Model of Student learning assessment in student services

Model of Student learning assessment in student services San Juan College Student Services Learning Outcomes Assessment Committee NMASAP November 10, 2011

Question 1 If someone made a movie of your life would it be a … A. Comedy B. Romantic-comedy C. Drama D. Action E. Science fiction F. Foreign Film

Question 2 What would you rather eat … A. Hamburger B. Hot dog C. Veggies D. Donut E. Coconut

Question 3 What is your favorite type of pet? A. Dog B. Cat C. Gerbil D. Rock E. None – Pets are overrated

Question 4 If you were an ice cream flavor, what would you be? A. Chocolate B. Vanilla C. Strawberry D. Rocky Road E. Fat-Free Frozen Raspberry Yogurt

Question 5 How do you get your news? A. Television B. Newspaper C. Radio D. Internet E. I prefer to stay in the dark

Question 6 I know what an SSLO is … A. Yes B. No C. What????? D. Maybe E. Sentimental Students Love Oranges

Question 7 Who is a learner …. A. Everyone B. Traditional Students (18-24 years old) C. Me D. Both A and C E. None of the Above

Background • Colleges are increasingly required to provide direct evidence that student learning and development is occurring. Marilee Bresciani • Campus environments are places of learning both inside and outside the classroom

Background • In Student Services, we often focus on services to students and not student learning and development • At San Juan College we focus not only on serving the student, but on student learning in particular

Background • In our mission statement we define ourselves as a Learning College, therefore: • Our definition of “student” is very broad. It is the population of learners served by each department in Student Services.

Background • Student satisfaction is not student learning • Student satisfaction will continue to be measured using national benchmarking instruments such as Noel Levitz and CCSSE and department evaluation processes

Background We started with research: • Benchmarking the Maryland Community College system assessment project • CAS Standards (Council for the Advancement of Standards in Higher Education)

Background We also used: • Assessing Student Learning and Development by Marilee J. Bresciani, Carrie L. Zelna, and James A. Anderson • Additionally, Dr. Bresciani came to SJC for a full-day workshop

Background • In its mission statement, San Juan College has described itself as a learning college … • How then do we know students are learning from their Student Services interactions?

Background • We chose a specific focus on assessing student learning outcomes, rather than program outcomes

Outcome comparison Program Example • GED testing no-shows will be reduced by 10 percent by implementing a “contract style application procedure” for candidates as measured by attendance records. Student Learning Example • Upon completion of the registration process, GED students will verbally identify three appointment management skills as measured by rubric.

Common Assumptions • Environments can be intentionally designed to promote learning • “Students” within those environments can be assessed for learning • All departments are included in these learning environments

Common Assumptions • Outcomes-Based assessment does not exist for assessment’s sake • It is taking what most of us already do, and making it systematic • It is intended to inform decisions for improvement and resource re-allocation

Common Assumptions • It helps link what you are doing to institutional strategic initiatives and performance indicators • Outcomes-Based Assessment is not research • Promotes student responsibility for learning

Our Vision • SJC Student Services programs and services are designed and managed with specific student learning outcomes in mind. • While continuing to provide superior customer service, our culture is shifting so that all staff view themselves as educators

Selecting common Outcomes • Our shared outcomes (broad goals) were developed over a 6-9 month period • Input came from Student Services, Learning, and Technology personnel • Final outcomes were selected through a facilitated brainstorming process

Student Services Learning Outcomes Our broad learning outcomes are: • Career Readiness • Communication and Leadership • Goal Orientation • Problem Solving • Social and Personal Development These are collectively known as SSLO’s.

Initial training • Training was divided into four half day sessions • 2-3 members of each Student Services department attended

Current training • Once or Twice a semester • New members of each Student Services department attended • Now includes other departments from around campus

Definition of Assessment • Using the resulting information to understand and improve student learning, which includes the knowledge, skills, attitudes, and personal development attained through experiences while at San Juan College.

Definition of Assessment Assessment is: • The ongoing process of establishing clear, measurable expected outcomes of student learning:

Definition of Assessment • Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations:

Definition of Assessment • Using the resulting information to understand and improve learning.

Assessment Plans • Each department created a 4-6 year assessment plan related to one of the SSLO’s • The plans include 2-3 Formative Outcomes and 2-3 Summative Outcomes specific to the activity that they are assessing

departmental Outcomes What are learning outcomes? • Specific statements derived from the goals or objectives of a program/unit/service/process • They state what you want the end result of your efforts to be in terms of student learning

Departmental Outcomes Learning outcomes can include: • Cognitive/mental skills (Knowledge) • Psychomotor - manual or physical skills (Skills) • Affective outcomes (sensitivity, awareness, personal discipline, leadership)

Departmental Outcomes • Must be observable, meaningful, and manageable • It is helpful to focus on an area of learning that is challenging for students

Departmental Outcomes We developed a template for writing outcomes which asks: • What do we want students to know? • Why do we want students to know this? • How will we know if they know it?

Tools for Assessing A Few Assessment Tools: • Rubric • Case Study or Scenario • