Presentation from various departments within Purdue University Student Affairs on Student Learning Outcomes Assessment from the 2013-14 academic year.

1. Student Learning Outcomes
Luncheon 2014

2. ASSISTANT VP FOR STUDENT AFFAIRS
Lee Gordon

3. Student Involvement
• Lee Gordon contextualized the importance of
co-curricular student learning outcomes by
presenting data that highlights the effect of
student involvement on academic outcomes
and retention.
• The table on the next slide illustrates that
effect.

4. Involvement Outcomes of Purdue Undergraduate Students
March 26, 2014
Office of Vice President for Student Affairs
Academic Outcomes
Registered Undergrads Self-Reporting Membership in an Organization or Club during Fall 2013
N Ave Term
GPA
Term GPA >= 3.0 Ave Hours
Earned
Earned Hours >=
15
Term GPA >= 3.0 and
Earned Hours >= 15
Ave Overall
GPA
Overall GPA >=
3.0
All Ugrads 29,506 2.92 16,553 (56%) 14.6 18,267 (61%) 11,840 (40%) 3.02 16,338 (55%)
Self-Report
Involvement
12,531 3.02 7660 (61%) 15.0 8,248 (66%) 5,623 (44%) 3.13 7,710 (61%)
Registered Undergrads Holding Office of President or Treasurer during Fall 2013
N Ave Term
GPA
Term GPA >= 3.0 Ave Hours
Earned
Earned Hours >=
15
Term GPA >= 3.0 and
Earned Hours >= 15
Ave Overall
GPA
Overall GPA
>= 3.0
Ugrad Peer Cohort
(less 01 Classification)*
24,597 2.92 13,907 (56%) 14.4 14,962 (60%) 9,799 (40%) 3.05 13,648 (55%)
President or Treasurer 840 3.14 542 (64%) 14.9 550 (65%) 449 (53%) 3.21 567 (68%)
*Students with Classification 01 (first semester freshmen) are omitted. Officers must be 02 and above.
Retention
Students Matriculated Fall 2012 and Fall 2013 (Status as of Spring 2014)**
Fall 2012 Fall 2013 Fall 2012 Fall 2013
All Students (FT/FT) All Underrepresented Minority Students (FT/FT)
Continued Enrollment 5629 (89%) 6168 (98%) Continued Enrollment 463 (85%) 541 (97%)
Dropped or Voluntarily Withdrew 699 (11%) 149 (2%) Dropped or Voluntarily Withdrew 78 (14%) 19 (3%)
Students Self-Reporting Involvement URM Students Self –Reporting any Involvement
Continued Enrollment 1479 (93%) 1015 (98%) Continued Enrollment 122 (91%) 91 (100%)
Dropped or Voluntarily Withdrew 103 (6%) 20 (2%) Dropped or Voluntarily Withdrew 12 (9%) 0%
Students Holding Office of President or Treasurer URM Students Holding Office of President or Treasurer
Continued Enrollment 339 (98%) NA* Continued Enrollment 28 (97%) NA*
Dropped or Voluntarily Withdrew 7 (2%) NA* Dropped or Voluntarily Withdrew 1 (3%) NA*
*First Semester Freshmen cannot hold officer positions in clubs and organizations.
**Information not available before Fall 2012.

5. PURDUE MUSICAL ORGANIZATIONS
Steve Schlenk

6. Student Learning Outcomes

7. Percentage of PMO students who agree
participating in PMO has helped them to…
98.6% Develop Relationships with Others
97.9% Hold Themselves Accountable
96.6% Listen Attentively and Respond to Others
95.9% Manage Their Time
94.5% Exhibit Self-Reliant Behaviors

8. SLO most impacted by PMO participation
Develop Relationships
Manage Time Effectively
Demonstre Professionalism
Communicate Effectively

9. Normandy American Cemetery  May 27, 2013  U.S. Memorial Day

10. CENTER FOR CAREER OPPORTUNITIES
Cher Yazvac

11. Acing the Interview
Cher Yazvac, Associate Director for
Career Development
Center for Career Opportunities
YONG 132

12. Learning Outcome Statement
As a result of completing the interviewing
workshop, 75% of the students will
immediately be able to demonstrate the
practical application of behavior theory in
interviewing as evidenced by either
responding verbally or in writing to a
behavioral question including an action and
result and by stating that they are confident
in their ability to demonstrate a skill to an
employer using action and result.
(Used Backward Design Worksheet)

13. STAR Method
situation
task
ACTION
result
Your Secret Weapon

14. Behavioral Interview Response
Behavioral interview response visual example
Situatio
n
Task
Result Action

15. Tell me about a time you took a
leadership role on a project.
S) During my sophomore year at Purdue I was appointed
chairperson of the XYZ Committee at my residence hall.
T) The committee was responsible for organizing a Women’s
health fair to bring community resources within the reach
of hall residents.
A) I first led the group on an analysis of similar events that we
wanted to see 300 attendees and representatives from 10
community organizations. I organized the committee into
a marketing subgroup and a community outreach subgroup
each responsible for achieving the above mentioned goals.
R) In the end, the event was a great success. We had 500
attendees and representatives from 12 community groups.
The fair was later chosen for the “event of the year” award
amongst all residence hall events that year.

16. Practice Questions
#1 Tell me about a time when you
worked effectively in a team.
#2 What is one of the most challenging
tasks you have faced and how did
you handle it?

17. Interviewing Workshop Worksheet
Written Response to Behavioral Question
Task
Action
Result
Verbal Peer Evaluation
Self-Evaluation
Please assess your level of confidence with behavioral interviewing in the following
statement.
After participating in this interviewing workshop, I can tell about an experience and include
an action and result which demonstrates a skill.
- Not at all confident - Not very confident - Confident - Very Confident
Choose a partner and verbally respond to one of the sample questions using the STAR technique. Ask
your partner to evaluate whether you have articulated all four aspects by checking the boxes below.
Choose one behavioral question to respond to using the STAR technique.
· Tell me about a time you worked effectively in a team.
· What is one of the most challenging tasks you have faced and how did you handle it?
Situation
Situation -
Task -
Action -
Result -
S

18. 2012-2013
• 70% Wrote Action and Result
• 87% Verbalized Action and Result
• 91% Confident or Very Confident
• 80% Either Wrote or Verbalized Action &
Result & Expressed Confidence
2013-2014
• 70% Wrote Action and Result
• 93% Verbalized Action and Result
• 88% Confident or Very Confident
• 84% Either Wrote or Verbalized Action
& Result & Expressed Confidence

19. Completing the Assessment Cycle
Increased quality control immediately
Maintain quality control
Compare sub-groups, i.e. int’l to native
speakers
Measure change in outcomes
Will continue to measure outcomes

20. DEPARTMENT OF RECREATIONAL SPORTS
Michelle Blackburn

21. Division of Recreational
Sports
Student Learning Outcomes
2013-2014 Highlights
April 17, 2014

22. Climbing & Challenge
Education

23. Climbing & Challenge Education
23
Skill Development  Personal Belief & Confidence  Community Engagement
Creative Thinking  Stress Management  Goal Achievement  Personal Fitness
Has climbing enabled you to grow?
“I mean physically, I definitely have. And socially I guess. This is my first year in the
US so I know nothing about foreigners and domestic people here – so it’s kind of like
a barrier breaker for me to get to know Americans. Because there’s no limitations in
bouldering, because anyone can join. It’s like a good way to meet a diversity of
people.”
“I come here and whatever I’ve got going on – you know, school work, ‘work’
work, searching for jobs, all these stresses, social problems, whatever it may be, I
come to the climbing wall and it’s just like “oh, all of my friends are hanging
out, we’re having fun, smiling so like even just psychologically, it’s like a vacation. It’s
my favorite part of the day.”

24. Climbing & Challenge Education
24
Has climbing taught you anything about yourself?
“I’m so addicted to this sport. I enjoy the way that my
body feels when I climb. I think I get more control. I feel
just like I’m building – if we say that the body is the
asylum of your soul – I think I’m perfecting and making
the asylum better.”
“Yeah, probably more subtly than I can articulate, but
definitely it’s taught me to always continue to challenge
myself and push myself and, you know, discipline – if you
want to be a better climber you have to climb three of
four days a week, you can’t climb once a week”
Skill Development  Personal Belief & Confidence  Community Engagement
Creative Thinking  Stress Management  Goal Achievement  Personal Fitness

25. Intramural Sports

26. Intramural Sports
26
Leadership  Teamwork  Customer Service  Decision Making
Outcome Details
• Audience: Intramural Sports Supervisor
• Development Practice: Training Exercises, Staff Meetings & Work Experiences
• Assessment: Journaling & Performance Evaluation
Results (Spring ‘13-Fall ‘13)
• Leadership 2.42 to 2.51 - .09
• Decision Making 2.51 to 2.54 - .03
• Customer Service 2.71 to 2.78 - .07
*out of 4.0 scale, 40+ staff

27. Intramural Sports
27
Leadership  Teamwork  Customer Service  Decision Making
A hiring supervisor asked:
How will your experience as an Intramural Supervisor help you as a first year
teacher?
“I told him of my experience working with the Head Supervisor team and related it
to what I would be able to bring to a grade level team in the school system. I told
him about the management skills that I gained to be able to effectively manage the
students in my classroom. I told him about how I built my problem solving and
decision making skills in tough situations. I told him how I learned to self-evaluate
my own skills to continually better myself as an employee.
…I learned just as much from being a supervisor as I did from my education classes.”

