1. “ Take time to smell the roses ”

2.  1. Better understanding of student learning outcomes assessment ◦ at the program level – at the end of program  2. Value the faculty role in student learning outcomes assessment at the program level

3.  A student learning outcome is a specific statement that describes what the student is to learn, understand, or to be able to do as a results of a lesson or a series of lessons.

4.  Student learning outcomes assessment is an ongoing process aimed at understanding and improving student learning.

5.  Create an environment that promotes educational excellence through evidence- based dialogue about student learning and academic programs.

6. 1… not an end in itself. 2.…most effective when it reflects the complexity of learning. 3. …outcome-oriented. 4. … a process. 5. …depends on faculty commitment. 6. …to improve.

7. ◦ What do we want our students to learn? ◦ Are they learning it? How do we know? ◦ Why or why not?

9. CHARACTERISTICS:  Describe broad and comprehensive student learning outcomes of the program  Understandable to students  Arrived at collaboratively  Measurable  Employ active verbs usually taken from higher levels of Bloom’s taxonomy

10. Creating/Evaluating 3 Analyzing/Applying 2 Understanding/Remembering 1

11. ◦ Servant Leadership Program Outcome : Develop pharmacists committed to the service of their profession and communities and in possession of the leadership skills required to provide service regardless of the pharmacist’s position or title. Blooms Level (3) ◦ Communication Program Outcome : Develop pharmacists who, as individuals and in collaboration with others, utilize effective verbal, non-verbal, and written communication skills to promote evidence-based, safe, and appropriate medication use to achieve optimal patient care. Blooms Level (3)

12. ◦ Servant Leadership Program Outcome: Develop pharmacists committed to the service of their profession and communities and in possession of the leadership skills required to provide service regardless of the pharmacist’s position or title. Blooms Level (3)  Student Learning Outcomes for Servant Leadership  SL1: The student will articulate the roles, responsibilities, and characteristics of leaders who are engaged in service to their organizations, communities, and profession. Blooms Level (1)  SL2: The student will possess and articulate awareness of self as a leader through the discovery of their strengths and values. Blooms Level (1)  SL3: The student will demonstrate a service orientation toward others by utilizing their talents, knowledge and skills to achieve the common good. Blooms Level (2)  SL4: The student will demonstrate the ability to work in teams by utilizing the principles of combining individual strengths, team dynamics, and emotional intelligence. Blooms Level (2)  SL5: The student will participate in leading change, within groups and organizations, aimed at accomplishing goals for the common good. Blooms Level (3)

13.  Align and link SLOs to courses  Course syllabi include SLOs relevant to that course  Align and link course learning objectives with SLOs in courses

14. CourseSL1SL 2SL 3SL 4SL5 Phar 372XX Phar 382XXXX Phar 480XX Phar 482XX Phar 572X

15.  Assessment data based on actual student work: ◦ Embedded Assessments – existing tests, exams, or rubric based skills tools, portfolios

16. Exams and Exam Items o Align/link exams with student learning outcomes. Which exam items are measuring which outcomes? o Test manager software

17. Rubrics ◦ Align/link rubrics with student learning outcomes. Which rubric components are measuring which outcomes? ◦ Recorded in data base system

18.  Extract, aggregate, and analyze student performance results by outcome: ◦ From coded exam bank ◦ From coded rubric system

19.  Aligned/linked SLOs to courses  Course syllabi include SLOs relevant to that course  Aligned/linked course learning objectives with SLOs in courses

20.  Formative: On-going; Monitor cohorts of students to provide feedback to faculty who teach, department leaders, deans, assessment committees etc..;  Summative: At the end of program; Analyze how well cohorts of students achieved program level student learning outcomes

21.  Isn’t Assessment the Same Thing as Grading? NO Grading = Evaluative process Outcomes Assessment = Ameliorative process

22.  Why Should We Do Assessment? ◦ The Primary Purpose For Doing Assessment Is…. To Improve Student Learning

23.  QUESTIONS ????