Supporting Students' College Success The Role of Assessment of Intrapersonal and Interpersonal Competencies (2017) / Chapter Skim
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5 Intra- and Interpersonal Competencies as College Outcomes
5 Intra- and Interpersonal Competencies as College Outcomes
Pages 153-180
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From page 153... ...
INTRA- AND INTERPERSONAL COLLEGE OUTCOMES As discussed in Chapter 4, demands for accountability and improvement in higher education have led many colleges, universities, and fields of study to identify specific learning outcomes that their graduates should achieve and to assess students' development of these outcomes. As part of this trend, higher education leaders have identified intra- and interpersonal competencies as important college outcomes.
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From page 154... ...
, specify 11 learning outcomes and require programs to assess and demonstrate students' progress toward each. The outcomes include the following intra- and interpersonal competencies: • an ability to function on multidisciplinary teams, • an understanding of professional and ethical responsibility, • an ability to communicate effectively, and • a recognition of the need for and an ability to engage in lifelong learning.
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From page 155... ...
: • knowledge of human cultures and the physical and natural world, • intellectual and practical skills, • personal and social responsibility, and • integrative and applied learning. As defined by the LEAP initiative, a 21st-century liberal education also includes three strategies to help students attain these learning outcomes: (1)
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From page 156... ...
Identifying and Defining Key Outcomes The committee reviewed all of these frameworks and other reports on the goals of higher education, searching for those intra- and interpersonal competencies that appeared most frequently. Through this process, the committee identified the following six competencies for college graduates: 1.
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From page 157... ...
intra ersonal dimension of college success includes "career orientation." p The League for Innovation identifies "learning to learn" as a key outcome for community college graduates in the knowledge economy (Miles and Wilson, 2004)
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From page 158... ...
(2015) Intrapersonal Competencies Ethics Professional and Ethics, within Ethical reasoning Ethics and integrity, Ethical reasoning, ethical responsibility intrapersonal and action, within within citizenship within intellectual skills behaviors personal and social responsibility Lifelong Learning/ A recognition of Career orientation Foundations and Self-directed Refers to students' Career Orientation the need for and an and perseverance, skills for lifelong learning, within life learning and ability to engage in within intrapersonal learning, within skills engagement throughout lifelong learning behaviors; personal and social their academic careers continuous learning, responsibility and beyond, within within intellectual broad and integrative behaviors knowledge
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From page 159... ...
Intra- and Interpersonal Competencies Intercultural/ Multicultural Intercultural Respect for others, Civic and global Diversity appreciation, knowledge and within citizenship learning; engaging Competence within interpersonal competence, within diverse perspectives behaviors personal and social responsibility Civic Engagement/ Citizenship, within Civic knowledge Citizenship Civic and global Citizenship interpersonal and engagement -- learning behaviors local and global, within personal and social responsibility Interpersonal Competencies Communication The ability to Communicating Written and oral Effective Communicative fluency, communicate and dealing well communication, communication within intellectual skills effectively with others, within within intellectual interpersonal and practical skills behaviors Teamwork Ability to function Leadership (showing Teamwork and Teamwork Applied and on multidisciplinary skills in a group) , problem solving, collaborative learning teams within interpersonal within intellectual behaviors and practical skills 159
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From page 160... ...
conducted an extensive review of existing frameworks, definitions, and assessments of civic-related constructs in higher education to develop a more comprehensive framework for assessing this complex competency. The proposed framework divides civic learning into two broad domains -- civic competency and civic engagement -- each of which includes the dimensions of civic competency (civic knowledge, analytic skills, and participatory and involvement skills)
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RELATIONSHIP TO COLLEGE COMPLETION When examining these six competencies in light of its charge, the committee considered whether and to what extent any of them might also be related to traditional measures of success during college, such as GPA, persistence from year to year, and/or graduation. The committee reasoned that perhaps these six competencies have their effects on eventual career outcomes in part by contributing to the academic success of college students.
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Other than the published work by Bowman (2014) , the committee found little high-quality research on the association between these six competencies and college success.
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teamwork. Bowman examined four of the six competencies discussed in this chapter, omitting lifelong learning/career orientation and communication.
