1. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
The University Learning Outcomes Assessment
Measuring college students’ holistic growth, learning, and development
Pietro Sasso, PhD and Mark Frederick, PhD
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

2. First to Second Year Retention
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Learning Outcomes Assessment
First to Second Year Retention
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

3. 6-Year Graduation Rates
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Learning Outcomes Assessment
6-Year Graduation Rates
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

4. Graduation Rates: What is Possible?
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Graduation Rates: What is Possible?
84% % = 28.5% increase in potential capture (USA)
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

5. Differentiating between Constructs and Operational Definitions
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Learning Outcomes Assessment
Differentiating between Constructs and Operational Definitions
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

6. A Question to Ponder… What is the purpose of college? The Center for
Learning Outcomes Assessment
A Question to Ponder…
What is the purpose of college?
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

7. And Another… How should college success be defined? The Center for
Learning Outcomes Assessment
And Another…
How should college success be defined?
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

8. According to a Nationwide Sampling
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Learning Outcomes Assessment
According to a Nationwide Sampling
What qualities, skills, and attributes should a student possess when receiving a diploma?
Critical Thinking
Self-Awareness
Communication
Diversity
Membership & Leadership
Citizenship
Relationships
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

9. Learning Outcomes Comparisons
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Learning Outcomes Assessment
Learning Outcomes Comparisons
UniLOA
NACE
LEAP
Critical thinking
Critical Thinking/Problem Solving
Inquiry and Analysis – Critical and Creative Thinking
Self-Awareness
Career Management
Communication
Oral/Written Communication
Written and Oral Communication
Diversity
Global/Intercultural Fluency
Intercultural Knowledge and Competence
Membership & Leadership
Leadership
Teamwork and Problem Solving
Relationships
Teamwork/Collaboration
Citizenship
Civic Knowledge and Engagement
Digital Technology
Professionalism/Work Ethic
Ethical Reasoning and Action
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

10. Learning Outcomes Assessment
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Learning Outcomes Assessment
The UniLOA Instrument
70 behaviorally-based, self-report questions
Demographics questions allow for drilling-down
10-point Likert-like scale to invite variance
Presented as a behavioral question with an exemplar stem
n = >500,000
Because of a negatively-skewed distribution of scores at the item and domain levels, standard deviation is not a valid indicator of variance. Scores of 3+ are considered significant and increases are geometrically rather than arithmetically sequenced
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

11. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
No single or “small set” of demographic variables or experiential phenomena can be considered “primary or elemental” in the support of holistic student growth, learning, and development (GLD).
Student GLD is the result of multiple phenomena, which requires higher education to re-orient itself from its present paradigm of “simple fixes” to the development of more elaborate and complex “matrices” of supports, services, interventions, and programs (SSIP’s) designed to promote holistic student GLD.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

12. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
GLD follows a stable and consistent course of growth along all UniLOA domains throughout students’ college years.
This finding might suggest that normal maturation processes are primarily responsible for GLD rather than the impact of the collegiate experience itself.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

13. Learning Outcomes Assessment
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Learning Outcomes Assessment
Academic Lifespan GLD
18 – 25 Years Old
26 Years Old and Over
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

14. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
The Citizenship domain falls a full 4.59 points lower than the average overall domain score.
Items within the Citizenship domain that are particularly alarming include students having low levels of unawareness of current events and issues within their community, actually voting, and of serious concern, their extremely low levels of engaging in the political process by voicing viewpoints.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

15. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
Students fail to actively engage an effective goal-oriented approach to managing their own GLD outcomes.
While they report fairly high degrees of behavior consistent with having aspirational goals in terms of “what they want to be when they grow-up,” they may fail to effectively manage day-to-day goal-oriented behavior that would increase the probability of achieving their aspirational goals.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

16. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Students with higher grade point averages score higher on all seven of the UniLOA’s domains.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

17. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Higher UniLOA domain scores are observed as students engage in more hours of study per week. Students reporting that they study more than 18 hours per week experience an appreciable spike in scores as well.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

18. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Students pursuing undergraduate degrees in pre-medicine, pre-dentistry, and social sciences score consistently higher along all domains than other academic majors.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

19. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
The highest UniLOA scores are by those students reporting they hold 2 leadership positions. Those holding three or more score lower than even those students holding no leadership positions.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

20. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
UniLOA domain scores are consistently higher for students belonging to 4 formal organizations or activities
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

21. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Scores based on military experience.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

22. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Scores along all seven domains of the UniLOA decrease as more hours are spent watching television or engaging in online entertainment at a rather consistent rate.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

23. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
As has been reported in previous years, UniLOA scores tend to be highest in students reporting either they do not work at all or that they work 18 or more hours per week.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

24. A Portrait of Today’s College Student
The Center
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Learning Outcomes Assessment
A Portrait of Today’s College Student
Students serving in some amount of volunteer work score higher than those not engaging in volunteer work
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

25. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
Engagement in highly organized activities over the collegiate lifespan seems to impact the overall growth, learning, (i.e., fraternities and intercollegiate athletics teams).
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

26. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
Student Means Comparisons
Item
Student Exemplar
Average Student
Average Number of Hours in Study /Week
18 + 9
Cumulative Grade Point Average (GPA)
3.5 and above
3.14
Number of Organizational Memberships 4
1.83
Number of Leadership Positions Held 2
.63
Number of Hours per Week Watching Television or Online Entertainment
2 or less 6
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

27. Domain Scores – National Means
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Learning Outcomes Assessment
Domain Scores – National Means
Critical Thinking
Self-Awareness
Communication
Diversity
Citizenship
Membership &
Leadership
Relationships
72.7
71.4
73.5
70.8
66.8
72.4
72.1
(n= > 500,000)
Negative skew of data makes standard deviation impractical for analysis
Score differences over 3 points are considered to have practical significance
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

