Addressing the Learning Outcomes and Assessment Methods Associated with Participation in Student Government Associations: A Qualitative Study of California Community Colleges

Autor/in	Nevin, Miles J.
Titel	Addressing the Learning Outcomes and Assessment Methods Associated with Participation in Student Government Associations: A Qualitative Study of California Community Colleges
Quelle	(2017), (134 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Long Beach
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3550-8343-9
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; Two Year College Students; Student Government; Outcomes of Education; Evaluation Methods; Student Behavior; Ethics; Experiential Learning; Taxonomy; Cognitive Development; Governance; Citizenship; College Outcomes Assessment; Student Participation; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Schülerparlament; Lernleistung; Schulerfolg; Student behaviour; Schülerverhalten; Ethik; Experiental learning; Erfahrungsorientiertes Lernen; Taxonomie; Kognitive Entwicklung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Staatsbürgerschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kalifornien
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01