We Are All Accountable:Student Learning Outcomes Across the Division NASPA Assessment and Persistence Conference June 9-12, 2011 Elise Davis-McFarland, Ph.D., VP for StudentService Sharon Kearns, M.Ed., Director of Testing
Student Affairs professionals havethe responsibility for ensuring that institutions of higher education become true learning communities committed to providing transformative educational experiences for all students. Learning Reconsidered – ACPA, NASPA
The institution provides student support programs, services, and activities consistent with its mission that promote studentlearning and enhance the development of its students. (Student Support Services)
Norht North Central Association Commission on Accreditation and SchoolImprovement Learning goals are designed to press all students to excellence and focus on enhancing the intellectual, personal, physical, social, and career development of students. PS 2 Objectives are: identified for the specific subject areas and the various programs such as the activity programs, and student personnel services;
Different Student ServicesOutcomes Student service outcomes Satisfaction, needs, program quality Student development outcomes Values, attitudes, beliefs, psychosocial development Learning outcomes Knowledge and skills
Why Student LearningOutcomes? The business of colleges is teaching and learning. If you’re not a major player in that business you’re just sitting on the bench.
Assessment should show thatStudent Services Plays a significant role in student learning Makes a difference in academic success Promotes retention and persistence Enhances cognitive development Enhances affective development
Brainstorming andConsensus How about? What if we…? about…? What if we…? Hm m.. Hm m
What if a student asks… What should I be able to do as a result of my interaction with the______ office in Student Services? What should I be able to learn from meetings with my financial aid officer? What would you say? Think of what you expect students to be able to do/know as a result of their interactions or participation.
What should students gainfrom Student Services? Essential life skills Personal responsibility Perseverance Decision making/critical thinking Financial responsibility Technology use
What should students gainfrom Student Services? Essential social skills Effectivecommunication Interpersonal skills Civic mindedness Ethical behavior Adherenceto legal and ethical requirements
Mission Statement Example BEFORE Orientation ServicesOur Purpose... The mission of Orientation Services at Trident Technical College is to provide a welcoming environment in which new students and their families obtain information necessary for a successful transition into college life. Through our orientation program, we encourage campus involvement, academic success, and student retention. Our aim is to integrate new students and families into campus life while easing the transitions and stresses associated with starting college. In order to achieve these objectives, students and families who attend an orientation will….. View a video to familiarize them with the campus environment and physical facilities Explore Trident Technical College’s Website Talk with an Orientation Leader to Verify the student’s major Learn about important processes, like registration Be assigned an academic advisor Receive important printed materials about the College Find out about student services and organizations Have questions answered Take a walking tour of the campus, if desired Register for courses during the registration period in the Orientation Services Centers if they are non-degree students
AFTER Orientation ServicesIn support of the Student Services Division mission ofencouraging student success, Orientation Servicesprovides a comprehensive orientation program toencourage campus involvement, academic success,and student retention.
A good learning outcome… Indicates what the student should know or be able to do Is measurable Relates to experiences you provide Is realistic Aligns with vision, mission and values Adapted from Bentrim-Tapio, 2008
Learning OutcomeStatements Specify what students will be able to do, know, and/or demonstrate as a result of participating in or completing an activity/service/program. Should be expressed as knowledge, skills, attitudes or behaviors. Adapted from Bentrim-Tapio, 2008
The wording… Active Verb EXPECTATIONAs a result of • Demonstrate • 50% improvement • Average performance • Identify • Pre-test post-test • Explain improvementBEHAVIOR INTENTION• Meeting Will be able to• Participating • Mock interview• Working with • Time managementACTIVITY Who• Program • Students• Service • Athletes• Activity • Officers Adapted from Bentrim-Tapio
Learning Outcome Examples As a result of students attending resume workshop, students will develop a professional grade essay. As a result of instruction from the test proctor, students will manage their time in order to complete their tests within the allotted time. As a result of attending officer training sessions and holding office, organization officers will demonstrate improvement in their leadership skills from the beginning of their tenure through completion.
Satisfaction vs. Learning ismuch like the relationshipbetween Reliability and Validity.Just as reliability means nothingwhen the problem isvalidity, satisfaction doesn’t meanmuch when students don’t learn.
