1. Student Learning Outcomes Alignment through Academic and Student Affairs Partnerships NASPA Assessment & Persistence Conference June 25, 2015
Susan Platt, Executive Director of Assessment, Student Affairs
Sharlene Sayegh, Director of Program Review & Assessment, Academic Affairs
California State University, Long Beach

2. Academic Affairs Student Affairs
Working in Silos
Academic
Affairs
Student
Affairs
What’s the problem here?

3. Or to visualize another wayVS

4. Key References for our Partnership
American College Personnel Association. (1996). The student learning imperative: Implications for student affairs. Alexandria, VA: Author.
Association of American Colleges and Universities (AAC & U) (2002). Greater expectations: A new vision for learning as a nation goes to college. Washington, D.C.: Author.
Keeling, R. P. (Ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. ACPA, ACUHO-I, ACUI, NACA, NACADA, NASPA, and NIRSA.
Tagg, J. T. (2003). The learning paradigm college. San Franciso: Jossey-Bass.

5. Principles of our Partnership: Learning Reconsidered Activity
In groups, please select one word for each X. Each sentence reflects a belief that frames our Academic Affairs and Student Affairs partnerships.

6. Summary of Principles Our entire campus is a learning system.
Our common outcomes are to produce educated and self-aware learners, skilled workers, democratic citizens, and life skills managers. Our learners are empowered, informed, and responsible.
We use strategic planning to determine the best use of our collective resources to achieve our goals.
We provide active, experiential learning for transformational learning.
Our partnerships are greatly enhanced and encouraged by top level servant leadership styles of our President and her Vice-Presidents.

7. Levels of Student Learning Outcomes
WASC Core Competencies ↑
Institution
College/LEAP
Division
Department
Team
Program (multiple sections of courses)
Unit
Classroom
Programs, Services, Activities
Academic Affairs
Student Affairs

8. Institutional Learning Outcomes WASC Core Competencies
CSULB Institutional Learning Outcomes
Well-prepared with communication, numeracy and critical thinking skills to successfully join the workforce of California and the world or to pursue advanced study
Critically and ethically engaged in global and local issues
Knowledgeable and respectful of the diversity of individuals, groups, and cultures
Accomplished at integrating the skills of a liberal education with disciplinary or professional competency
Skilled in collaborative problem-solving, research, and creative activity
WASC Core Competencies
Written communication
Oral communication
Quantitative reasoning
Critical thinking
Information literacy

9. Campus Learning Opportunities
Focus on two of our institutional learning outcomes:
Critically and ethically engaged in global and local issues
Knowledgeable and respectful of the diversity of individuals, groups, and cultures
For each, campus learning opportunities:
Classroom, program, department, college
Multicultural Affairs, EOP, Educational Equity Services, Disabled Student Services, Study Abroad

10. Levels of Learning Outcomes for Global Engagement
Critically and ethically engaged in global and local issues (ILO) ↑
Can discuss both commonalities and differences with several cross-cultural practices based on experiential learning.
(Department or Team)
Can articulate the history of how global engagement has changed over time.
(Program or Unit)
Can demonstrate an understanding of two current global challenges and how these might be addressed.
(Classroom or Activity)
Academic Affairs & Student Affairs Collaboration

11. Levels of Learning Outcomes for Diversity Awareness
Knowledgeable and respectful of the diversity of individuals, groups, and cultures (ILO) ↑
Can demonstrate a deep understanding of and respect for intersectionality and multiple identities.
(Department or Team)
Can describe several current theories related to culturally diverse groups and how these inform our understanding.
(Program or Unit)
Can name two or more similarities and differences of cultural groups different from one’s own.
(Classroom or Activity)
Academic Affairs & Student Affairs Collaboration

12. Sources of Data for Learning Outcomes
Large-scale survey data (CIRP freshman survey, NSSE, DLE)
Classroom and program level tests and exams
E-portfolios at multiple levels
Observations of students demonstrating what they’ve learned
Oral presentations
Other?

13. Activity
In groups, select one of your institutional learning outcomes (ILOs).
Write a real or imagined learning outcome at multiple levels that align with this ILO.
Be prepared to share with the group.

14. Discussion
What steps will you take to work across divisions for student learning and development?
What specific outcomes are you most interested in aligning at multiple levels?
What are the opportunities and/or challenges you face in working collaboratively for common purposes and aligning levels of student learning outcomes?