evaluating, and creating). Findings also reveal that three of the 36 institutions, including Cuesta College, Orange Coast College, and Saddleback College, have explicit student learning outcome statements, although Cuesta College is the only one written as a true statement of objectives that could be measured. One of those colleges, Orange Coast College, also utilizes a formal system of measuring students’ learning through implementation of assessment methods.
Implications for practice and policy include new applications for institutional accreditation, revised policy for professional associations, and resources to guide creation of student learning outcomes for student government association participants. Implications for research include the replication of the study in other higher education systems, and further analysis of individual colleges and groupings of colleges based on demographics.
|Commitee:||Haviland, Don, Long, Terri|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 78/12(E), Dissertation Abstracts International|
|Subjects:||Community college education, Educational tests & measurements, Higher Education Administration, Educational leadership|
|Keywords:||Assessment, Learning outcomes, Student affairs, Student affairs practice, Student engagement, Student government|
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