28. AIR FORCE ROTC
Captain Nivien Sathasivam

30. • Air Force ROTC Overview
• Basic Four Year Program
• SLO Specifics
• Questions
Overview

31. Air Force ROTC Overview
Inspire, develop, and commission Purdue University
cadets as United States Air Force officers who are ready
to meet our Nation’s national security challenges
What programs produce Air Force officers today?
What is the Mission of Air Force ROTC DET 220?
SOURCE NUMBER OF AF OFFICERS
– Officer Training School – Approx. 10% or ~300/yr
– Air Force Academy – Approx. 27% or ~800/yr
– Air Force ROTC – Approx. 63% or ~1700/yr

32. 25-35
cadets
30-50
cadets
4- Year Overview
Freshman Sophomore Junior Senior
GMC – AS 100 GMC – AS 200 POC – AS 300 POC – AS 400
Lecture Class
1 Credit
Lecture Class
1 Credit
Lecture Class
3 Credits
Lecture Class
3 Credits
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
Air Force
Field
Training
60-70
cadets
20-35
cadets
Total of 32 credit hours of classes over 4 years

33. First 2 Years
• AFROTC Academic Class (1 hour/week)
• Freshmen learn - Intro to the Military
• Sophomores learn - History of Aviation and USAF
•Introduces AF briefings (public speaking) and AF writing with
multiple assignments
•Multiple exams covering associated material from class
• Most Purdue academic school departments grant
general elective credit for these AFROTC
courses
• AFROTC Leadership Lab. (2 hours/week)
• You will undergo leadership training which includes
military drill (marching), physical fitness, group
leadership projects, briefings, etc.
•Physical Fitness (3 hours/week)
GMC – AS 200
Lecture Class
1 Credit
Lecture Class
1 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
Freshman Sophomore
GMC – AS 100

34. Summer Field Training
• Field Training : Leadership
Evaluation Under Stress
• 3-week program over summer
break at Maxwell Air Force
Base, Alabama and Camp
Shelby, Mississippi
• Enhanced Military Training
• Drill and Ceremony
• Physical Fitness
• Small Arms Training
• Deployment Exercise
• Return to leadership position
within the Cadet Wing

35. Last 2 Years
POC – AS 400
Lecture Class
3 Credit
Lecture Class
3 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
Junior Senior
POC – AS 300
•AFROTC Academic Class (2.5 hours/week)
• Juniors learn - Leadership and Management
• Seniors learn - National Security Policy and Air
Force Doctrine
•Case studies used to examine AF leadership and management situations
as a means of demonstrating and exercising practical applications
•Extended AF briefings and AF research papers
•Multiple exams covering associated material from class
• AFROTC Leadership Lab. (2 hours/week)
• You will plan, setup, and execute Leadership Lab.
Your role is to teach and lead the GMC.
• Wear your uniform to all classes on this day
• Physical Fitness (3 hours/week)

36. Domain 3: Career
Gold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTC
Attend AFROTC Career Day Attend AFROTC Career Day Attend AFROTC Career Day
Domain 6: Interpersonal Skills
Gold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete GMC portion of AFROTC
Domain 7: Knowledge
Gold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTC
Domain 8: Leadership
Gold Silver Bronze
Earn commission through AFROTC Serve in one leadership position as POC Complete Field Training
Domain 9: Responsibility
Gold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTC
Domain 10: Wellness
Gold Silver Bronze
Earn commission through AFROTC Complete Field Training Pass LLAB and earn a "B" or above in PES 114
Pass LLAB and earn a "B" or above in PES 114
SLO Domain Rubric

37. After Air Force ROTC
POC – AS 400
Lecture Class
3 Credit
Lecture Class
3 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
Junior
POC – AS 300
Senior
GMC – AS 200
Lecture Class
1 Credit
Lecture Class
1 Credit
LLAB
1 Credit
PT
1 Credit
LLAB
1 Credit
PT
1 Credit
Freshman Sophomore
GMC – AS 100
Air Force
Field Training
Graduate
&
Commission
Receive Purdue degree & be
commissioned a Second Lieutenant
in the United States Air Force

38. Questions?

39. ARMY ROTC
Captain Ralph Merrill

40. 40

41. 41
Overview
 Learning Outcome Domains
 Mapping of Curriculum to Army ROTC
 Additional Programs/Opportunities within
Army ROTC
 Challenges
 Questions??
MS II Cadets receiving Improvised
Explosive Device (IED) Training during
Lab at Horticulture Park

