Assessing Student Learning Outcomes in Student

Development – Part I

Student Development Division MeetingSUNY OneontaMay 9, 2008

Presenter

Patty Francis, Associate Provost for Institutional Assessment and Effectiveness

Topics for Today

Assessment “basics” Why student learning outcomes in Student

Development? Oneonta’s Student Development Division

Learning Outcomes Good assessment practices in Student

Development – Review and examples

Some Assessment “Basics” Establishing congruence among institutional

goals, programmatic and unit objectives, student learning opportunities, and assessments

Direct vs. direct measures Process vs. outcome statements Using a variety of measures, both quantitative

and qualitative, in search of convergence Using existing data sources as much as possible Assessment as an ongoing, iterative process

Assessment’s Four Steps

1. Setting objectives: “What you say you do”

2. Objective mapping: “How you do what you say you do”

3. Assessment: “How you know you are doing what you say you do”

4. “Closing the loop”: “What you do next based on results” Assessment without #4 = Waste of time!

Most Important Done correctly, assessment:

Initiates a “never-ending” dialogue among staff members regarding programmatic priorities, objectives and effectiveness

Offers multiple, rich opportunities for professional development

Provides (mostly) affirming data in support of existing programs and services

Provides a focused direction for change and future activities

Student Learning Outcomes in Student Affairs: Rationale

Recent transformation in higher education From inputs to outcomes Heightened emphasis on personal development as

primary goal of undergraduate education Recognition that co-curricular environment is as

important as the classroom

Important question: How do student development professionals intentionally create conditions that enhance student learning and personal development?

Important Assumptions Underlying a “Learning-Oriented Student Affairs

Division” (from ACPA, 1996) Characteristics of a college education person range from

complex cognitive skills to the ability to apply knowledge to practical problems to a “coherent integrated sense of identity”

The concepts of learning, personal development, and student development are intertwined and inseparable

Experiences in and outside the classroom – and on and off campus – contribute to student learning and development

Learning and personal development occur through transactions between students and their environments broadly defined

And Last, But Not Least

“Student affairs professionals are educators who share responsibility with faculty, academic administrators, other staff, and students themselves for creating the conditions under which students are likely to expend time and energy in educational-purposeful activities.”

Questions to Ask at the Beginning

Does the division mission statement explicitly address student learning and personal development as primary objectives?

Do staff understand, agree with, and perform in ways congruent with this mission?

How can staff be more intentional about promoting student learning (and still provide needed services)?

What measures should be in place to demonstrate effectiveness and inform practice?

A Few Words About Outcomes There are different categories of outcomes

BehavioralCognitiveAttitudinal

Some categories are much easier to assess than others!

The best outcomes statements result from staff discussion, negotiation and, ultimately, consensus

Oneonta’s Student Development Division Learning Outcomes

Mature Relationships Appropriate social skills Work cooperatively in groups Conflict resolution Effective communication

Cognitive Skills Problem solving Applying knowledge Find, evaluate, and integrate

new information

Identity and Personal Maturity Develop values/ethical standards Set short- and long-term career and

life goals Learn principles for improving

physical and mental health Take responsibility for behavior Understand self Develop self-confidence Constructively express emotions

and ideas Become self-reliant

Oneonta’s Student Development Division Learning Outcomes (cont.)

Intercultural Maturity Understand and appreciate

cultural/ethnic differences Get along with people from

various backgrounds

Effective Citizenship Become more aware of local,

national, global and international political/social issues

Develop and use effective leadership skills

Student Learning Outcomes in Student

Development

Review and Examples

Academic Advisement

Students will:

Develop an educational plan for achieving their educational goals and select courses each semester consistent with that plan.

Know the institution’s general education requirements.

First-Year Experience

Students participating in orientation will identify at least two faculty academic expectations of students in the classroom.

First-year students will identify at least two student organizations in which they would like to get involved.

Career Services

Students will demonstrate increased job search skills (e.g., letter and resume writing, interviewing, employer research).

Judicial Affairs

Students will demonstrate an awareness of their rights and responsibilities as members of the campus community as well as of the resources available to them if they feel their rights have been violated.

Disability Services

Students will independently and successfully negotiate their academic accommodations with faculty members.

Opportunity Programs

Students will demonstrate a good working knowledge of all campus student support offices and services.

Students will follow through when referred to appropriate campus resources.

College Union

Student workers will identify, provide, and implement technical equipment that is appropriate for specific union events.

Student Life

Student organizations will execute a program that requires effective collaboration with another student organization.

Transitioning to the Retreat

When thinking about outcome statements, take into account:How do you expect your services and programs to

influence students (overall and sub-groups as appropriate)?

What information do you have on previous students you have served?

Can you actually assess the outcome?

Assessing Student Learning Outcomes in Student

Development

Student Development Division MeetingSUNY OneontaMay 9, 2008