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In his presentation to the committee, Bowman remarked that even given his extensive familiarity with the higher education literature, he could find no strong empirical basis on which to develop hypotheses or otherwise ground his analyses. These comments reinforced the committee's perception that research is lacking on the possible relationships between college outcomes and competencies related to college success.
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Commissioned Analysis No. 2 To explore its questions about the possible roles of teamwork and communication in college success, the committee commissioned Deming to extend his research on social and cognitive skills (Deming, 2015)
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to college success, both among the general student population and for different subgroups of students. Deming reported to the committee that NLSY respondents with greater levels of social skills had significantly greater levels of completed schooling.
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Like Bowman, Deming reported to the committee that he was unaware of any rigorous prior research on the questions of interest to the committee. The committee noted the limitations of Deming's social skills index for measuring the focal competencies identified in this chapter -- teamwork and communication -- and raised questions about the two components of the index.
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VALUE Rubrics VALUE rubrics are available for all six competencies discussed in this chapter. The rubrics were designed to measure authentic student work so that colleges and universities could determine whether and how well students were attaining the 16 essential learning outcomes.
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face and content validity of these measures. In addition, a test of interrater reliability showed relative convergence in the scores of 44 faculty members from across disciplines that had independently scored student work online using the critical thinking, integrative learning, and civic engagement VALUE rubrics.
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From page 170... ...
The Bill & Melinda Gates Foundation then provided funding to expand this collaborative model in a demonstration/implementation year beginning in September 2015. With this grant, the collaborative plans to develop a methodology for ensuring a high level of reliability and validity of the results obtained using the VALUE rubrics, test the process for identifying and gathering samples of student work, and develop a national VALUE database for benchmarking student learning.
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From page 171... ...
At Northeastern University, faculty developed an engineering ethics program including courses in engineering students' second and fourth years, which drew on faculty members' professional engineering experiences and integrated students' internship learning experiences. Assessment included students' anonymous evaluations of the junior-year course and their scores on an independent test -- the Fundamentals of Engineering (FE)
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Researchers have moved away from paper-and-pencil tests of teamwork and toward the use of team member ratings, which may reduce biases associated with self-report ratings and better represent dynamic team processes. These team member rating approaches are based on definitions of teamwork that focus on individual contributions to team success, as discussed further below, and draw on the literature on performance management in organizations (Ohland et al., 2012)
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. Another challenge is that these rating approaches typically focus on a single team experience, but a student who displays strong teamwork competencies in a particular team may or may not be able to transfer those competencies to other team contexts.
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Male team members who identified strongly with their gender evaluated highly educated female colleagues more negatively than less educated female colleagues. In male- ominated teams, the expertise of highly educated men was used to d a greater extent than was the case in teams dominated by women.
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Thus, although progress is being made in assessing teamwork, assessment of this competency is impeded by the lack of a robust conceptual model of teamwork processes and outcomes that is directly tied to an assessment framework. The teamwork literature to date shows a wide variety of models and definitions of teamwork competencies and a wide variety of new assessment instruments (e.g., online self- and peer-rating systems)
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developed and tested a new performance assessment designed to measure five engineering professional skills identified by ABET as critical student learning outcomes: (1) understanding of professional and ethical responsibility; (2)
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planned the following further development activities: prototyping and cognitive interviews, feedback from user audiences, revision of the test blueprint, item writing and test development, pilot study, validation studies, and operational testing. CONCLUSIONS AND RECOMMENDATIONS The intra- and interpersonal competencies of ethics, lifelong learning/ career orientation, intercultural/diversity competence, civic engagement/ citizenship, communication, and teamwork have been identified as valued outcomes of college education.
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RECOMMENDATION 13: Federal agencies and foundations should invest in research examining whether, and under what conditions, the intra- and interpersonal competencies identified as outcomes for col lege graduates may also be related to students' persistence and success in college. Research Needs The six competencies discussed in this chapter have the potential to significantly broaden understanding of the noncognitive determinants of student postsecondary success.
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From page 179... ...
Additionally, other researchers might favor studies of particular institutions, and might adopt experimental, quasi-experimental, experiencesampling, field research, multiobserver, or qualitative case study methods rather than relying heavily on surveys. The committee believes the state of the literature is such that investment in the development of a conceptual framework of intra- and interpersonal competencies tied to a multiyear, multi-institutional research agenda holds particular promise.
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