42. 42
Learning Outcome Domains
PRIMARY
 Career
 Interpersonal Skills
 Knowledge
 Leadership
 Responsibility
CONSIDERABLE
 Community
 Globalism & Diversity
 Wellness
Boiler Battalion cadets providing assistance to a
man about to receive treatment in a Mobile
Treatment Facility during the MFRI Stand-Down,
2013

43. 43
Mapping of Curriculum
Learning
Domains
Career Interpersonal
Skills
Knowledge Leadership Responsibility
Values & Ethics X X
Personal
Development
X X X X
Leadership X X X X
Tactics &
Techniques
X X X X
Officership X X X X
Cadet Practical
Field Training
X X X
Volunteer
Opportunities
X X X
There has recently been a curriculum shift within the Army ROTC program nationwide is
now focusing on a Student-Centered approach to learning vs. Teacher-Centered learning
styles. This shift in student-based learning has provided the opportunities for the student, to
diversify their experiences within the classroom, as well as outside of the classroom.

44. 44
Additional Opportunities for Assessment
 Clubs
 Ranger
 Pathfinder (Cross
Fit)
 Rifle/Pistol
 Sisters in Arms
 Community Service
Projects
 MFRI Veterans
Stand-down
 Veteran’s home
 Cadet Practical Field
Training (CPFT)
 Leaders Training
Course (LTC)
 Leaders development
and assessment
course (LDAC)
 Cultural understanding
and language
proficiency (CULP)
* Community Global
Diversity & Wellness

45. 45
Challenges
 Opportunities for assessment
very expansive: In-class vs.
Out of class
 Quantifiable means of
measurement for “outside
the classroom” learning
opportunities
 Additional schooling
opportunities (Airborne, Air
Assault etc.) are training
opportunities that are
assessed to a “GO/NO-GO”
standard.

46. 46
Questions?

47. NAVY ROTC
Lieutenant Megan May

48. • Lieutenant May gave an oral presentation on
how SLOs relate to the day to day operations
of the Navy ROTC program.

49. SPAN PLAN ADULT STUDENT SERVICES
Dorothy Hughes

50. Dorothy gave an oral presentation. The full
text of her presentation can be found by
clicking on this link. The following slides
summarize her presentation.
Span Plan

51. Span Plan Tutors
“A side effect of the limited time I have had
to spend on learning outcomes is, I have
come to think about some programs and
services differently, including, learning
outcomes for the Span Plan tutors I hire
every semester.”
Span Plan

52. Survey of Span Plan Tutors
 Dorothy surveyed Span Plan tutors
regarding their confidence in their
tutoring skills at the beginning of, and the
end of the semester. Of the 13
respondents:
 5 reported no change in confidence over
the semester
 7 reported an increase in confidence
 1 reported a decrease in confidence
Span Plan

53. More Results
 Dorothy also asked the tutors the following
questions about their performance as tutors
and their working relationship with tutees.
 Did you seek feedback about your
performance from your students?
 While tutoring your students, did you solicited
feedback about your working relationship?
 All those who sought feedback about their
performance and the working relationship
made adjustments in their tutoring based on
the feedback.
Span Plan

54. Even More Results
 Dorothy also asked, “What is one thing you learned
about yourself as a result of working as a Span Plan
tutor?”
 Here are some of their responses:
 I am able to teach and help others even though I am still
a student
 Tutoring math involves more than just being able to do
the math.
 It was such a joy when the students were engaged in
learning.
 I learn about something better when I teach it back
 I learned that I really love working with students that are
eager to learn.
Span Plan

55. Closing the Loop
 Dorothy used the data she collected from her
survey to improve the orientation during the tutor
hiring process by taking the following actions:
 Emphasizing the value of communication and
feedback collection between tutor and student.
 Emphasize relationship building dialogue with the
students.
 Emphasize the personal and professional value of
tutoring; the value of working as a tutor is not
limited to the biweekly deposits in the tutor’s bank
account.
 Encourage supervision with Span Plan staff.
Span Plan