28. Lowest Scored Items by Domain
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Learning Outcomes Assessment
Lowest Scored Items by Domain
UniLOA Domain
Item Score
Lowest Scored Item
Critical Thinking
71.20
I am good at describing things in class. For example, I answer the teacher’s questions when we are reviewing material.
Self-Awareness
55.68
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.
Communication
69.19
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.
Diversity
67.19
I can tell anyone what diversity is. For example, I have a “standard answer” when someone asks me about diversity.
Citizenship
60.76
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 Leadership
69.66
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
Relationships
67.04
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
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

29. Learning Outcomes Assessment
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Learning Outcomes Assessment
Dynamic Student Development Metathodel (Frederick, Sasso, & Barrat, 2015)
The DSDM operationalizes each of the seven functional areas with 10 individual behavioral sets defined by the University Learning Outcomes Assessment (UniLOA).
Focuses on students’ affective domain; the dominate domain for decision-making
Meets students “where they are” and moves them from dependency through independence, and finally, to interdependence
Encourages student self-authorship through self-agency, affinity for the institution, and focused intentionality
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

30. Learning Outcomes Assessment
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Learning Outcomes Assessment
DSDM – Basic Terms
Meta-the-odel - Multiple Theories and Models
SSIP’s – Supports, Services, Interventions, and Programs
GLD – Student Growth, Learning, and Development
Student Success – Holistic GLD in all arenas of a student’s life. Goes beyond simple measures of GPA, persistence, and graduation
SO – The Significant Other serving as mentor
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

31. DSDM – Theoretical Base
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Learning Outcomes Assessment
DSDM – Theoretical Base
The DSDM is deeply grounded in multiple theories which attend to student, human, and personality development theories:
Astin: Theory of Student Involvement
Tinto: Theory of Student Departure
Pascarella: General Model for Assessing Change
Bandura: Social Learning
Baxter-Magolda: Theory of Self-Authorship
Schlossberg: Theory of Marginality and Mattering
Glasser: Belonging
Kegan: Human Developmental Theory
Rogers: Interpersonal Theory
Maslow: Hierarchy of Need
Chickering: Vectors of Student Development
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

32. DSDM – Progression of Development
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Learning Outcomes Assessment
DSDM – Progression of Development
Dependency
Independence
Interdependency
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

33. DSDM – A Disruptive Model
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Learning Outcomes Assessment
DSDM – A Disruptive Model
Domain
DSDM
Traditional Models
Cognitive
Affective
Behavioral
Intersectionality
Programming
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

34. DSDM – A Disruptive Model
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Learning Outcomes Assessment
DSDM – A Disruptive Model
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

35. Role of the Significant Other
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Learning Outcomes Assessment
Role of the Significant Other
The role of the significant other (SO), a term used by Kegan (1982)
Evolves from highly directive in the early portion of a student’s academic years to that of a mentor/guide in the middle portion of the academic lifespan,
Each stage of the DSDM calls for the SO to manage different overarching goals in students’ lives.
The critical importance of a significant other on campus
Moves from highly directive  mentor/guide  sounding board/informal advisor
Upper class students would be no different than older faculty or staff members as it relates to the support given to mentees because the elements of relationship management are just the same.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

36. Implications for Intrusive Advising
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Learning Outcomes Assessment
Implications for Intrusive Advising
Professional staff- 3-8 meetings (Schee, 2007)
Relationship building (Miller & Murray, 2005; Schwebel, Walburn, Klyce, and Jerrolds, 2012)
Minimal power differential (Stuart, 2010)
Flexible to students (Swecker, Fifolt, and Searby, 2014)
Early intervention (Fowler and Boylan, 2010)
Focus on affective, cognitive, and behavioral dimensions (Miller & Murray, 2005)
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

37. A Portrait of Today’s College Student
The Center
for
Learning Outcomes Assessment
A Portrait of Today’s College Student
The University Learning Outcomes Assessment
Measuring college students’ holistic growth, learning, and development
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

38. Learning Outcomes Assessment
The Center
for
Learning Outcomes Assessment
References
Fowler, P. R., & Boylan, H. R. (2010). Increasing student success and retention: a multidimensional approach. Journal Of Developmental Education, 34(2), 2-10.
Frederick, M. Sasso, P. A., & Barratt, W. (2015). Towards a relationship-centered approach in higher education: The dynamic student development metatheodel (DSDM). New York Journal of Student Affairs, 15(2), 1-26.
Frederick, M. Sasso, P. A. & Maldonado, J. (2017). The dynamic student development meta-theory:  A new model for student success. New York, NY: Peter Lang Publishing.
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

39. Learning Outcomes Assessment
The Center
for
Learning Outcomes Assessment
References
Miller, M.A. & Murray, C. (2005). Advising academically underprepared students. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site:
Schee, B. V. (2007). Adding insight to intrusive advising and its effectiveness with students on probation. NACADA Journal, 27(2),
Schwebel, D. C., Walburn, N. C., Klyce, K., & Jerrolds, K. L. (2012). Efficacy of advising outreach on student retention, academic progress and achievement, and frequency of advising contacts: a longitudinal randomized trial. NACADA Journal, 32(2),
Stuart, R. (2010). Early detection. Diverse: Issues in Higher Education, 27(18),
Swecker, H. K., Fifolt, M., & Searby, L. (2014). Academic advising and first-generation college students: a quantitative study on student retention. NACADA Journal, 34(1),
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

40. For More Information Center for Learning Outcomes Assessment
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Learning Outcomes Assessment
For More Information
Center for Learning Outcomes Assessment
Mark Frederick, PhD: or
Pietro Sasso, PhD:
Detailed Overview of the UniLOA and DSDM
Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana