1. Assessment of Learning in Student Involvement
Diana Sims-Harris
Indiana University-Purdue University Indianapolis

2. Participant Learning Outcomes
Following this session, participants will know or be able to:
Describe the importance of providing direct evidence of learning in student affairs
Demonstrate an example of a departmental mapping of programs and services to learning outcomes, especially where apparently disparate functions are involved
Understand dynamics between academic affairs and student affairs at a large urban university
Gain insight to the assessment practices of a large department and results of the data
Apply information shared to other institutional contexts

3. Session Overview Division of Student Affairs Context
Faculty and Student Affairs Context
OSI Assessment Strategies and Expectations
OSI Learning Outcomes
Assessment Measures and Approaches
Results and Use for Improvements
Closing Recommendations

4. Division of Student Affairs context
Development of PULs / PCLs

5. Principles of Co-Curricular Learning
Core Communication Skills
Critical Thinking
Integration and Application of Knowledge
Intellectual Depth, Breadth and Adaptiveness
Understanding Society and Culture
Values and Ethics
Intrapersonal Development
Interpersonal Development
(case-sensitive)

6. Faculty and Student Affairs context
Development of PULs / PCLs

7. Disparate perceptions
Different history
Different priorities
Different culture
Disparate perceptions
So what do we have
in common?
Chad Ahren, Ph.D.
Diana Sims-Harris

9. From silos to ladders: Phase 1
Critical elements: values, external pressure, and learning
Creating buy-in for the benefits and necessity of collaboration
5 min max, then report back
Kezar, A.J. & Lester, J. (2009). Organizing higher
education for collaboration: A guide for
campus leaders. San Francisco: Jossey-Bass.
Chad Ahren, Ph.D.
Diana Sims-Harris

10. From silos to ladders: Phase 2
Critical elements: mission, social networks and reward systems/structures
Taking the newfound belief in collaboration and putting
it into action
5 min max, then report back
Chad Ahren, Ph.D.
Diana Sims-Harris

11. From silos to ladders: Phase 3
Critical elements: integrating structures, reward systems/ structures, and social networks
Keeping collaboration current and valuable requires the redesign of campus structures
Chad Ahren, Ph.D.
Diana Sims-Harris

12. Student Learning in student life and OLS
Course objectives
Programming goals
Student Learning Outcomes
are the common language
Establishing the concept of common language
Mention here that if you are not dealing in learning outcomes and assessment, now is a good time to start? This is a condition for successful partnering and our relevance is determined by our ability to speak this language and do the true educative work.
Chad Ahren, Ph.D.
Diana Sims-Harris

13. Course Learning Outcomes
Recommended LEAD Program/Experience
Recognize characteristics of individuals functioning in an effective work group or team.
Student Organization Leadership Development (SOLD), Student Organization Retreat, Leadership Foundations, Leadership Consultants, Catalyst, Freedom Rides, Project Leadership
Identify theories, theorists, and issues associated with organizational behavior.
Student Organization Leadership Development (SOLD), Leadership Consultants, Catalyst, Project Leadership
Apply understanding of principles and theories relating to small group behavior through projects and assignments.
Student Organization Leadership Development (SOLD), Leadership Consultants, Catalyst, Project Leadership, Freedom Rides

14. OSI Strategic Priorities
Office of Student Involvement
Assessment of Learning:
Strategies and Expectations
OSI Strategic Priorities

15. OSI Strategic Priorities
Social Justice
Civic Engagement
Leadership
Equal participation
Inclusivity
Dynamics of power and oppression
Social Change
Collaboration
Common Purpose
Self-knowledge
Positive change
Educationally meaningful service
Community improvement
OSI Strategic Priorities

16. Leadership Learning Outcomes
1. Gain personal competencies
• Obtain and strengthen leadership skills such as conflict management, communication and dialogue, teamwork, time management, proactive event planning, goal setting, and risk taking
• Manage their organizational functions through the use of programming, technology, and physical space
• Value co-curricular learning as transferable skills that will complement to the classroom experience
2. Develop a sense of personal leadership identity
• Define their sense of purpose through the personal exploration of strengths, passions, goals, and abilities
• Explore personal cultural identity as it relates to leadership
3. Understand how their personal leadership identity relates to working with others
• Provide intentional experiences for students to interact with others who are different from themselves
• Apply individual experience to develop an even fuller understanding of themselves through their interactions with others
4. Build community with the IUPUI and Indianapolis community
• Create partnerships with students, faculty, staff and organizations
• Develop relationships through social and professional networking opportunities
• Participate in idea-sharing as it relates to their organizations, programming, and leadership experiences
5. Connect to the IUPUI campus
• Have an increased awareness of resources that are provided for students and organizations through The Office of Student Involvement and IUPUI
• Use their voice effectively to create and engage in a positive collegiate experience for themselves and other students
• Be able to navigate the IUPUI community and university system