56. I have been the director Span Plan Adult Student Services for six or seven years. Those of who know me also know that one of my personal and professional
philosophies is to strive for continuous improvement. Being mindful of this philosophy keeps me attentive to evaluating Span Plan’s programs and services. This
involves routinely sending evaluation surveys at the end of every program and making improvements based on the feedback I collect. For the most part, every
program and service assessed hit above or near the goal set for learning outcomes.
Being involved in the learning outcomes assessment process has been a challenge. With Margaret Wu’s patient assistance, I have made some headway with
wording survey questions in ways that evaluate learning outcomes.
A side effect of the limited time I have had to spend on learning outcomes, I have come to think about some programs and services differently, including,
learning outcomes for the Span Plan tutors I hire every semester.
In reviewing the tutor survey results I found several interesting outcomes:
In assessing and comparing the tutors’ confidence in their tutoring skills at the beginning of and the end of the semester, of the 13 respondents:
 5 reported no change in confidence over the semester
 7 reported an increase in confidence
 1 reported a decrease in confidence (I wish I knew which tutor this is so we could have a conversation about it)
In assessing the feedback loop between tutor and student, I asked separate questions about their performance as a tutor and their working relationship:
 First question to the tutor: Did you seek feedback about your performance from your students? If yes, did you improve performance based on the
feedback? Of the 10 who solicited feedback, all reported they improved their tutoring performance based on the students’ feedback.
 Second question for the tutor: While tutoring your students, did you solicited feedback about your working relationship? Of the nine who did solicit
feedback about their working relationship, all made adjustments to their working relationships based on the feedback received.
 The most rewarding question I asked was: What is one thing you learned about yourself as a result of working as a Span Plan tutor? Some of my
favorite responses are:
 I learned to find ways to solve problems
 I am a very patient person
 I know how to help others understand
 I am able to teach and help others even though I am still a student
 I know enough about the subject matter to help others learn it
 I would consider teaching professionally
 Tutoring math involves more than just being able to do the math.
 You have to understand how the other person thinks
 I learned that I really love working with students that are eager to learn.
 It was such a joy when the students were engaged in learning.
 I learn about something better when I teach it back
How can I apply the above feedback to the tutoring program? What is the message I took from this feedback that I can implement in my continuous
improvement plan as Span Plan hires future tutors?
I plan to improve the orientation during the hiring process by:
 Emphasizing the value of communication/feedback collection between tutor and student.
 Emphasize relationship building dialogue with the students.
 Emphasize the personal and professional value of tutoring
 Encourage supervision with Span Plan staff.
 Emphasize that the value of working as a tutor is not limited to the biweekly deposits in the tutor’s bank account.
Dorothy Hughes, Span Plan – Full Text

57. HORIZONS
Rosa Villarreal

58. Horizons Study Abroad
San Jose, Costa Rica

59. • 100% of HORIZONS students participating in the service learning abroad program will
increase his or her ability to appreciate others from different backgrounds he or she
encounters as evidenced by fulfilling course requirements and the pre and post evaluation.
• 100% of HORIZONS students participating in the service learning abroad program will
increase his or her confidence in functioning effectively in a new environment or system as
evidenced by successfully completing their program in a homestay, fulfilling course
requirements and the pre and post evaluation.
• 100% of HORIZONS students participating in the service learning abroad program will
increase his or her ability and confidence to demonstrate a level of facility communicating
with people from other ethnic and/or linguistic backgrounds as evidenced by successfully
completing their program in a homestay, fulfilling course requirements and the pre and post
evaluation.
• 100% of students participating in the service-learning course will complete 40 hours of
service to a local non-profit over two weeks and will demonstrate an understanding of
agency culture by abiding by agency policies regarding professional dress, behavior,
language, and other relevant codes of conduct as evidenced by fulfilling course
requirements, the site supervisor evaluations, and the pre and post evaluation.

60. Identifying Participants’ Confidence levels
through Pre and Post Testing
Goal setting
Navigation through an unfamiliar environment
Cross cultural communication
Ability to solve problems
Ability to solve conflict
Knowledge of your discipline in a global context
Ability to get a job in your field of study
Ability to perform your job in a global context
Ability to make a difference in the world
Ability to lead others
Achieving your life’s aspirations
Taking action to decrease other people’s suffering

61. STUDENT ASSISTANCE CENTER
Sara Carvell

64. What’s on the Menu?
First Course: Domain 1 (Wellness)
Second Course: Domain 4 (Knowledge)
Third Course: Domain 7 (Interpersonal Skills)
Fourth Course: Domain 8 (Responsibility)
For each course, you have 4-6 options.
This is representative of the wide range of services that
the SAC offers to our campus community!

65. What does that look like?
Domain8:Responsibility(EthicalReasoning,Self-EfficacyandSelf-Advocacy)
Acceptsresponsibility,demonstratesprofessionalism,meetscommitments,reflectsonconsequencesofone’sactions,
recognizesstrengthsandweaknesses,developsethicalreasoning.
AsaresultofreceivingservicesfromSAC,studentswill useself-advocacyskillsasdemonstratedbyinterview.
AsaresultofreceivingservicesfromSAC,studentswillbeabletoidentifyatleastonesituationinwhichtheyused
skillsorcopingmechanismlearnedduringsessionasdemonstratedbyinterview.
AsaresultofreceivingservicesfromSAC,studentswilldemonstrateeffectivetimemanagementskillsas
demonstratedbyinterview.
AsaresultofreceivingservicesfromSAC,studentswillbeabletoidentifyatleast threepersonalstrengthsas
demonstratedbyinterview.
AsaresultofutilizingtheEmergencyLoanprogram,80%ofstudentparticipantswilldemonstratesocial
responsibilitybypayingtheirloansbackwithin30daysasevidencedbyEmergencyLoanrecords.
AsaresultofparticipatingintheFinancialResponsibilityModule,studentswillincreasetheirknowledgeof
appropriatebudgetingandspendingpracticesasdemonstratedbycomparisonofpre-andpost-moduleassessment
scores.

