Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

University Learning Outcomes Assessment (UniLOA) Domains Self-Awareness Communication Diversity Citizenship Membership & Leadership Relationships Critical Thinking

Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

The current definition of “student success” appears to focus on: Accessibility Affordability Retention/Persistence Graduation Current Challenge: Adequately defining “student success” in ways that lead to effective supports, services, interventions, and processes (SSIPs) Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

National Center for Education Statistics 3% 15% 55.5% 30% 6-year Graduation Rate% Students at extremely high risk PhD or Professional Degrees US Citizens with Bachelor’s Degree Normal distribution theory 21 students million enrolled 14% increase through 2019 Females are awarded 57% of all undergraduate degrees 1% Research Doctorates 2% Professional Degrees Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Tinto’s Model of Student Departure GLD as a result of inputs and interaction Interaction with the environment Input Variables Individual Attributes Qualifications Preparation Teaching and Learning Facilities Supports Financial Assistance Skills, qualities, attributes, qualifications to manage professional, personal, interpersonal, and intrapersonal experiences Academic Integration Social Integration

Critical Thinking Self-Awareness Communication Diversity Conscious awareness of self and others; internally and externally, and knowing one’s place in the environment Effectively conveying messages and information to others through a variety of methods Understanding and appreciating differences in others. Citizenship Membership & Leadership Relationships Evaluating, analyzing, assess, interpreting, questioning, and restating problems and challenges. Active participation in the external environment to improve life for self and others Working with and guiding others for the common good Effective interaction with others in a variety of professional, personal and interpersonal settings Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

The current higher education paradigm appears to focus on STRUCTURE AND THROUGHPUT which attend to the cognitive and behavioral domains but largely ignore the affective domain. Yet, students’ decisions to remain in college and the effort expended to do so are largely grounded in the affective domain Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

A number of individual findings have been made by the UniLOA Project. Some of the findings are consistent with those of other researchers of higher education while other findings are novel as a result of the unique nature of what and how the UniLOA actually measures student growth, learning, and development. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Student Growth, Learning, and Development (GLD) might occur more as a result of normal maturation as opposed to what the college experience “does” to support them Traditionally-aged Students Non-traditionally-aged Students Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Within the general student population, females outperform males in all areas measured by the UniLOA, but in some subpopulations, the magnitude of male GLD is greater Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Fraternity and Sorority membership appears to improve GLD Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Intercollegiate athletes’ GLD appears to be twice that of non-athlete students Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Input variables impact the magnitude and trajectory of overall GLD Typical Open-Access Institution Trajectory Typical Highly- Selective Institution Trajectory Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

The lowest scored item in 6 of the 7 UniLOA domains are directly tied to oral communications skills UniLOA DomainItem ScoreLowest Scored Item Critical Thinking71.20 I am good at describing things in class. For example, I answer the teacher’s questions when we are reviewing material. Self-Awareness55.68 I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade. Communication69.19 I make sure that when I am talking with someone I change my communication style to be consistent with their world view. For example, when speaking to someone who is devoutly religious I take that into account when I speak with them. Diversity67.19 I can tell anyone what diversity is. For example, I have a “standard answer” when someone asks me about diversity. Citizenship60.76 I engage in the political process through voicing viewpoints. For example, I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion Membership and Leadership69.66 I engage in constructive dialog rather than arguments. For example, when I confront others I focus on minimizing a negative emotional response from people I’m confronting Relationships67.04 I use effective networking skills. For example, I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors

Citizenship behaviors appear to be disturbingly low Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Students’ engagement of an effective “goal-oriented approach” appears to be lacking Item National Mean National Mean National Mean I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade Note: The average UniLOA item score is approximately 72 Score differences of 3 points is considered significant. Significance increases in a geometric as opposed to arithmetic pattern Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

There appears to be an “optimal” level of engagement in “co-curricular” activities with scores falling lower for students under or over-engaging activities Number of Organizational Memberships Number of Leadership Positions Held Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Prior or current military service is correlated with lower UniLOA scores Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

Consistent with human and student development theories and supported by observations of students actively participating in fraternities, sororities, and intercollegiate athletics, it would appear that engagement in MANAGED RELATION-RICH ACTIVITIES supports higher levels of holistic growth, learning, and development Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

A Dynamic Student Development Model (DSDM) Dependency Independence Interdependency Entry Phase Middle Phase Nearing Graduation Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana

It is critical that individual institutions better operationalize their definition of the “Student Success” construct to better inform the development and accurate assessment of supports, services, interventions and programs. What college can and should be Commitment to constant improvement What college presently “is” Moving from what “is” to what it “can” be (requires more accurate operationalization Center for Learning Outcomes Assessment – Bayh College of Education – Indiana State University – Terre Haute, Indiana