1. Golden West College Golden West College Student Learning Outcomes: Implementation Strategies for Student Services Implementation Strategies for Student Services Presentation Workshop CACCRAO Annual Conference ~ April 29, 2008

2. Golden West College Golden West College Kerry Flynn MA Sociology, Applied Research & Evaluation Student Services Student Learning Outcomes Coordinator

3. Discussion Topics  Institutional Effectiveness  Student Learning Outcomes  Integrating SLOs into Existing Procedures  Summary / Conclusion

4. Golden West College Golden West College Institutional Effectiveness What does institutional effectiveness mean to GWC?

5. ACCJC / WASC 2002 Accreditation Standards An effective institution  “ensures that its resources and processes support student learning…  “continuously assesses that learning…  “pursues institutional excellence and improvement…  “maintains an ongoing, self- reflective dialogue about its quality and improvement.”

6. Strategic Planning  Strategic planning is an ongoing, systematic cycle of - integrated planning for the future, and - implementation of that planning

7. Institutional Effectiveness (IE) Institutional Effectiveness incorporates a current focus with the future focus of Strategic Planning. It’s an ongoing, systematic cycle of assessment of  student learning,  college processes, and  satisfaction

8. Types of Measures and Levels of Assessment Student Learning Outcomes Process Objectives Satisfaction Objectives Institutional Program Course Source: GWC Institutional Effectiveness Committee 2007

9. What We’ve Done in the Past  Process / Satisfaction Objectives - What services should be provided? - Will students receive services needed? - Will students be satisfied with services? - How can services be improved? - Should services increase or decrease?

10. Golden West College Golden West College Student Learning Outcomes What are SLOs?

11. Student Learning Outcomes  “Knowledge, skills, abilities, and attitudes that a student has attained at the end (or as a result) of his or her engagement in a particular set of college experiences.” 2002 Accreditation Standards, Glossary

12. Golden West College Golden West College Integrating SLOs into Existing Procedures How Do SLO’s Apply to Student Services?

13. ACCJC / WASC 2002 Accreditation Standards Standard II-B: Student Support Services “The institution systematically assesses student support services using student learning outcomes…”

14. GWC Student Services Philosophy Student Services is a “Learning Community” within the college.

15.  “Since students can learn many skills, attitudes, and behaviors outside the classroom, the role of Student Services staff becomes extremely important… “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez A Learning Community

16.  “Students have to apply, register, add/drop classes, develop education plans, explain their goals to counselors, participate in student activities and apply for financial aid. “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez A Learning Community

17.  “These procedures require a working knowledge of college policies and procedures.  “They also require certain skills…” “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez

18. How Do SLO’s Apply to Student Services?  Student Services staff - Teach process skills / knowledge - Teach life skills - Act as role models  Students acquire - Skills - Knowledge - Behaviors - Attitudes ~~~

19. Identify Measurable Learning Outcomes (SLO) Implement Teaching & Learning Assess / Evaluate Student Learning Use Results— Develop Action Plan Dialogue Student Services UNIT GOALS Expanded Statement of Institutional Purpose STRATEGIC PLAN FutureFocused STUDENT LEARNING CurrentFocused

20. The Five-Column Model IIIIIIIVV ESIP: Mission Goals Intended Outcomes Means of Assessment & Standards Summary of Data Collected Use of Results Nichols and Nichols Five-Column Model Adapted from Nichols and Nichols Five-Column Model

21. The Five-Column Model IIIIIIIVV ESIP: Mission Goals Intended Outcomes Means of Assessment & Standards Summary of Data Collected Use of Results Nichols and Nichols Five-Column Model Adapted from Nichols and Nichols Five-Column Model SLO Cycle One Example: Outreach

22. START HERE ! Identify a specific Institutional Goal that relates to Student Learning in your Department or Unit. - College Mission / Institutional Purpose - Expanded Statement of Institutional Purpose (ESIP) - A Specific Institutional Goal   Column I: ESIP: Mission Goals

23. I IIIIIIVV “The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines” (Pathways, College Goal 2). Column I: ESIP: Mission Goals

24. Identify a specific Unit Goal that aligns with and supports the college goal that you identified Use terms and language that are similar to identified college goal Clearly link Unit Goal to Institutional Goal    Column I: ESIP: Mission Goals (Con’t)

25. Column I: ESIP: Mission Goals I IIIIIIVV through presentations The Outreach Department will promote Golden West College enrollment and campus tours. “The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines ” (Pathways, College Goal 2).

