Motivating the Team to Focus on Assessment and Student Learning Outcomes Kimberly Allen-Stuck, Ph.D. Saint Joseph’s University Philadelphia, PA kallen@sju.edu

Assessment History at Saint Joseph’s University 2001 Team of 8 people attended an Assessment Conference 2001 – 2004 – Assessment Committee (grass roots) 2005 – Focus on writing student learning plans (via committee) 2006 – Program Review Process for the Division

Observations of our colleagues Performers Planners Avoiders The Unaffected

Qualities of Performers Have relevant data on hand at all times Have set assessment protocols Know what they are tracking Regularly share their results Respond to the data they receive with continual improvement

Why the Performers succeed Designated person for each assessment project Combination of short automated surveys, on-line/telephone surveys and focus groups Programmatic changes to meet student needs Data is integrated into every report, presentation, and the website

Qualities of Planners Have lots of anecdotal data Talk about surveys they have heard of or plan to develop They find data that others have interesting Know they either need to get started or need to analyze the data they have Have very limited data available when it is needed

Motivating Planners Provide them with a base line of data Assist them to define the goal of their assessment Offer to assist with the administration of the instrument Set a deadline for sharing analysis

Qualities of Avoiders Too busy for assessment Designate the newest employee to oversee assessment First to cite survey fatigue Realize that there are no repercussions for not having data

Motivating Avoiders Start with benchmarking Focus on 2 – 3 areas where the department dedicates the most energy Work with them to set a plan for who, how and when Discuss “What could be the best and worst outcomes of assessment?”

Qualities of the Unaffected Have longitudinal data for the students they serve (headcount, gender, GPA) Have data when asked, but it is not integrated into decision making No mechanism for sharing data beyond the supervisor Unlikely to have future plans

Motivating the Unaffected Make connections between the unaffected and other departments that could benefit from their data Ask deeper questions about the data trend Probe about learning outcomes Develop a sharing mechanism for assessment

Assessment Basics Buy in from the top Provide a starting point (old surveys, trend data, tracking data, etc.) Offer training sessions / discussion groups Teams working on the bigger projects

An Assessment Team Pros Cons Sharing resources Setting a calendar Supportive Environment Bigger picture opportunities Cons Varying levels of contribution Lack of synergy Lack to collaboration Meetings are easy to skip

Individual Consulting Pros Focused discussion Goal setting Plans developed Opportunity to challenge and support Cons Getting access Time Consuming Boundary blurring

Required Assessment Sharing Annual Reports Budget request justifications Assessment sharing sessions (all staff meetings) Populating an Assessment website – department designated areas

What do you already have… In house data from the Registrar, etc. Data already collected from national surveys (CIRP, CSS, NSSE, etc.) Professional Association assessment tools Old surveys that can be revised Tools from Assessment companies

What assistance is available? Professional association instruments Contacting colleagues to view their instruments and outcomes Attending Conferences Working with Graduate assistants Literature Review

Getting on the Same Page Learning Reconsidered Frameworks for Assessing Learning and Developmental Outcomes CAS Standards

Learning Reconsidered 2 “A practical guide …” Places student learning at the center Clear explanation of student learning outcomes Bloom’s Cognitive Development model Implementing promising practices of collaboration

FALDOS Provides an overview of the Outcome Theoretical Context Variables to investigate Available instruments On-line resources Bibliography

CAS Standards Great starting point Developed by professional associations Provide an opportunity to look into functional area and make comparisons to industry standards The departmental musts

Cycle of Continuous Improvement

Student Learning Outcomes As a result of [insert course, program or involvement], students will [differentiate, compare, summarize] [the desired outcome]. And then say how you will know.

Components of the Learning Plan adapted from the California State University, Northridge Program Mission Statement Program Goal Tie to University Goal Program Objectives Strategies Student Learning Outcomes Assessment Instrument and analysis

Creating the environment Values Assessment Sharing results Continuous Improvement