66. How do you choose what you
want?
In order to meet the goal, a student must meet two
(or more) learning outcomes across two different
domains.
In other words…the SAC is an all-you-care-to-eat buffet…
0 A student can reach all 20 learning outcomes through
receiving services
0 A student may have a few specific concerns, address those
appropriately, and still meet the goal.

67. You say you heard our menu
changed? You’re right!
Our scope of practice changed, however, our
learning outcomes still fit.
How can that be?!
We are still helping students learn skills that will make them
successful both inside and outside the classroom.

68. What does your new menu look
like?
Because we’re not seeing as many students on a weekly basis
(recurring appointments), we’ve been able to add some
exciting new services.
0 Personal Responsibility Program
0 QPR Suicide Prevention Gatekeeper Training
0 Outreach to Campus Partners
0 Additional Walk-in Coverage for Students
0 Title IX Hearing Advocate
0 Financial Responsibility Module
Stay tuned for more exciting things to come!

69. DIVERSITY & INCLUSION
Carol Ben-Davies

70. Recruitment, Retention
and YOU!
Carol E. Ben-Davies
Assistant Dean of Students
Diversity & Inclusion
Boiler Tracks

71. STRATEGIC
OVERVIEW
Purpose
•Adopted from a program at the
University of North Carolina-Chapel Hill
•Fall 2011 – Inaugural year at Purdue
What is Boiler Tracks ?
History
•It’s about YOU leaving a legacy at
Purdue by increasing our
underrepresented student population
and by helping others recognize the
value of a Purdue education.
•It’s about YOU positioning yourself as
a mentor and gaining leadership and
presentation skills.
•It’s about YOU meeting current and
future Boilermakers and share your
enthusiasm for your university.

72. STRATEGIC
OVERVIEWBoiler Tracks Student Learning Outcomes
SLO Definition Program Name Tool #1
As a result of participating in the Boiler
Tracks training sessions, 90% of students
will be able to identify and explain the
value of at least five University resources
dedicated to assisting underrepresented
students in earning a degree from Purdue
University
Boiler Tracks Rubric
As a result of participating in the Boiler
Tracks training sessions, 90% of students
will improved their presentation skills
Boiler Tracks Rubric
VPSA Domains:
Boiler Pride
Globalism & Diversity
Leadership

73. STRATEGIC
OVERVIEWProcess
Partners:
Ja’Niah Downing
Senior Assistant Director
Office of Admissions
Lygia Vernon
Coordinator of Civic Engagement
Student Activities and Organizations
Civic Engagement & Leadership
Development
• Pre-test and Post-test given to
students during their training and a
University Student Leader Survey
sent to them using an online survey
tool to complete after their high
school visit.
• The surveys focused on the leaders
and high school students’
perceptions regarding the value of
the program, their satisfaction with
the program, and their perceived
effectiveness of the program.

74. STRATEGIC
OVERVIEW
• 100 percent of the members indicated that they grew in their presentation
skills as a result of participating in the Fall Break High School Visits. Majority
of them indicated that they grew significantly, while a few of them indicated
that they grew slightly.
• Majority of the university leaders indicated that they knew five Purdue
resources at the end of the training. Majority of the leaders felt that they were
able to communicate the resources at Purdue and their value to the high
school students
• Majority of university leaders expressed that they were prepared for their high
school visit after training, and they noted after their high school visit that they
had enough knowledge that they received about Purdue during training to use
for their high school visit during their visit.
Results

75. STRATEGIC
OVERVIEW
• Choosing a college is hard enough but being a minority makes it even harder. I
enjoy being able to show incoming students that they don't have to be afraid to
come to Purdue. That even being a minority we can still come together, sort of
like a family away from home, and make a difference.
• I believe that it is important to be that extra resource or possibly the only
resource, that helps guide incoming students to get a slight glimpse of what
college life is all about and how to make it to the finish line, though it may be
complex at times, there are always those people and resources who are there
to help whenever you need it! Its a support system.
• Boiler Tracks has allowed me to share all of my experiences as a college
student as well as all of the opportunities I've had since making Purdue my
home. Every time I talk with an admitted or prospective student about Purdue,
all I feel is pride. I am proud knowing that something I say may be the deciding
factor on them becoming a Boilermaker.
Comments from Boiler Track members

76. THANK YOU
MANY TRACKS, BUT ONLY
ONE LEADS TO PURDUE!
Carol Ben-Davies
cbd@purdue.edu
494-9028

77. OFFICE OF STUDENT RIGHTS AND RESPONSIBILITIES
Jeff Stefancic

78. Using a CAS Self Assessment to Improve and Plan for the Future

79.  Council for theAdvancement of Standards in
Higher Education
 43 sets of functional area standards
 Mission is to promote the improvement of
programs and services to enhance the quality
of student learning and development
 Developed by a consortium of professional
associations

80.  Last updated and revised inAugust 2012
 Developed in conjunction with the
Association for Student Conduct
Administration (ASCA)
 Grounded in the belief that standards of
conduct for the basis for behavioral
expectations in the academic community and
that the enforcement of conduct standards is
an educational endeavor.