26. Link clearly to Column I: Unit Goal - Use consistent terms / language - Examine relevant concepts  Column II: Intended Outcomes (SLOs)

27. State what students will - Do - Know - Think - Feel As a result of having interacted with the Student Services Unit  Column II: Intended Outcomes (SLOs)

28. Ensure Measurability—Outcome can be observed or tested State in Clear and Precise Language - State Singular Outcomes - Use Action Verbs   Column II: Intended Outcomes

29. Column II: Intended Outcomes (SLOs) IIIIIIIVV prospective students will demonstrate a general knowledge of Community College by identifying: After 1) presentations or 2) tours, A. Cost of attendance in comparison to CSU’s and UC’s B. Matriculation Process C. Educational Routes such as AA Degree, Certificates, and Transfer The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines. The Outreach Department will promote Golden West College enrollment through presentations and campus tours. demonstrate identifying:

30. Column II: Intended Outcomes (SLOs) IIIIIIIVV prospective students will demonstrate a general knowledge of Community College by identifying: After 1) presentations or 2) tours, A. Cost of attendance in comparison to CSU’s and UC’s B. Matriculation Process C. Educational Routes such as AA Degree, Certificates, and Transfer The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines. The Outreach Department will promote Golden West College enrollment through presentations and campus tours. demonstrate identifying: through presentations and campus tours.

31. Align clearly with Column II: Intended Student Learning Outcomes - Use consistent terms / language - Address each outcome individually  Column III: Means of Assessment & Standard

32. Identify Assessment Instrument - Survey / Questionnaire - Existing Data Collection System - Test / Exam Instrument actually measures stated outcomes  Column III: Means of Assessment & Standard 

33. Specify Evaluation Process - Identify who will evaluate data - Identify the data collection period - Name tools used for evaluation  Column III: Means of Assessment & Standard

34. Set Standard for Student Success - Establish minimum level or score expected for student achievement - State % or fraction of students expected to achieve minimum level - Reasonable for student achievement  Column III: Means of Assessment & Standard

35. III III IVV The College will develop and implement a comprehen- sive Enrollment Manage-ment Plan. Outreach will promote GWC enrollment through classroom presen-tations and campus tours. After 1) presentations or 2) tours, prospective students will demonstrate a general knowledge of Community College by identifying: A. Cost B. Matriculation Process C. Educational Routes Survey questions will be designed to measure what students have learned regarding: During Fall and Spring 2005/2006, Survey will be administered to prospective students by Outreach staff following: 1. Presentations 2. Campus Tours A. Cost of Attendance B. Matriculation Process C. Educational Routes A standard of 90% correct responses is the expected level of student achievement for each of five survey questions. The Supervisor of Outreach will collect, record, and evaluate the data using Microsoft Excel.

36. Align clearly with Column III: Means of Assessment & Standard - Use consistent terms / language - Address each outcome individually  Column IV: Summary of Data Collected

37. Indicate sample size - Total number of students who participated Report results in terms of “Standard” - Actual number who achieved Standard - Percent or fraction   Column IV: Summary of Data Collected

38. IIIIIIIVV The College will develop and impleme nt a compre hen-sive Enrollm ent Manage -ment Plan. Outreac h will promote GWC enrollme nt through classroo m presen- tations and campus tours. After 1) presen- tations or 2) tours, prospect ive students will demonst rate a general knowled ge of Commu nity College by identifyi ng: A. Cost B. Matricu- lation Process C. Educa- tional Routes Survey following: 1. Presentations 2. Campus tours Survey questions measure students’ learning regarding A. Cost B. Matriculation Process C. Educational Routes Standard of 90% correct responses. A. 54% (34/63) of the students identified the correct cost of attendance B. 49% (31/63) of the students identified the correct process for matriculation C. 92% (58/63) of the students identified the correct educational routes available at CCs. 2) After tours, data shows that: 1) After presentations, data shows that: A. 76% (47/62) of the students identified the correct cost of attendance B. 77% (48/62) of the students identified the correct process for matriculation C. 86% (53/62) of the students identified the correct educational routes available at CCs Standard of 90%

39. Align clearly with Column IV: Summary of Data Collected - Use consistent terms / language - Examine each outcome individually  Column V: Use of Results

40. Report whether or not the students were able to meet the set “Standard” Describe any action that was taken - What was the action? - How was it accomplished? - Who completed the action? - When was it completed?   Column V: Use of Results

41.  If NO ACTION was needed, make a statement as to why.  Also, address: - further investigations or questions this study brought to attention - meaningful dialogue that took place as a result of this study … Column V: Use of Results  

