Journal of College & University Student Housing Volume 48, No. 2 - 48

Applying the Best Practices Model
was implemented in two phases over two academic years. This assessment process
within Cabrini University's LC program is two-fold, assessing student perceptions of
their integrative learning and assessing student performance via an integrative learning
capstone assignment. The first step in this assessment protocol includes the administration
of an integrative learning pre- and post-survey (Wade et al., 2021) designed to
measure student perceptions of their integrative learning at the start and conclusion of
the academic year. The items in the survey are clustered to align with the university's
three shared learning outcomes, measuring the three integrative learning variables discussed
above. In addition to this pre- and post-survey, students submit an integrative
learning capstone assignment at the conclusion of the academic year. Though this assignment
differs from one community to another, each LLC faculty team creates one
that fits the larger community's curriculum while meeting the following shared criteria:
* A written assignment with detailed instructions that is a minimum of three pages
and addresses the self-reflection and assessment, connections to experience, and
connections to discipline and course learning outcomes of the university's
LC program.
* Integrates course content from at least two academic courses within the LC and
assesses the interplay between the curriculum and cocurriculum.
* The LC faculty team must collaborate and agree upon the design and implementation
of this assignment.
* The assignment must be administered near the conclusion of the spring semester.
Following a rubric norming session with all LLC faculty, the student artifacts are
reviewed and scored blindly by each LLC faculty team using an adapted version of
AAC&U's Integrative Learning VALUE rubric, which specifically aligns with the LC
programs' three shared learning outcomes.
Though it is important to evaluate the impact of LLCs on retention, persistence,
and academic progress (a statistically significant relationship exists between LLC participation
and academic progress at Cabrini University), it is critical to understand the
value-added impact that results from purposefully designed LLCs. The administered preand
post-survey help to evaluate the change in students' perceptions of the integrative
learning practices because of their intentionally designed LLC experience. The assessment
of student work via an adapted version of AAC&U's Integrative Learning VALUE
rubric allows LLC faculty to evaluate student performance and determine if a correlation
exists between student perception and performance as it relates to integrative learning.
For any assessment to be truly effective, there must be communication, feedback,
and action for improvement. Annual assessment practices not only support the
rich, continual revision and strengthening of LLC programs, but they also allow for
cross-campus dialogue. Communicating annual assessment results to administrators
is crucial in continuing to advocate for LLC resources. While LCs are the hallmark of
the first-year experience at Cabrini University and strengthen student retention rates,
the sweeping financial concerns in higher education as an industry keep them from
being a guaranteed part of an institution. LLC practitioners have witnessed the evap48
The Journal of College and University Student Housing

Journal of College & University Student Housing Volume 48, No. 2

Table of Contents for the Digital Edition of Journal of College & University Student Housing Volume 48, No. 2

Journal of College & University Student Housing Volume 48, No. 2 - intro
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