Moving toward Division-wide Learning Outcomes: A Case Study Beth McCuskey & Lena Edmunds University of Wyoming

University of Wyoming Division of Student Affairs Thirteen departments arranged in three clusters: Dean of Students/Wellness Enrollment Management Undergraduate Engagement/Auxiliary 13,000 Students Land-Grant Mission

Developing Student Learning Outcomes: Top-Down and Bottom-Up Top-down—Departmental directors developed eight learning outcomes for the division Bottom-up—Each department in the division determines what outcomes they contribute to and how they will assess learning We meet in the middle

UW Student Learning Outcomes Healthy Lifestyle Choices Appreciation of Individual Differences and Similarities Critical Thinking Personal Responsibility Self-Understanding Communication Citizenship Engagement, Belonging, & Loyalty

Student Affairs Planning and Assessment Model

Discusses how they have improved their program/learning outcome contributions based on assessment results Discusses at least one learning outcome to which their department contributes Discusses strategies to measure their department’s contributions to learning outcomes Measures their department’s contributions to learning outcomes and discusses/analyz es results

One Example Program

Alcohol, Wellness Alternatives, Research, & Evaluation (A.W.A.R.E.) Program Mission: “The AWARE Program strives to utilize best practices in providing drug and alcohol education and prevention programming for the University of Wyoming campus and community. The AWARE Program promotes a standard of wellness in regard to healthy choices surrounding alcohol use and the prevention of illicit drug use by college students.” Addresses alcohol misuse via a 3-in-1 framework The university and surrounding community The student population as a whole The individual student

Individual Student Intervention Students referred to AWARE following an alcohol-related citation Student receives 5 hours of individualized and group education Educational content: BAC, standard size drinks, effects on body, social norms, harm reduction strategies

Process Alcohol or Drug Related Incident - Citation Referred to AWARE Program Substance Use Assessment (SUA) Alcohol Edu / Alcohol Education Seminar  1st time offense  Few alcohol issues  Use not significantly impairing important areas of functioning BASICS  2 nd offense  History of alcohol citations  Problematic alcohol-related behaviors Referred to Treatment  Problematic alcohol use  Alcohol/other drug treatment history  Use impairing important areas of functioning Follow-up Survey Initiate Contact with AWARE/Schedule SUA

Program Evaluation Results Reduced frequency of drinking (3.09 to 2.80 days per week) Reduced typical number of drinks (4.51 to 3.75 drinks) Reduced peak number of drinks (6.84 to 5.34 drinks) Reduced peak Blood Alcohol Levels (.104 to.077 BAC) Fewer negative consequences (3.53 to 1.79 negative consequences) Increased harm reduction strategies (23.9 to 24.9 harm reduction strategies used) No treatment differences detected between Alcohol Education Seminar and Alcohol Edu

Using Data to Develop Program Results are consistent with UW “Harm Reduction” approach Continued use of AlcoholEdu program National College Health Assessment Links back to Divisional Learning Outcomes

Where Do We Go From Here? Divisional Level—Look at each learning outcome to determine what we’re missing. Incorporate missing elements into the next planning cycle. Departmental Level—Use a rubric to self- evaluate where the department is in the process and how to move forward for the next planning cycle.