In this podcast, Dr. Daphne Bernard and Glenn Phillips explain how Howard University enhanced its assessment process by incorporating storytelling to improve student learning outcomes (SLOs) and competency attainment.

Context:

Howard University, a historically Black institution with a unique mission, faced an accreditation review. Traditional, compliance-focused assessment methods didn't fully capture its rich educational experiences. The COVID-19 pandemic added further challenges.

Integrating Storytelling:

They adopted Banks-Wallace's framework:

Story: Providing meaningful context to events.
Storying: Weaving events into coherent narratives.
Storytelling: Engaging stakeholders by sharing these narratives.

Implementation:

Faculty Engagement: Faculty shared stories of curricular improvements and student successes.
Student Involvement: An essay contest invited students to reflect on their learning experiences.
Pandemic Adaptation: Documented remote learning challenges and adaptations.

Outcomes:

Enhanced Understanding: Combined quantitative data with personal narratives for a fuller picture of student learning.
Increased Engagement: Personal stories fostered deeper investment from faculty and students.
Mission Alignment: The approach resonated with Howard's cultural heritage and mission.
Continuous Improvement: Stories informed enhancements in programs and services.

Key Insights:

Storytelling uncovers deeper insights into student learning.
Engaging stakeholders as storytellers fosters ownership.
Tailoring assessment to the institution's context enhances effectiveness.
Balancing narratives with data leads to comprehensive understanding.

Conclusion:

By integrating storytelling into assessment, Howard University enriched its evaluation of student outcomes and aligned the process with its mission. This approach offers valuable insights for other institutions seeking to enhance their assessment practices in meaningful and culturally responsive ways.

Storytelling as Assessment (R)evolution at Howard University

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