Student Learning Outcomes in Academic Advising 2017 International Academic Advising Conference Jordan Dade International Academic Advisor University of California, Davis David B. Spight Director of Undergraduate Affairs University of California, Davis

The framework for today… Theory of Challenge and Support – Sanford (1967) “If appropriate stimuli are applied, students and adults will change.” Too much challenge, students become overwhelmed and do not develop. Too much support, and the appropriate level of stimuli won’t be applied, and students do not develop.

Challenge Who challenged you as a student? Who challenges you now?

Support Who supported you as a student? Who supports you now?

Growth and Development What comes to mind when you hear the following terms? Growth Development

Growth and Development may be defined simply as expansion of the personality-the addition of parts (e.g., habits, needs, or beliefs) and the enlargement of existing parts (e.g., an increase in the intensity of need).

Growth and Development means, most essentially, the organization of increasing complexity.

Growth and Development How do we know if that growth, that change, is healthy, positive, and productive? Assessment

Assessment “is a continuous, systematic process of collecting, reflecting upon, and utilizing information gathered from multiple data collection techniques, focusing on the improvement of student learning and development which entails the mastery of student learning outcomes by students.” – Rich Robbins (2009)

Student Learning Outcomes “As with the advising mission, learning outcomes must reflect clearly the mission and purpose of the institution.” – Charlie Nutt (2004)

Student Learning Outcomes First, let’s come up with one goal of academic advising.

Student Learning Outcomes One of the goals of the College of Engineering is… Goal 1: Students will know, access, and use appropriate resources, tools, and strategies to navigate the complexity of the University.

Student Learning Outcomes What do we want students to learn from the advising process? What do we want students to know/understand? What do we want students to be able to do? What do we want students to value?

Student Learning Outcomes Activity: Breakout into small groups to develop common themes.

Assessment It is important to make sure that your Goals are reflected in your Student Learning Outcomes.

Mapping Outcomes Which of the student learning outcomes that you have created today would be connected to the goal you developed earlier?

Using the earlier example… Mapping Outcomes Using the earlier example… Goal 1: Students will know, access, and use appropriate resources, tools, and strategies to navigate the complexity of the University. Learning Outcomes: Students will be able to… Identify resources and programs to help them to be successful; Access and use resources and programs to help them to be successful; Understand degree requirements; Understand campus and college policies and procedures; Connect and engage with the college and campus community, including other students, faculty, staff, and administrators;

Mapping Outcomes What do you provide for the students you serve that is related to your student learning outcomes?

Using the earlier example… Mapping Outcomes Using the earlier example… Goal 1: Students will know, access, and use appropriate resources, tools, and strategies to navigate the complexity of the University. Learning Outcome 1a: Students will be able to… Identify resources and programs to help them to be successful. Strategies/Activity: Individual advising appointments.

Measuring Outcomes In what ways do you already measure those outcomes in your advising programs? In what ways might you measure the effectiveness of those services in helping students achieve your student learning outcomes?

Using the earlier example… Measuring Outcomes Using the earlier example… Goal 1: Students will know, access, and use appropriate resources, tools, and strategies to navigate the complexity of the University. Learning Outcome 1a: Students will be able to… Identify resources and programs to help them to be successful. Strategies/Activity: Individual advising appointments. Measures: Asking students during appointments about the resources they are knowledgeable about. Student appointment survey.

Also, remember to set data collection deadlines Measuring Outcomes With those measures, be sure to determine a baseline or a target for performance, if applicable. Also, remember to set data collection deadlines

Our Example @ UC Davis College of Engineering As part of a staff development day, department and dean’s office advisors individually brainstormed the key outcomes they believed students should learn as a result of advising A committee reviewed and categorized the long list of outcomes, separating them into several common themes Themes were then translated into measurable statements that reflected the advising vision, mission, and goals of the College of Engineering

Important things to remember… “Start small and have some success. Identify one or two outcomes toward the programmatic goals, and start there.” – Rich Robbins Be sure to involve your advising team. This is necessary in order to build a culture of assessment. Assessment has to be about more than just student satisfaction…it has to be based in student learning.

Questions?