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Using Learning Outcomes to Guide & Assess Disability Services in Higher Education

7 th International Conference on Higher Education and Disability July 22, 2010 Innsbruck Austria. Using Learning Outcomes to Guide & Assess Disability Services in Higher Education. Your Presenters. Norman L. Roberts Assistant to Dean of Students for Assessment

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Using Learning Outcomes to Guide & Assess Disability Services in Higher Education

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  1. 7th International Conference on Higher Education and Disability July 22, 2010 Innsbruck Austria Using Learning Outcomes to Guide & Assess Disability Services in Higher Education

  2. Your Presenters • Norman L. Roberts Assistant to Dean of Students for Assessment Brigham Young University • Julie Preece Director of Academic Support Office Brigham Young University • Edward Martinelli Director of Accessibility Services Utah Valley University

  3. Our Colleagues • Michael Brooks Director of University Accessibility Center Brigham Young University • Ronald K. Chapman Associate Student Life Vice President Brigham Young University

  4. Questions to Answer • What are student learning outcomes? • Why have student learning outcomes? • What are learning outcomes in disability services? • How may they guide services? • How are learning outcomes assessed? • What learning outcomes have you developed? • Before you came? • Today? • For • the institution? • student affairs? • disability services?

  5. A Basic Definition Student Learning Outcomes

  6. Student Learning Outcomes What a student can do or demonstrate that is… • a result of instruction or intervention. • intentional. • measurable. • meaningful. • related to the goals of the program. • related to the mission of the program or institution.

  7. Learning Outcome Examples • Academic Examples • Extra-academic Examples

  8. Learning Outcome Examples • Academic Examples • Converse in Italian in linguistically, socially, and culturally appropriate ways on a broad variety of topics in a wide range of settings. • Demonstrate basic mathematical understanding and computational skills in calculus, linear algebra, and differential equations. • Able to articulate the value of dance in its many aspects. • Extra-academic Examples

  9. Learning Outcome Examples • Academic Examples • Extra-academic Examples • Able to assist roommates in resolving conflicts by helping them negotiate agreements. • Identify the most appropriate resource that is pertinent to the student’s university concern. • Effectively communicate personal growth as a result of participating in a volunteer service project. • Express and demonstrate a healthy understanding of one’s body image.

  10. Pause & Ponder! • Envision the students with whom you work. • Outside “academics”… • What skills or abilities are challenges for them when they first come to you? (What are their needs?) • What learning/development would benefit them? • What would prepare them for life beyond higher education? • What could be a Student Learning Outcome based on their needs?

  11. The Paradigm Shift Student Learning Outcomes

  12. Traditional Higher Education Academic Instruction: Teaching Enrollment Services Disability Services Activity Services Advising Services Housing Services Placement Services Health Services

  13. Traditional Higher Education Academic Instruction: Teaching Enrollment Services Disability Services Activity Services Advising Services Housing Services Placement Services Health Services

  14. Traditional Higher Education Hmmm…what have been traditional disability services? Academic Instruction: Teaching Enrollment Services Disability Services Activity Services Advising Services Housing Services Placement Services Health Services

  15. Paradigm Shift:Learning Environment Learning Environment Academic Instruction: Teaching Learning Enrollment Services Disability Services Activity Services Advising Services Housing Services Placement Services Health Services

  16. Perspectives on Importance Student Learning Outcomes

  17. Using Learning OutcomesStephen AdamUnited Kingdom Bologna Seminar2004 Learning Outcome Perspectives

  18. Learning Outcome Perspectives • Learning outcomes represent one of the essential building blocks for transparent higher education systems and qualifications. • Part of the twenty-first century approach to higher education • Important tool in clarifying the results of learning for the student, citizen, employer and educator • Changes emphasis from “teaching” to “learning”

  19. The Student Learning ImperativeAmerican College Personnel Association1996 Learning Outcome Perspectives

  20. Learning Outcome Perspectives Hallmarks of an Educated Person: • complex cognitive skills such as critical thinking • ability to apply knowledge to practical problems • understanding & appreciation of human differences • practical skills: decision making, conflict resolution • sense of identify, self-esteem, confidence, integrity, aesthetic sensibilities, & civic responsibility.

  21. Learning Outcome Perspectives • …the college experience should raise students' aspirations and contribute to the development of skills and competencies that enable them to live productive, satisfying lives after college. • …student affairs programs and services must be designed and managed with specific student learning and personal development outcomes in mind. • …learning becomes transformative1 Learning Reconsidered, NASPA, 2004

  22. Pause & Ponder: Part Deux • Looking back on your possible Student Learning Outcomes: • Are you part of the learning environment? • How does this change your processes? • How do you determine students’ learning needs? • How will learning be assessed?

  23. Going Beyond the Obvious Learning Outcome Examples

  24. Examples: Student Learning Outcome Upon completion of a semester, students registered with DSS will be able to: • identify their specific disability and functional limitations. • consistently implement a new strategy or skill that mitigates their academic functional limits. • demonstrate the ability to determine and state accommodation needs. • demonstrate use of assistive technology to reduce the impact of their disability.

  25. Reflection Question #1 What Hallmarks of an Educated Person are demonstrated when one is able to: • identify specific disability and functional limitations? • consistently implement a new strategy or skill to mitigates functional limits? • demonstrate the ability to determine and state accommodation needs? • demonstrate use of assistive technology to reduce the impact of a disability?

  26. Reflection Question #2 What Hallmarks of an Educated Person could be the outcomeof your interaction with students? • critical thinking • applying knowledge to practical problems • understanding & appreciation of human differences • practical skills: decision making, conflict resolution • sense of identify, self-esteem, confidence, integrity, aesthetic sensibilities, & civic responsibility

  27. The Big Question: How could learning outcomes guide services?

  28. Assessment Possibilities: How do we know learning has occurred? Student Learning Outcomes

  29. Possible Assessment Strategies:Direct and Indirect • Rubric • Interviews • Observation and Case Notes • Surveys • Student Journals • Instructors’ Comments (anonymous reporting) with Comparison Group • Graduation Rates • Alumni Survey

  30. Questions?

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