Project

Project Overview

A large number of today’s colleges and universities define their missions much more broadly than before. As a result, their criteria for successful development of their student bodies cannot be adequately captured with traditional measures (e.g., GPA, graduation rate).

Based on information contained in mission statements of higher education institutions, research literature, interviews with college staff, and surveys of college graduate employers, we found support for a 12 dimension taxonomy [A1] of student performance. Included are aspects of educational development reflecting traditional academic notions (e.g., knowledge, continuous learning) as well as broader aspects related to the social and psychological development in college students (e.g., multicultural tolerance, leadership, perseverance, ethics).

The Student Behavior and Experience Inventory works to develop and validate alternative measures of college student potential and successful performance/development. Two of our primary instruments are the Academic and Life Experiences Questionnaire (ALEQ) and the Life Events Assessment and Development (LEAD). The ALEQ is questionnaire about students’ background experiences, achievements, interests, and attitudes. The LEAD is a situational judgment test assessing how students might react in realistic college situations. Both measures are designed to measure academic and extracurricular pursuits relevant to college life.

12 dimension taxonomy

Dimension

Description
I. Knowledge, learning, mastery of general principles Gaining knowledge and mastering facts, ideas and theories and how they interrelate, and the relevant contexts in which knowledge is developed and applied. Grades or GPA can indicate, but not guarantee, success on this dimension.
II. Continuous learning, intellectual interest and curiosity Being intellectually curious and interested in continuous learning. Actively seeking new ideas and new skills, both in core areas of study as well as in peripheral or novel areas.
III. Artistic cultural appreciation and curiosity Appreciating art and culture, either at an expert level or simply at the level of one who is interested.
IV.Multicultural tolerance and appreciation Showing openness, tolerance, and interest in a diversity of individuals (e.g., by culture, ethnicity, or gender). Actively participating in, contributing to, and influencing a multicultural environment.
V. Leadership Demonstrating skills in a group, such as motivating others, coordinating groups and tasks, serving as a representative for the group, or otherwise performing a managing role in a group.
VI.Interpersonal skills Communicating and dealing well with others, whether in informal social situations or more formal school-related situations. Being aware of the social dynamics of a situation and responding appropriately.
VII. Social responsibility, citizenship and involvement Being responsible to society and the community, and demonstrating good citizenship. Being actively involved in the events in one’s surrounding community, which can be at the neighborhood, town/city, state, national, or college/university level. Activities may include volunteer work for the community, attending city council meetings, and voting.
VIII. Physical and psychological health Possessing the physical and psychological health required to engage actively in a scholastic environment. This would include participating in healthy behaviors, such as eating properly, exercising regularly, and maintaining healthy personal and academic relations with others, as well as avoiding unhealthy behaviors, such as alcohol/drug abuse, unprotected sex, and ineffective or counterproductive coping behaviors.
IX. Career orientation Having a clear sense of career one aspires to enter into, which may happen before entry into college, or at any time while in college. Establishing, prioritizing, and following a set of general and specific career-related goals.
X.Adaptability and life skills Adapting to a changing environment (at school or home), dealing well with gradual or sudden and expected or unexpected changes. Being effective in planning one’s everyday activities and dealing with novel problems and challenges in life.
XI.Perseverance Committing oneself to goals and priorities set, regardless of the difficulties that stand in the way. Goals range from long-term goals (e.g., graduating from college) to short-term goals (e.g., showing up for class every day even when the class isn’t interesting).
XII.Ethics and integrity Having a well-developed set of values, and behaving in ways consistent with those values. In everyday life, this probably means being honest, not cheating (on exams or in committed relationships), and having respect for others.