17. Social Justice Education Learning Outcomes
Interact productively with others who are different from themselves
Apply individual experience to develop an even fuller understanding of themselves through their interactions with others
Explore social justice advocacy as it relates to leadership
Achieve awareness of their social identities
Gain knowledge of groups whose identities they do not share
Navigate difference by learning, listening, asking and watching
Outline individual responsibility for action to facilitate change
Multicultural Change Process
• Awareness • Knowledge • Skills • Action

18. Civic Engagement Learning Outcomes
Civic-Minded Graduate
Ability to understand interest, responsibility and personal commitment to service and social issues
Understanding how social issues are addressed in society
Active participant in society to address social issues
Collaboration with others across difference (includes diversity, interconnectedness, mutuality, and respect)
Benefit of education to address social issues

19. OSI Assessment Structure
À la Carte approach to assessment using Strategic Priorities:
OSI Assessment Structure

20. OSI Assessment Structure
Social Justice
Social Identity
Knowledge of others
Civic Engage-ment
How social issues are addressed
Leader-ship
Partnership creation
Organizational management
Example:
OSI Assessment Structure

21. OSI Assessment Expectations
At least two rigorous assessment projects per functional area
OSI Assessment Expectations

22. OSI Assessment Expectations
Learning in addition to or instead of evaluation and satisfaction
OSI Assessment Expectations

23. OSI Assessment Expectations
Choose projects that are manageable and represent likely opportunities for critical learning and improvement
OSI Assessment Expectations

24. OSI Assessment Expectations
Keep your assessment practice manageable – integrate into current processes
OSI Assessment Expectations

25. OSI Assessment Expectations
I promise to make reporting requirements manageable, timely and transparent
OSI Assessment Expectations

26. OSI Assessment Discussion
Functional areas:
Review strategic priorities and outcomes
How will you apply these?
OSI Assessment Discussion

27. OSI Assessment Discussion
Functional areas:
Review strategic priorities and outcomes
How will you apply these?
OSI Assessment Discussion

28. Results and Use for Improvement

29. Practical Information on Reporting
Instruments and design were discussed 1-1 meetings with staff throughout the year
Programs which covered multiple strategic priorities were encouraged
Growing pains in reporting (expectations not always clear to staff, too much data, timing of analysis)
Not all information shared in division report each year
Much of the data is baseline
Reporting:
First round of analysis completed by Assistant Directors (depending on level of experience)
Second round completed by Associate Director and Director of OSI
Third round completed by Director of Assessment and Planning

30. Alternative Breaks Principle of Undergraduate Learning Measure
(5-point scale of “strongly disagree” to
“strongly agree”)
Results
Core Communication and Quantitative Skills (PUL 1)
As a result of participating in Alternative Breaks, I am better able to communicate as a team
100% indicated “agree” or “strongly agree” (n=23)
Integration and Application of Knowledge (PUL 3)
As a result of participating in Alternative Breaks, I understand the root causes of the social issue that my trip worked with
As a result of participating in Alternative Breaks, I realize that I cannot effectively make social change without being educated on a social issue
96% indicated “agree” or “strongly agree” (n = 22)
65% indicated “agree” or “strongly agree” (n = 15)
Values and Ethics (PUL 6)
As a result of participating in Alternative Breaks, I have the desire to make a difference in my community

31. Alternative Breaks
Participant comments that support Values and Ethics:
I gained insight on what a small committed group of motivated people can do for a reason.
The strengths that I gained from this trip are determination and responsibility to make more of a difference with the social issues going on right in my community. The knowledge of knowing that I have the power to make a change to help others in my community to have some hope for the future.
I learned to be more open minded about the social topics involved.
I feel as though I have realized more of how compassionate I strive to be. I realize that I want to continue my services in the community, and I truly want to work in a non-profit educational facility now also. This trip made me realize a lot about what populations I want to be working with in the future.

32. Freedom Rides Lead IUPUI Learning Outcome Measure
(4-point scale of “strongly disagree” to “strongly agree”)
Results
Gain Personal Competencies (LO1)
Freedom Rides helped me develop individual goals.
95% indicated “agree” or “strongly agree” (n=21)
Develop a Sense of Personal Leadership Identity (LO2)
Freedom Rides helped me recognize how groups and communities I belong to affect my leadership style.
Freedom Rides helped me create a vision statement.
Freedom Rides helped me identify personal leadership skills and strengths
89% indicated “agree” or “strongly agree” (n=63)
Understand how their personal leadership identity relates to working with others (LO3)
Freedom Rides helped me identify social justice issues of personal importance.
Freedom Rides helped me compare different social justice leaders' approaches to leadership.
100% indicated “agree” or “strongly agree” (n=42)

33. Freedom Rides
Participant comments that support the Personal Leadership Identity in Relation to Others outcome:
Has the trip helped you learn about social justice? If so, how?
Yes, it has helped me to know a change must happen all people deserve to be treated fairly.
Yes, I learned that everyone deserves social justice no matter what their background may be
It taught me that it affects one and that we all have the power so don't be afraid to speak
Yes! I already knew a fair amount about social justice from some courses, but I learned even more!
By walking through the journey taken by the leaders

34. AFLV – Program Evaluation
Principle of Undergraduate
Learning
Measure
(strongly agree, agree, neutral, disagree, strongly disagree)
Results
Critical Thinking
· AFLV provided me with skills to generate new ideas or ways to improve things in my chapter and at IUPUI.
96% indicated “agree” or
“strongly agree” n=25)
Values and Ethics
· AFLV helped me recognize my personal values and ethics.
100% indicated “agree” or
Integration and Application of
Knowledge
· AFLV provided me with skills to develop individual/organizational goals.

