1. Student Affairs Assessment: Using Student Learning Outcomes for Continuous Improvement Evaluating Institutional Learning-Centeredness Conference Center for Educational Leadership, Innovation, and Policy in Postsecondary Education Department of Administration, Rehabilitation and Postsecondary Education, SDSU July 13, 2007 CSU Channel Islands CSU Sacramento University of the Pacific 1

2. Workshop Presenters: Elizabeth Griego, VP for Student Life, Pacific egriego@pacific.edu (209) 946-2365 George Morten, Asst VP for Student Affairs, CSUCI george.morten@csuci.edu (805) 437-8510 Lori Varlotta, VP Student Affairs, Sacramento State varlotta@csus.edu (916) 278-6060 egriego@pacific.edu george.morten@csuci.edu varlotta@csus.edu CSU Channel Islands Sacramento State University of the Pacific 2

3. Learning Outcomes for Conference Participants This session will help participants: Understand how the University’s mission, values, traditions, and aspirations guide the co-curricular assessment effort Articulate the potential benefits of assessment in student affairs Write direct learning outcomes that measure learning goals Identify useful types of assessment and evidence- gathering tools CSU Channel Islands CSU Sacramento University of the Pacific 3

4. CSU Channel Islands Sacramento State University of the Pacific 44

5. Potential Value of Assessment in Student Affairs : Target the learning we expect students to achieve via their participation in the co-curriculum Demonstrate the value-added nature of our programs and the difference they make in the lives of students (accountability) Focus staff on learning rather than on mere satisfaction with services; on results rather than number of activities Build a culture of inquiry in student affairs Engage creatively what really matters Become a partner with academic affairs in the learning process Help programs continuously improve CSU Channel Islands Sacramento State University of the Pacific 55

6. What is learning? For the purposes of this workshop, learning is defined as: “a comprehensive, holistic, transformative activity that integrates academic learning and student development, processes that have often been considered separate, and even independent of each other. When we say learning then, we do not mean exclusively or primarily academic instruction, the acquisition of disciplinary content, or classroom learning.” Learning Reconsidered: A Campus-wide Focus on the Student Experience CSU Channel Islands Sacramento State University of the Pacific 66

7. Process for Measuring Learning 1.Identify expected outcomes 2.Plan programs and services that accomplish outcomes 3.Implement programs and services 4. Assess the learning responsive to the outcomes through sound data collection and interpretation 5. Use results to improve learning opportunities CSU Channel Islands Sacramento State University of the Pacific CSU Channel Islands Sacramento State University of the Pacific CSU Channel Islands Sacramento State University of the Pacific 77

8. What is assessment ? “Assessment is an ongoing process aimed at understanding and improving student learning. It involves making our expectations explicit and public; setting appropriate criteria and high standards for learning quality; systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards and using the resulting information to document, explain, and improve performance…. CSU Channel Islands Sacramento State University of the Pacific 88

9. Division Level Department Level Program Level Modes of Delivery Division of Student Affairs, Assessment of Strategic Plan Housing & Resident Life, Athletics, etc. Department level Reviews Student Leadership Training, Visual Impaired, etc. Program Review Workshops, Presentations, Role-plays, and others strategies WASC Review, OCR Review, etc. Institutional Level Organizational Context EXAMPLESASSESSMENT LEVELS CSU Channel Islands Sacramento State University of the Pacific 9

10. 10 Writing Good Learning Outcomes: Be clear about what you are assessing: Am I assessing program learning outcomes or student learning outcomes? Clearly state what you want students to know and be able to do. Make sure that your outcomes link to mission, values, strategic plan. Ensure that your outcome is measurable: Are my outcomes observable or operationally defined? Make sure that your outcome is meaningful: Assessment makes a difference when it begins with issues of use and illuminates questions that people really care about (9 principles of good Practice for Assessing Student Learning (AAHE 1998 )? CSU Channel Islands Sacramento State University of the Pacific 10

11. Components of Learning Outcomes Audience : For whom is the program aimed? Behavior : What do you expect the audience to know/be able to do? Conditions : Under what conditions or circumstances will the learning occur? Degree : How much will be accomplished, how well will the behavior need to be performed, and at what level?

