1. Identifying Opportunities for Learning: Mapping the Experience
The Global Community for Academic Advising
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Identifying Opportunities for Learning: Mapping the Experience
Tomarra Adams University of Louisville Kathy Zarges Kent State University

2. Overview of the Session
The Global Community for Academic Advising
Overview of the Session
What is assessment mapping?
How do we do assessment mapping/ what are the steps involved?
Example of assessment mapping
Why do we do assessment mapping?
Mapping practice (small groups)
Sharing progress (full group)

3. Learning Outcomes for this Session
The Global Community for Academic Advising
Learning Outcomes for this Session
Cognitive Learning Outcomes
Participants will understand what assessment mapping is.
Participants will understand the role that assessment mapping plays in the assessment cycle.
Behavioral Learning Outcomes
Participants will be able to apply the steps to map a student learning outcome and a process/delivery outcome.
Participants will acquire the tools needed to map multiple learning outcomes for academic advising.
Affective Learning Outcomes
Participants will value the role of assessment mapping as a critical step in the assessment process.
Participants will value the link between assessment mapping and other stages in the assessment cycle.

4. The Global Community for Academic Advising
What is a Map?
A tool used to help us get from where we are now to where we want to be.
Shows us stops, steps, and turns along the way.
Shows how our trip is part of the larger system of roads, highways, etc.
It may change along the way based on detours, traffic
changes in our plans, and other variables.
Important: we have to know where we are going in order to create an accurate map.

5. What is an Assessment Map?
The Global Community for Academic Advising
What is an Assessment Map?
An assessment map charts where academic advisors and others who contribute to student learning integrate educational opportunities that address institution and program-level expectations for student learning.
Adapted from: Maki, Peggy (2004) Assessing for Learning. AAHE/Stylus Publications

6. What is Assessment Mapping?
The Global Community for Academic Advising
What is Assessment Mapping?
The process of determining when, where, and through what experiences the outcomes for advising will be accomplished over the student’s academic career.
It is a tool to determine the path toward achieving outcomes for advising.
It helps us realize the stops along the way.
It allows for a checks and balances, to make sure that we are providing opportunities for students to achieve the learning outcomes that we have identified.

7. The Global Community for Academic Advising
Mapping Example
Mapping Student Learning Outcomes

8. Mapping Steps Mapping Student Learning Outcomes
The Global Community for Academic Advising
Mapping Steps Mapping Student Learning Outcomes
Select a Student Learning Outcome
Identify the opportunities provided (through advising) for students to achieve the desired outcome
Determine the point by which the students should accomplish the desired outcome
Think about how will you know if the outcome has been met and what evidence you might gather to determine this
Repeat with a new Student Learning Outcome!

9. The Global Community for Academic Advising (Student Learning Outcomes)
What Should be Learned?
(Student Learning Outcomes)
Students will know the graduation requirements for their major.
Students will be able to select appropriate courses based on their academic goals.
Students will value the role of academic planning and course selection as part of their academic goals.

10. The Global Community for Academic Advising
What Should be Learned?
(Student Learning Outcomes)
Where to Learn it?
(What opportunities are provided for this learning to happen?)
Students will know the graduation requirements for their major.
Students will be able to select appropriate courses based on their academic goals.
Students will value the role of academic planning and course selection as part of their academic goals.
University Orientation Course
Individual Advising Appointments
Group meetings for students in the major
Summer Orientation Program
Meetings with faculty advisors

11. The Global Community for Academic Advising
What Should be Learned? (Student Learning Outcomes)
Where to Learn it?
(What opportunities are provided for this learning to happen?)
By what Time Should the Learning Occur?
Students will know the graduation requirements for their major.
Students will be able to select appropriate courses based on their academic goals.
Students will value the role of academic planning and course selection as part of their academic goals.
University Orientation Course
Individual Advising Appointments
Group meetings for students in the major
Summer Orientation Program
Meetings with faculty advisors
End of the first year
End of the first semester
End of the second year

12. The Global Community for Academic Advising
What Should be Learned?
(Student Learning Outcomes)
Where to Learn it?
(What opportunities are provided for this learning to happen?)
By what Time Should the Learning Occur?
How Will You Know/What Evidence Will You Gather?
Students will know the graduation requirements for their major.
Students will be able to select appropriate courses based on their academic goals.
Students will value the role of academic planning and course selection as part of their academic goals.
University Orientation Course
Individual Advising Appointments
Group meetings for students in the major
Summer Orientation Program
Meetings with faculty advisors
End of the first year
End of the first semester
End of the second year
Quiz students
Survey students
Ask advisors to rate their students’ understanding
Audit student files and schedules
Ask advisors to rate students’ understanding
Intake questions at junior year advising appointments

13. The Global Community for Academic Advising
Mapping Example
Mapping Process/Delivery Outcomes

14. Mapping Steps Mapping Process/Delivery Outcomes
The Global Community for Academic Advising
Mapping Steps Mapping Process/Delivery Outcomes
Select a Process/Delivery Outcome.
Identify the advising experiences where the process is to occur.
Think about how you will know if the outcome has been met and what evidence you will gather.
Repeat with a new Process/Delivery Outcome.

15. The Global Community for Academic Advising
Expectations for the Advising Process
(Process/Delivery Outcomes)
Where the Process
is to Occur?
How Will You Know/What Evidence Will You Gather?
Advisors provide accurate information to students about their requirements for graduation.
Advisors encourage students to take an active role in their course selection and academic planning.
Advisors communicate the importance of long-term academic planning to students.
Individual advising appointments
Group advising sessions
Presentations to University Orientation course
Individual Advising Appointments
Website, newsletters, listserv messages
Survey to students
Observations at advising appointments
Survey to faculty advisors
Exit/graduation interviews

16. Mapping Advisor Learning Outcomes
The Global Community for Academic Advising
Mapping Example
Mapping Advisor Learning Outcomes

17. The Global Community for Academic Advising
What Should be Learned? (Advisor Learning Outcomes)
Where to Learn it?
(What opportunities are provided for this learning to happen?)
By What Time Should the Learning Occur?
How Will You Know/What Evidence Will You Gather?
Advisors know the graduation requirements for each major in the college.
Advisors encourage students to take an active role in their course selection and academic planning.
Advisors value long-term academic planning for their students.
Training sessions
Observations/co-advising sessions with senior advisors
Observations/co-advising with senior advisors
Workshops, retreats, professional development
Workshops/retreats
Staff meetings
Professional Development
End of the formal training period
End of first semester of employment
End of first year of employment
Auditing student files
Asking the advisor questions
Observe advising appointments
Survey students

18. The Global Community for Academic Advising Importance of Mapping:
Aligns advising activities and strategies with anticipated
student learning and process delivery outcomes, and
Establishes point to measure learning
Identifies where you give students the opportunity to:
Learn
Practice
Develop
Demonstrate
Adapted from G. Rogers, Rose-Hulman Institute of Technology

19. Why Map?? Maps serve four main purposes:
The Global Community for Academic Advising
Why Map??
Maps serve four main purposes:
Reflects connection between advising & learning
Matches expectations of students to practice
Provides visual representation of learning and advising
Communicates with stakeholders - external and internal
validation.
They stimulate discussion and critical reflection on collective learning priorities.
They illustrate how well expectations match with educational practices that foster those priorities.
They provide a visual representation of students’ contexts for learning that may assist later on in interpreting results.
They can be used for external and internal validation.
From “Steps in Developing an Assessment for Academic Advising?, NACADA Webinar October 2011

20. The Global Community for Academic Advising
External Validation
From where/whom does it come?
Advisory boards
Alumni
Colleagues
Accreditation associations
Government officials
Note: Mapping can both inform and be informed by external stakeholders & constituents

21. Internal Validation Translates Outcomes to Educational Experiences
The Global Community for Academic Advising
Internal Validation
Translates Outcomes to Educational Experiences
Identify Gaps in Learning
Identify Assessment
Assists Students’ Understanding of Our Expectations
Reveal how we translate outcomes into
educational practices offering students
multiple and diverse opportunities to learn.
Maps identify gaps in learning or opportunities to practice.
Maps help us to identify appropriate times to assess those outcomes.
Maps help students understand expectations we have of them:
Place ownership of learning on students
Enable them to develop their own maps or learning chronologies

22. Mapping Outcomes The Global Community for Academic Advising
Student Learning Outcome
Know:
Students will understand the General Education Requirements
Be able to do:
Monitor their own progress toward completion of general education requirements
Value / Appreciate:
Appreciate the value of a liberal education
Opportunities to Learn
Pre-orientation institutional contact
Orientation
First meeting with Academic Advisors
Required Workshops
First Year Seminar
Subsequent meeting with Academic Advisors
The President’s Welcome Speech at Orientation

23. The Global Community for Academic Advising
Going Beyond the Immediate: Mapping Across the Curriculum/Co-Curriculum
Where else in the curriculum/co-curriculum might students learn those things we want them to learn?

24. The Global Community for Academic Advising
Student Learning Outcome
(Example)
Opportunities to Learn (Academic Advising)
Opportunities to Learn (Elsewhere in
Curriculum/Co-Curriculum)
Know:
Students will understand the General Education Requirements
Be Able to Do:
Monitor their own progress toward completion of general education requirements.
Value/Appreciate:
Appreciate the value of a liberal education
Pre-orientation contact
Orientation
First advising meeting
Required Workshops
First Year Seminar
Subsequent advisor meetings
President’s Welcome Speech
Introductory courses
(University 101)
“Major” Meetings
Welcome Weekend
Student Group meeting

25. The Global Community for Academic Advising
Identifying Gaps
What Learning Outcomes are NOT addressed in the Learning Opportunities and/or Experiences Provided?

26. Points of Assessment “time periods of learning”
The Global Community for Academic Advising
Points of Assessment “time periods of learning”
Learning Opportunities/Experiences provide timely opportunities to gather evidence of learning.

27. Make It Transparent to the Learner
The Global Community for Academic Advising
Make It Transparent to the Learner
Help students understand our expectations of them
Share ownership of learning with students
Enable them to develop their own maps or learning chronologies

28. Mapping Practice ~One Step at a Time~
The Global Community for Academic Advising
Mapping Practice ~One Step at a Time~
1. Select a Student Learning Outcome
Identify Opportunities for Learning
Determine the timeframe for Learning
4. Think about how you will know the learning occurred

29. Mapping Practice ~One Step at a Time~
The Global Community for Academic Advising
Mapping Practice ~One Step at a Time~
1. Select a Process/Delivery Outcome
Identify the Advising Experiences
Think about how you will know the outcome has been achieved and what evidence you will gather

30. Mapping Practice ~Bonus~
The Global Community for Academic Advising
Mapping Practice ~Bonus~
1. Transfer the Process/Delivery Outcome into an Advisor Learning Outcome
Identify Opportunities for Learning
Determine the timeframe for Learning
4. Think about how you will know the learning occurred