Satisfaction surveys don’thelp you understand all of the contributions of your programs & services don’ttell you how your programs and services contribute to student development & learning don’t tell you everything you need to know about programs & service improvements Bresciani, 2002
Satisfaction… 85% of students will agree or strongly agree that mock interviews helped them feel more confident in their interviewing skills. Adapted from Bresciani, 2002
If you haven’t noticed, we’reexperiencing a paradigm shift.
Learning…85% of students who attend the How to Interviewworkshop will score average or above average ona mock interview evaluation matrix.
Student Services StudentLearning Outcomes Show Academics that Student Services makes significant contributions to learning Form the basis for collaborations that Promote measurable student learning Promote student engagement and socio- academic integration Provide models for indirect learning Bresciani, 2002
Unit: VP’s OfficeDepartment: Student EmploymentStudent Learning Outcomes 2010-2012: Students develop the basic parts of an acceptable resume. Students prepare sufficiently for an interview. Students are aware of the basic rules and requirements of the institutional and/or federal work-study program.
Unit: Enrollment ManagementDepartment: AdmissionsStudent Learning Outcomes 2010-2012: Students with residency questions articulate residency requirements. International students demonstrate an understanding of the matriculation requirements for IS students.
Unit: Enrollment ManagementDepartment: OrientationStudent Learning Outcomes 2010-2012: Students demonstrate an ability to adequately prepare for an academic advising session. Students demonstrate an ability to effectively access and use the TTC website. Students demonstrate the ability to correctly answer questions about selected TTC policies and procedures immediately after attending an orientation session, as well as several days later.
Unit: Enrollment ManagementDepartment: Testing ServicesStudent Learning Outcomes 2010-2012: Students adequately prepare for testing appointments. Students demonstrate adequate technical skills to successfully complete a computer-based process. Students practice academic honesty.
Unit: Student DevelopmentDepartment: Counseling & CareerDevelopment ServicesStudent Learning Outcomes 2010-2012: Students identify occupations that match their personal interests. (Career Development) Students effectively self-advocate by communicating their needs to their instructors. (Services for Students with Disabilities) Students identify appropriate academic and personal resources. (Counseling)
2-year Student Learning Outcomes Assessment Cycle: 2010-2012 and 2012-2014 Planning Cycle Academic Years Activities Time Frame Report Report Due2010 – 2012 2010 – 2011 Plan for Assessment Aug – Sep 2010 2010 – 2012 SLOs Sep 2010 Planning Stages (Columns A-E) Collect Data Sep 2010 – Aug 2011 2010 – 2012 SLOs Sep 2011 (anytime during this Report period) (Column F) Sep 2011 Plan for Improvement Aug – Sep 2011 2010 – 2012 SLOs Report (Column G) 2011 – 2012 Implement Sep 2011 – Aug 2012 2010– 2012 Sep 2012 Improvement Plans Assessment Summary (Cover Sheet)2012 – 2014 2012 – 2013 Plan for Assessment Aug – Sep 2012 2012 – 2014 SLOs Sep 2012 Planning Stages (Columns A-E) Collect Data Sep 2012 – Aug 2013 2012 – 2014 SLOs Sep 2013 (anytime during this Report period) (Column F) Sep 2013 Plan for Improvement Aug – Sep 2013 2012 – 2014 SLOs Report (Column G) 2013 – 2014 Implement Sep 2013 – Aug 2014 2012 – 2014 Sep 2014 Improvement Plans Assessment Summary (Cover Sheet)
Lay groundwork & develop consensus Use findings to Form SLO Committeeimprove programs & to initially oversee services, enhance process learning, decision-making, planning/bud geting Assessment Cycle Develop, review, re Mission, Goals, Objectives, vise MissionAnalyze data & Statements Outcomes , SLOs, expectedreport findings performance levels w/ managers & IR Collect Data Develop surveys, forms, ru (develop cycle) brics, etc.
Contact Info:Elise Davis-McFarland, Ph.D.Vice President for Student ServicesTrident Technical CollegeCharleston, SC 29406Elise.Davis-McFarland@tridenttech.eduSharon Kearns, M.Ed.Director of TestingTrident Technical CollegeCharleston, SC 29406Sharon.Kearns@tridenttech.edu