81.  Mission
 Program
 Organization and Leadership
 Human Resources
 Ethics
 Internal and External Relationships
 Technology
 Assessment and Evaluation

82.  Internal ReviewTeam Selected
 Individuals/Offices that OSRR currently partners
with
 Inclusive of Faculty, Staff, and Students
 OSRR staff served as “subject matter experts” to
assist and consult with review teams.
 Kick Off Meeting
 OSRR staff andVPSA staff met with team to
review process and timeline

83.  Review teams divided into working groups
 Review teams given approximately two
weeks to meet with each other and “subject
matter expert” and then enter
ratings/evaluations
 VPSA staff collated results and provided
feedback to OSRR leadership and staff

84.  Strongest Areas:
 Organization and Leadership
 Program
 Human Resources
 AreasTargeted for Improvement
 Assessment and Evaluation
 Stated Ethics Statement
 Facilities and Equipment

85.  Sharing what we learned internally
 External Review
 Allocating time and staff resources to address
improvement areas
 Springboard for strategic planning process
 Utilize assessment to help tell our stories

86. STUDENT LEGAL SERVICES
Leslie Charters

88. LEARNING OUTCOMES
 Knowledge: Developing new knowledge about
the law, including a student’s rights and
responsibilities; teaching students how to be
proactive in preventing legal issues from
occurring
 Preparation: Preparing students for future court
proceedings and responding to various legal
conflicts
 Wellness: Making informed, healthy choices
about alcohol and drug use

89. STUDENT LEGAL SERVICES EVALUATION SURVEY
PURDUE UNIVERSITY
Following my appointment with Purdue Student Legal Services and/or presentation by Student Legal Services:
Please circle the appropriate number: .
Strongly
Disagree
Disagree Indifferent Agree
Strongly
Agree
N/A
1 I have a better understanding of the Legal System and/or how the
law applies to my issue. 1 2 3 4 5 0
2 I feel that I have a better understanding of the various options
available to address my problem/issue. 1 2 3 4 5 0
3 I feel that I have a better understanding of how to address and/or
avoid similar situations in the future. 1 2 3 4 5 0
4 I feel that I have a better understanding of the various resources
available through Student Legal Services, the University, Tippecanoe
County, etc.
1 2 3 4 5 0
5 Before meeting with Student Legal Services, my legal issue was a
source of worry or stress. 1 2 3 4 5 0
6 Student Legal Services reduced my level of stress or anxiety over my
legal issue. 1 2 3 4 5 0
7 The service/presentation received from Student Legal Services
made (or will make) it easier to pursue my education at Purdue
University. For example: did we assist with traveling abroad, your
housing issues, your criminal records and future job search, etc?
1 2 3 4 5 0
8 Comments:

90. FIRST YEAR DATA:
 93.93% of all responses to questions are Agree
& Strongly Agree
 334 student meetings 9/3/13 to 4/11/14
 Q1 (knowledge): 98.78% Agree & Strongly
Agree
 Q2 (preparation): 97.97% Agree & Strongly
Agree
 Q6 (wellness): 87.14% Agree & Strongly Agree
 Q7 (*retention): 89.40% Agree & Strongly Agree

91. CIVIC ENGAGEMENT & LEADERSHIP DEVELOPMENT
Mel Gruver

92. STUDENT
LEARNING
OUTCOMES

93. GENERAL LEARNING
OUTCOMES
Students who participate in the programs, courses and initiatives offered
by Civic Engagement & Leadership Development will…
• identify and describe multiple leadership techniques, theories and approaches to social change.
• articulate a coherent personal philosophy of leadership, service and social justice.
• demonstrate how one's social identities intersect with the practice of leadership and civic
engagement behaviors.
• understand critical societal issues and community needs in the context of community assets.
• describe the connection between their academic discipline and vocation to the leadership
process and social responsibility
• recognize and critique the impact of socio-political systems on communities, people and society.
• utilize reflection as a tool for meaning-making, to gain a deeper understanding of self and to
inform deliberate public action.
• identify a fundamental social issue of interest and articulate personal commitment to enacting
positive change in the area.
• create and implement an action plan to utilize personal strengths in facilitating positive change
in campus, local and global communities.

