University-wide Community-Based Transformational Learning (CBTL)  Outcomes and Assessment

CBTL Outcomes

• Summary of University-Wide CBTL Outcomes

  Domain	Outcome	Resources
  Intercultural Competence	Demonstrable cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.	Framing Language & Definition  VALUE Rubric
  Ethical Character	Ability to recognize ethical issues in a variety of settings and evaluate alternative actions.	Framing Language & Definition VALUE Rubric
  Effective Citizenship	Demonstrable knowledge, skills, values and motivation that promotes the quality of life in a community.	Framing Language & Definition  VALUE Rubric
  Integrated Connections	Ability to understand across both curricular and co-curricular experiences, from making simple connections among ideas, concepts and experiences to synthesizing and transferring learning to new, complex and unscripted situations.	Framing Language & Definition VALUE Rubric

   

   

  *Rubrics can be uploaded into a Canvas course for use in assignment grading. Note: The rubrics can be edited once uploaded, but cannot be altered once they've been made available to the class participants. For information on how to upload the rubrics into Canvas, please visit: Canvas-How to Use Rubrics. Additional Canvas resources can be found here: Canvas FAQs.

   

  The Center for Community-Based Learning has chosen to utilize the VALUE Rubrics created by AAC&U.

University-Wide Assessment

• Purpose

  The primary purpose of the University-Wide Assessment of Community-Based Transformational Learning (CBTL) process is to provide faculty with evidence of student learning that could be used to inform teaching practices.The process is intended to help faculty understand the impact of their CBTL experience and whether the outcome of each course activity and assignment is properly aligned with intended goals.

• Process

  The University-Wide Assessment of Community-Based Transformational Learning process is completed in a single day. Information that is required prior to Assessment Day includes submitting: a copy of the course syllabus, a roster of enrolled students including N numbers, a completed course Briefing Sheet, and an approximate number, length, and date of artifacts being collected. During Assessment Day, faculty participating as raters are paired up and asked to read artifacts grouped by course number.  A score is assigned based on CBTL rubrics chosen by the faculty member of record. The CBTL VALUE Rubrics, created by AAC&U, have a primary focus within 4 domains: Intercultural Competence, Ethical Character, Effective Citizenship, and Integrated Connections (explanations above).

• University-Wide CBTL Assessment Statement

  All CBTL courses should include a statement regarding the use of their work for university-wide assessment.The UNF Center for Community-Based Learning suggests that the following statement be included in all CBTL course syllabi: 

   

  “The University of North Florida is committed to providing quality education and to assuring that students gain the knowledge and skills necessary to be successful after they graduate. Assessment of student learning provides information needed to make improvements in UNF programs, course content, and teaching. During this course your instructor will collect and submit samples of your work to determine program effectiveness.

   

  You should know that:

  • You may choose not to have samples of your work submitted by notifying your instructor anytime during your course via email
  • No identifying information such as your name or N-number will be included on the samples sent for program assessment
  • Your course grade will not be affected by participating in this program assessment process
  • Information about the summative results of this assessment is reported to UNF stakeholders, including the Board of Governors of the Florida State University System; the Southern Association of Colleges and Schools Commission on Colleges; and professional accreditors.”

   

• Artifacts

  Student artifacts are reflective in nature.  The submission format can be written, recorded, or digital.

   

  Descriptions of course-based assessment artifacts:

  Articulated Learning Artifacts

  Articulated Learning Artifacts are student artifacts from assignments or activities that include the following: structured reflection incorporating students' descriptions, observations, analyses, application, and/or synthesis of their community-based experiences in relation to themes, issues, theories, concepts, and/or skills related to course objectives or content.

   

  Critical Incident Analysis Artifacts

  Critical Incident Analysis Artifacts are student artifacts from assignments or activities that ask the learner to describe and reflect upon a significant incident that occurred during a community-based experience in relation to themes, issues, theories, concepts and/or skills related to course objectives or content.