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2014 Student Learning Outcomes

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

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2014 Student Learning Outcomes

  1. 1. Student Learning Outcomes Luncheon 2014
  2. 2. ASSISTANT VP FOR STUDENT AFFAIRS Lee Gordon
  3. 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. 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. 5. PURDUE MUSICAL ORGANIZATIONS Steve Schlenk
  6. 6. Student Learning Outcomes
  7. 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. 8. SLO most impacted by PMO participation Develop Relationships Manage Time Effectively Demonstre Professionalism Communicate Effectively
  9. 9. Normandy American Cemetery  May 27, 2013  U.S. Memorial Day
  10. 10. CENTER FOR CAREER OPPORTUNITIES Cher Yazvac
  11. 11. Acing the Interview Cher Yazvac, Associate Director for Career Development Center for Career Opportunities YONG 132
  12. 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. 13. STAR Method situation task ACTION result Your Secret Weapon
  14. 14. Behavioral Interview Response Behavioral interview response visual example Situatio n Task Result Action
  15. 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. 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. 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. 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. 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. 20. DEPARTMENT OF RECREATIONAL SPORTS Michelle Blackburn
  21. 21. Division of Recreational Sports Student Learning Outcomes 2013-2014 Highlights April 17, 2014
  22. 22. Climbing & Challenge Education
  23. 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. 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. 25. Intramural Sports
  26. 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. 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. 28. AIR FORCE ROTC Captain Nivien Sathasivam
  29. 29. • Air Force ROTC Overview • Basic Four Year Program • SLO Specifics • Questions Overview
  30. 30. 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
  31. 31. 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
  32. 32. 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
  33. 33. 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
  34. 34. 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)
  35. 35. 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
  36. 36. 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
  37. 37. Questions?
  38. 38. ARMY ROTC Captain Ralph Merrill
  39. 39. 40
  40. 40. 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
  41. 41. 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
  42. 42. 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.
  43. 43. 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
  44. 44. 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.
  45. 45. 46 Questions?
  46. 46. NAVY ROTC Lieutenant Megan May
  47. 47. • Lieutenant May gave an oral presentation on how SLOs relate to the day to day operations of the Navy ROTC program.
  48. 48. SPAN PLAN ADULT STUDENT SERVICES Dorothy Hughes
  49. 49. 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
  50. 50. 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
  51. 51. 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
  52. 52. 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
  53. 53. 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
  54. 54. 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
  55. 55. 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
  56. 56. HORIZONS Rosa Villarreal
  57. 57. Horizons Study Abroad San Jose, Costa Rica
  58. 58. • 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.
  59. 59. 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
  60. 60. STUDENT ASSISTANCE CENTER Sara Carvell
  61. 61. 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!
  62. 62. 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.
  63. 63. 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.
  64. 64. 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.
  65. 65. 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!
  66. 66. DIVERSITY & INCLUSION Carol Ben-Davies
  67. 67. Recruitment, Retention and YOU! Carol E. Ben-Davies Assistant Dean of Students Diversity & Inclusion Boiler Tracks
  68. 68. 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.
  69. 69. 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
  70. 70. 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.
  71. 71. 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
  72. 72. 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
  73. 73. THANK YOU MANY TRACKS, BUT ONLY ONE LEADS TO PURDUE! Carol Ben-Davies cbd@purdue.edu 494-9028
  74. 74. OFFICE OF STUDENT RIGHTS AND RESPONSIBILITIES Jeff Stefancic
  75. 75. Using a CAS Self Assessment to Improve and Plan for the Future
  76. 76.  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
  77. 77.  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.
  78. 78.  Mission  Program  Organization and Leadership  Human Resources  Ethics  Internal and External Relationships  Technology  Assessment and Evaluation
  79. 79.  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
  80. 80.  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
  81. 81.  Strongest Areas:  Organization and Leadership  Program  Human Resources  AreasTargeted for Improvement  Assessment and Evaluation  Stated Ethics Statement  Facilities and Equipment
  82. 82.  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
  83. 83. STUDENT LEGAL SERVICES Leslie Charters
  84. 84. 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
  85. 85. 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:
  86. 86. 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
  87. 87. CIVIC ENGAGEMENT & LEADERSHIP DEVELOPMENT Mel Gruver
  88. 88. STUDENT LEARNING OUTCOMES
  89. 89. 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.
  90. 90. 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)
  91. 91. POINTS OF PRIDE Learning Outcomes for Each Program & Initiative Student Input on Outcome Design Individualized Reports Community Partners as Co-Educators Community Impacts Outcomes
  92. 92. STUDENT ACTIVITIES & ORGANIZATIONS Martia Brawner-King
  93. 93. 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.
  94. 94. FRATERNITIES, SORORITIES, & COOPERATIVE LIVING Brandon Cutler & Chris DeEulius
  95. 95. • 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.
  96. 96. 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
  97. 97. STUDENT WELLNESS OFFICE Michelle Singleton & Chico Jensen
  98. 98. Student Wellness Office: Student Learning Outcomes Michelle Singleton Nutrition Education Coordinator Chico Jensen Sexual Health & Sexual Violence Risk Reduction Coordinator
  99. 99. What is Self-Efficacy?
  100. 100. 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.
  101. 101. 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.
  102. 102. 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.
  103. 103. Student Success Stories
  104. 104. VPSA ASSESSMENT Dan Whiteley & Margaret Wu
  105. 105. 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.
  106. 106. Co-Curricular Nomination Process • 19 programs have already been accepted • Our goal is to work with any interested parties to complete the process.
  107. 107. Student Learning Outcomes • Work together to develop, assess, and act on student learning outcomes • Please give us your feedback!

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