94. GUIDING DOCUMENTS
Council for the Advancement of Standards
Leadership Identity Development Model
Active Citizens Continuum
American Association of Colleges & Universities:
Civic Engagement Rubric
Kolb's Experiential Learning Model
A Crucible Moment: College Learning & Democracy's Future
High-Impact Educational Practices (Kuh, 2008)

95. POINTS OF PRIDE
Learning Outcomes for Each Program & Initiative
Student Input on Outcome Design
Individualized Reports
Community Partners as Co-Educators
Community Impacts Outcomes

96. STUDENT ACTIVITIES & ORGANIZATIONS
Martia Brawner-King

97. Student Organization Workshops
97
Outcome 1: As a result of participating
in the student organization president
workshop, 95% of students will know
their responsibilities as a student
organizations president by being able
to describe how to register their
student organization
Outcome 2: As a result of
participating in the student
organization president workshop,
95% of students will know their
responsibilities as a student
organizations president by knowing
the steps for planning an event.
6%
16%
24%35%
19%
0%
0%
1%
33%
66%
1. Strongly disagree
2. Disagree
3. Maybe
4. Agree
5. Strongly agree
7%
18%
23%34%
18%
0%
1%
1%
31%
67%
*549 Participants
answered questions
associated with this
learning outcome.
*553 Participants
answered questions
associated with this
learning outcome.

98. FRATERNITIES, SORORITIES, & COOPERATIVE LIVING
Brandon Cutler & Chris DeEulius

99. • Brandon and Chris gave an oral presentation
on student learning outcomes have shaped
FSCL programming.
• A handout from their presentation appears on
the next slide.

100. Fraternity, Sorority and Cooperative Life:
Using Student Learning Outcomes to Shape
Programming
FSCL
Outcomes
Student
Learning
Outcomes
Program
Outcomes
Fraternity, Sorority and
Cooperative Life Outcomes:
- Learn necessary skills to succeed
academically
- Be engaged locally and globally
- Develop leadership skills
- Develop and implement
organizational change
Program Outcomes:
- Develop relationships
- Campus resources
- Appreciate differences
between individuals
- Health and safety education
- Positional leadership duties
- Developmental leadership
Student Learning Outcomes:
- Boiler Pride
- Community
- Career
- Globalism & Diversity
- Interpersonal Skills
- Knowledge
- Leadership
- Responsibility
- Wellness
Program Development:
- Student collaboration
- Start with “Why?”
- Learning outcomes
- See what has been done
- Develop curriculum
- Develop assessment
- Implement program
- Assess
- Improve based on
assessment to increase
effectiveness

101. STUDENT WELLNESS OFFICE
Michelle Singleton & Chico Jensen

102. Student Wellness Office:
Student Learning Outcomes
Michelle Singleton
Nutrition Education Coordinator
Chico Jensen
Sexual Health & Sexual Violence
Risk Reduction Coordinator

103. What is Self-Efficacy?

104. Nutrition
104
In 25% of presentations:
75% of student participants in nutrition education presentations will
report a 10% increase in their ability to make healthier food choices, as
the result of a presentation.
75% of student participants in nutrition education presentations will
report a 10% increase in their ability to develop a healthy body
image, as the result of a presentation.

105. Nutrition Data
105
As of April 11, 36 nutrition education programs were completed. 55%
included a measure of self-efficacy.
87% of student participants reported a 10% increase in their ability to
make healthier food choices, as the result of a presentation.
79% of student participants reported a 10% increase in their ability to
develop a healthy body image, as the result of a presentation.

106. Sexual Health
106
In 25% of presentations:
75% of student participants in sexual health education presentations
will report a 10% increase in their ability to correctly and consistently
follow safer sex practices, as the result of a presentation.

107. Student Success Stories

108. VPSA ASSESSMENT
Dan Whiteley & Margaret Wu

109. Tracking Made Easier
TracDat System Roll Out
• TracDat will be the official source data for assessment reporting campus-
wide.
• Centralized data collection and storage.
• Show trending, as well as provide detail on specific measures.
• All types of document import to supply supporting documentation.
• Customizable fields and flexible reporting.
• Standard canned reports and ad hoc reporting capability.
• Mapping to the Purdue embedded learning outcomes and the AfterClass
Experience.
• Alignment with the core curriculum embedded learning outcomes will
allow faculty to see what co-curricular programs have met the embedded
learning outcomes requirement.

110. Co-Curricular Nomination Process
• 19 programs have already been accepted
• Our goal is to work with any interested parties
to complete the process.

111. Student Learning Outcomes
• Work together to develop, assess, and act on
student learning outcomes
• Please give us your feedback!