42. IIIIIIIVV The College will develop and impleme nt a compre hen-sive Enrollm ent Manage -ment Plan. Outreac h will promote GWC enrollme nt through classroo m presen- tations and campus tours. After 1) presen- tations or 2) tours, prospective students will demonstrate a general knowledge of Community College: A. Cost of attendance in comparison to CSU’s and UC’s B. Matricu- lation Process C. Educa-tional Routes Pre and Post Survey used at: 1. Presen- tations 2. Campus Tours Survey question s /measur e students ’ learning regardin g A. Cost B. Matricu- lation Process C. Educa- tional Routes Standar d of 90% correct respons es. A. 76% correct cost B. 77% correct process for matriculation C. 86% correct educational routes created a check list of information to be covered during every tour (completed June 30, 2006), and incorporated this check list into the staff / tour guide training for Sept. 2006. 1) Although the 90% standard was not met for presentation exit surveys, the results were excellent with an average of about 80% of the prospective students demonstrating knowledge of all information tested. 1) After Presen- tations 2) After Tours A. 54% correct cost B. 49% correct process for matriculation C. 92% correct educational routes Therefore, after much discussion, Outreach staff decided to adjust the standard to a more reasonable expectation of 80% correct response overall. No further action is needed. 2) While prospective students surpassed the 90% standard of knowledge for educational routes (C) in the surveys for tours, only 54% and 49% demonstrated knowledge of (A) cost of attendance and (B) matriculation process. Therefore, Outreach staff decided to focus on tours for SLO Cycle 2. In an effort to improve student learning, the supervisor of Outreach, Veronica Pizano:

43.  Notice that the use of results is written using “past tense” verbs.  Using “past tense” makes the final document much more convincing.  However, it could take as long as a year to actually use the results, and finalize the 5- column model.  Therefore, we use the “Planned Action Matrix” as a plan for using the results, keeping in mind that the “plan” is flexible. Column V: Use of Results

44. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why.

45. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why. Copy Column IV from your 5-Column Model here—Address each piece of data collected.

46. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why. Based on this Data —WHAT needs to be done?

47. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why. HOW will you accomplish this Planned Action?

48. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why. WHO will complete the Planned Action?

49. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why. WHEN will the Planned Action be completed?

50. Column V Resource: Planned Action Matrix COLUMN IVSTEP 1STEP 2STEP 3STEP 4 SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE Copy Column IV from your 5-Column Model here—Address each piece of data collected. Based on this Data — WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed? 1. 2. 1. 2. 1. 2. 1. 2. Note: If NO ACTION is needed, make a statement as to why.

51. SLO Timeline: A Continuous Cyclical Process

52. Golden West College Golden West College Summary / Conclusion What have we learned along the way?

53. Assessments  While Student Learning Outcomes are important college-wide,  Other types of assessments are also important  Keep a balance - 1 to 2 Student Learning Outcome Assessments - 3 to 5 Process / Satisfaction Objective Assessments

54. Assessments  Process Objective states that the Unit will: - Provide - Improve - Increase - Decrease a service

55. Assessments  Satisfaction Objective states that the clients will: - Receive - Be satisfied with a service

56. Conclusion  SLOs do apply to Student Services  Cycle One completed - Exploratory - We did not expect perfection - It was an excellent effort, - A great learning experience - Brought Dialogue at the Unit level - Developed Checklist for Implementation

57. Conclusion (continued)  Cycle Two and Cycle Three - Are under way - Used Checklist for SLO Implementation

58. Resources  A Road Map For Improvement of Student Learning and Support Services Through Assessment, James O. Nichols and Karen W. Nichols (Agathon Press, New York, 2005)  ACCJC/WASC - http://www.accjc.org/ http://www.accjc.org/  “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez  Golden West College Pathways…Our Guide to College Planning - http://gwc.info/bulletins/Pathways923.pdf http://gwc.info/bulletins/Pathways923.pdf  Bloom’s Taxonomy at Bakersfield College Website - http://www.coun.uvic.ca/learn/program/hndouts/bloom.html http://www.coun.uvic.ca/learn/program/hndouts/bloom.html  Mt. San Antonio College: Student Learning Outcomes: A Campuswide Learning Assessment - http://www.mtsac.edu/outcomes/ http://www.mtsac.edu/outcomes/  Academic Senate of Saddleback College: Institutional Effectiveness - http://www.saddleback.edu/gov/senate/ie/http://www.saddleback.edu/gov/senate/ie/

59. Handout Packet  Resource List  Student Services Checklist for SLO Implementation, 2006-07  Cycle One 2005-06: Outreach SLO 5-Column Model  Planned Action Matrix  GWC Student Services Cycle 3 Timeline  “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez