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AUTHOR Abilities Learned in College for Later Careering and ABSTRACT Are Summarized. After Describing the Rationale for Validati

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AUTHOR Abilities Learned in College for Later Careering and ABSTRACT Are Summarized. After Describing the Rationale for Validati DOCUMENT RESUME ED 239 556 HE 016 980 AUTHOR Mentkowski, Marcia; Doherty, Austin TITLE Careering after College: Establishing the Validity of Abilities Learned in College for Later Careering and Professional Performance. Final Report: Overview and Summary. INSTITUTION Alverno Coll., Milwaukee, Wis. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE May 83 GRANT NIE-G-77-0058 NOTE 171p.; For related documents, see HE 016 981-990. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Academic Ability; Alumni; Cognitive Style; College Curriculum; College Graduates; Educational Benefits; *Education Work Relationship; Higher Education; Learning Experience; Liberal Arts; *Outcomes of Education; *Research Methodology; Student Attitudes; *Student Development; *Student Evaluation; *Validity IDENTIFIERS *Alverno College WI ABSTRACT A series of studies that investigated the validity of abilities learned in college for later career and professional work are summarized. After describing the rationale for validating outcome-centered higher education curricula, the following types of measures for program evaluation and outcome validation are discussed: performance measures of general abilities, cognitive-developmental measures based on developmental theory, learning style measures based on experiential learning theory, and students' views on the outcomes of college. Attention is also directed to the framework of research at Alverno College, including: the types of student abilities, outcome definitions, performance evaluation, student and alumnae outcomes, and validity assumptions. The research methodology is described with attention to the sample, the validation model, longitudinal and cross-sectional approaches, the input of students and faculty/professionals, and the research instruments. Additional attention is focused on outcomes of the college experience and the relationship of outcomes to the world of work. Major study findings are summarized, and dissemination of the results is discussed. Abstracts of the 10 research reports in this series are appended. (SW) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** CAREERING AFTER COLLEGE: ESTABLISHINGTHE VALIDITY OF ABILITIES LEARNED IN COLLEGE FORLATER CAREERING AND PROFESSIONAL PERFORMANCE Marcia Mentkowski Austin Doherty ALVERNO COLLEGE FINAL REPORT TO THE NATIONAL INSTITUTE OFEDUCATION: OVERVIEW AND SUMMARY U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMA T'ON CENTER IERICI his document has been reproduced as received from the person Ororgdrii/i11101, oTigirlating It Minor LhdfIVS have been Made to improve qiiaNy Puee, of view of Opinions stated in this not eliesSdrily repr,soritill n it NIE mslhort or pofe-; Funded by a grant from the National Institute of Education: Careering After College: Establishing the Validity of Abilities Leariied in College for Later Success (NIEG-77-0058) Principal Investigators: Marcia Mentkowski Austin Doherty Alverno College 3401 South 39th Street Milwaukee, Wisconsin 53215 This overview and summary is the overarching paper in the series that corr prise M. Mentkowski and A. D Careering After College: Establich;,-,the \ I: 'y of Abilities Learned in Colley,,, for Later ,areering and Professional Performanc I RL, to the National Institute Education. Milwaukee, WI: Alverno Productions, 3, 1390 pages. The research reports described in this overview and summary and included in the final report are: One: Friedman, M., Mentkowski, M., Earley, M., Loacker, G., & Diez, M. Validating Assessment Techniques in an Outcooe-Centered Liberal Arts Curriculum: Valuing and Communications Generic Instrument, 1980, 54 pages. Two:Friedman, M., Mentkowski, M., Deutsch, B., Shover, M.N., & Allen, Z. Validating Assessment Techniques in an Outcome-Centered Liberal Arts Curriculum: Social Interaction Generic Instrument, 1982, 78pages. Three:Assessment Committee /Office of Research and Evaluation. ValidatingAssessment Techniques in an Outcome-Centered Liberal Arts Curriculum: InsightsFrom the Evaluation and Revision Process, 1980, 5 pages. Four:Assessment Committee/Office of Research and Evaluation. ValidatingAssessment Techniques in an Outcome-Centered Liberal Arts Curriculum:Integrated Competence Seminar, 1982, 58 pages. Five: Assessment Committee/Office of Research and E. Validating Assessment Techniques in an Outcome-Centered LiberalArts Curriculum: Six Performance Characteristics Rating, 1983, 74pages. Six:Mentkowski, M., & Strait, M. A Longitudinal Study of