35. AFLV – Focus Group
Selected participant comments that support Integration and Application of Knowledge
Everybody's chapter is different and you can come back and take some of their ideas, like their bigger successes and take those back, and get the best aspects of all different kinds of Greek life in all different kinds of communities and bring it back and apply it here
I wish we could all break down the distance between IFC fraternities and everyone else... Just like at AFLV, they accommodated everybody. That is a good step forward in doing that. Just being IUPUI students and being in Greek organizations, we should take the reins from that and see how they expanded on it, and do it ourselves, essentially
We are only now starting to have to deal with connecting with alumni, so we just started doing like a letter that we are putting together, like a newsletter type thing that talks about the accomplishments of the chapter for the year and once we realized that you know it does not have tojust go to alumni so we are going to send it to parents for like PR and stuff like that and show what they are doing...

36. Academic Organizations Survey
Principle of Undergraduate Learning
Measure
(4-point scale of “strongly disagree” to “strongly agree”)
Results
Core communication and quantitative skills (PUL 1)
Being involved with this organization provided me with the skills to communicate ideas and information
92.78% indicated “agree” or “strongly agree”
Integration and application of knowledge (PUL 3)
Being involved with this organization provided me with the skills to make connections with students, faculty, and staff on campus.
93.30% indicated “agree” or “strongly agree”
Values and ethics (PUL 6)
Being involved with this organization provided me with the skills to recognize how groups and communities I belong to influence my leadership style.
87.63% indicated “agree” or “strongly agree”

37. Academic Organizations Survey
Being involved in this organization allowed me to use information I learned through my coursework:
Always
8.25%
Quite a bit
27.84%
Sometimes
40.21%
Very Little
23.71%
Being involved with this student organization I have been able to connect my experiences to the Principles of Undergraduate Learning:
(n=162)
Core Communication and Quantitative Skills
18.69%
Critical Thinking
16.26%
Integration and Application of Knowledge
15.35%
Intellectual Depth, Breadth, and Adaptiveness
12.16%
Understanding Society and Culture
19.60%
Values and Ethics
17.93%

38. Assessment Loop
1. Set goals,
ask questions
2. Gather evidence
3. Interpret
findings
4. Use for
improvement RA
Overview of our work
Research is different than assessment
Leskes, A. & Wright, B. (2005). The Art and Science of Assessing General Education Outcomes: A Practical Guide. Washington, DC: AAC&U Publications.

39. Use for Improvement – OSI wide
Results indicate need for more opportunities for deep reflection so students can connect experiences with outcomes.
There is a need for more collaborations across functional areas. Shared language from the strategic priorities can help facilitate this.
Some direct measures of assessment should be used; these measures would be a nice comparison to the current self-reported data.
Need for deeper reflection - As an example, students in academic organizations demonstrate understanding of the connection when asked about specific aspects but when asked about a general link between the club and the PULs, less than a fifth of them agreed that there was a connection.

40. Use for Improvement – Lead IUPUI
Results indicate consistency in reported learning with different groups of students overtime.
As an action item from previous assessment reports, more long-term experiences have been developed and show positive results. A residential based learning community is being explored.
The Leadership Foundation program saw positive learning outcomes but spotty attendance and at times, an inconsistent message. The series was restructured as a cohort program with more direct staff facilitation.

41. Use for Improvement– Lead IUPUI
The additional qualitative measures allowed for a deeper understanding of student learning. More guided reflection should be explored.
Many students participate in several Lead IUPUI programs, but assessment does not capture the possible cumulative effect of participation in multiple programs.
Quantitative feedback for SOLD shows a slight decline, but the qualitative results showed some of the strongest connection to learning yet. Strategies are being used to look for data trends and examine possible explanations for differences.
(daily reflections for experiential trips and focus groups for extended programs) from previous reports

42. Closing Recommendations
 Know your institution culture and context; what is your collective mission?
Find allies with common interests and priorities
Tell your story, use shared language in learning outcomes
Start small and grow; integrate into current processes
Make obvious, easy improvements
Help students make connections and document them

43. Discussion/Questions/Contact
Diana Sims-Harris, M.S.Ed. Associate Director & Chad Ahren, Ph.D. Director Office of Student Involvement Indiana University-Purdue University Indianapolis (317)
Robert W. Aaron, Ph.D. Director, Assessment and Planning Division of Student Affairs Indiana University-Purdue University Indianapolis (317)