12. An Example of a Learning Outcome Students who successfully complete the communications workshop will be able to 1) demonstrate giving and receiving accurate feedback during a role-play exercise and 2) score at least 75% on a feedback survey administered by a facilitator. 12

13. An Example of a Learning Outcome Students who successfully complete this Problem Solving Workshop will be able to 1) demonstrate knowledge of effective problem solving using a pencil paper exam, and 2) correctly identify the three elements of problem solving: empathy, invention, and selection. 13

14. An Example of a Learning Outcome Roommates who successfully complete this exercise will be able to demonstrate knowledge of their roommate’s salient life experiences, cultural values, and unique likes and dislikes by correctly identifying 80% of the correct answers found on their Roommate’s Characteristics Checklist. 14

15. Indirect Learning Outcomes Indirect Learning Outcomes - self-reported statements/ comments that reveal a perceived increase in understanding or appreciation. The perception is not verified through any demonstration of knowledge acquisition or observed behavioral / attitudinal change. CSU Channel Islands Sacramento State University of the Pacific 15

16. Methods to Assess Indirect Learning Outcomes Satisfaction surveys Program / evaluation surveys Questionnaires Inventories Face-book response Informal peer-to-peer conversations (e.g. with RAs, orientation leaders) CSU Channel Islands Sacramento State University of the Pacific 16

17. Direct Student Learning Outcomes Direct Student Learning Outcomes - Demonstrate the abilities, information, knowledge, attitudinal or behavioral changes student can demonstrate after participating in a program or utilizing a service CSU Channel Islands Sacramento State University of the Pacific 17

18. Methods to Assess Direct Learning Outcomes Portfolios Capstones Performances Common assignments Narratives with reflection Tests Competency observations Observations of employee or student behaviors Juried art exhibits National licensure examinations Standardized tests Work samples CSU Channel Islands Sacramento State University of the Pacific 18

19. Differentiating Direct and Indirect Learning Outcomes Direct or Indirect? 1)T / F This orientation session has helped me understand the foreign language at Sacramento State. 2)Which of the following examples fulfill the foreign language requirement necessary to graduate from Sacramento State? A) Demonstrated fluency in a language other than English B) Passed the AP foreign language exam with a score of 3 or higher C) Successfully completed, with C- or better, 3 years of high school foreign language D) All of the above CSU Channel Islands Sacramento State University of the Pacific 19

20. Changing Indirect Learning Outcomes to Direct Learning Outcomes Distribute Orientation Survey Handout Initiate group activity CSU Channel Islands Sacramento State University of the Pacific 20

21. Direct Student Learning Instrument Distribute Post-Test Orientation Assessment Handout CSU Channel Islands Sacramento State University of the Pacific 21

22. “Best Advice” Examples CSU Channel Islands Sacramento State University of the Pacific 22

23. Resources WASC website http://www.wascweb.org CAS Standards http://www.cas.edu/gags.htmlhttp://www.cas.edu/gags.html Kansas Study Website http://Kansasstudy.orghttp://Kansasstudy.org National CC Benchmark Project http://www.NCCBP.orghttp://www.NCCBP.org Powerful Partnerships: A Shared Responsibility for Learning http://www.aahe.org/assessment/joint.htmhttp://www.aahe.org/assessment/joint.htm Student Learning Imperative http://www.acpa.nche.edu/sli/sli.htm http://www.acpa.nche.edu/sli/sli.htm Association of Theological Schools http://www.ats.eduhttp://www.ats.edu Learning Reconsidered, National Association of Student Personnel Administrators (NASPA) http://www.naspa.org CSU Channel Islands Sacramento State University of the Pacific 23