Student Changein Cognitive Development and Generic Abilities in an Outcome-Centered Liberal Arts Curriculum, 1g83, 357pages. Seven: Much, N., & Mentkowski, M. Student Perspectiveson Liberal Learning at Alverno College: Justifying Learningas Relevant to Performance in Personal and Professional Roles, 1982, 83pages. Eight:Mentkowski, M., Much, N., & Giencke-Holl, L. CareeringAfter College: Perspectives on Lifelong Learning and Career Development, 1983, 124pages. Nine:Mentkowski, M., DeBack, V., Bishop, J., Allen, Z.,& Blanton, B. Developing a Professional Competence Model for Nursing Education,1980, 74 pages. Ten:Mentkowski, M., O'Brien, K., McEachern, W., & Fowler,D. Developing a Professional Competence Model for Management Education,1982, 317 pages. Also available from Alverno Productions: d. Mentkowski, M., Mueser, M., & Strait, M. Using the Perry Scheme of Intellectual and Ethical Development as a College Outcomes Measure: A Process and Criteria for Judging Student Performance. Vols. I & II, 1983, 516 pages. ()Copyright 1983. Alverno College Productions, Milwaukee, Wisconsin. All rights reserved under U.S.,International and Universal Copyright Conventions. Reproduction in part or whole by any method is prohibited by law. PREFACE During our dissemination at conferences and professional meetings of some preliminary findings based on results described in detail in this report, many colleagues expressed interest in the broader issue of validation. Concerned about validating their own programs, they wished to know how we conceptualized the validation of a liberal arts, outcome-centered curriculum. We responded to this interest by describing faculty questions that stimulated the initia. :+udy of college outcomes at Alverno and by summarizing research results based on ongoing iadulty questions. We explained that these questions and results were placed within the context of a validation model that has guided our efforts at Alverno College for the past seven years. This report follows that same approach. First, this overview and summary describes the rationale for validating outcome-centered higher education curricula and our validation model drawn from faculty questions. We then describe the research objectives based on tnese questions and our approaches to instrumentation and methodology. Then we synthesize major conclusions from ten research studies that follow this overview and summary. We relate the findings to our overall purposes and discuss implications for higher education. We also include abstracts of the research rorts, identify our dissemination strategies and list the range of colleges and universities, porations and schools whose questions and insights have con- tributed to our efforts during these past seven years. This report represents the collaborative work of the Alverno faculty, Office of Research and Evaluation staff, Alverno students and alumnae, and Milwaukee organizations and professionals Our acknowledgments to them and to our other colleagues follow the preface. This work is dedicated to our students, whose belief in our ability to improve education gives us the faith and courage to continue learning, and to research the penetrating questions that challenge higher education today. Marcia Mentkowski. Austin Doherty Milwaukee, Wisconsin May 1983 ACKNOWLEDGEMENTS For the past seven years, we have worked with cfalleagues in a variety oi roles to complete the research outcomes reported here. We gratefully recognize all contributors to this volume, and we hope to convey by these acknowledgements that educators and researchers in higher education can collaborate to achieve research and evaluation outcomes that benefit all of us. This project was undertaken with the support of the Alverno administration, faculty and students; colleagues from across the country; the National Institute of Education; and research participants from the Alverno student body and alumnae, and the Milwaukee business and professional community. The acin-Aistration anti faculty of Alverno College worked in close concert with Office of Research and Evaluation staff create and carry out the research. Joel Read, Vivien DeBack, Mary Hueller, Rosemary Hufker, Theophane Hytrek, Celestine Schell, Alice Theine, Christine Trimberger, Alen Wutzdorff, and several department coordinators assitteci in contacting participants. Ail faculty assisted in some way in this project. Those who contributed directly to the research reports are: Zita Allen, Jean Birkey, Robert Birney, Barbara Blanton, Vivien DeBack, Bernardin Deutsch, Mary Oiez, Margaret Earley, George Gurria, Patricia Jensen, Joan Koehler, Cathleen Krzyminski, Dim.itri Lazo, Georgine Loacker, William McEachern, Agnes Meysenburg, Marlene Neises, James Newton, Kathleen O'Brien, James Roth, Jean Schafer, M.
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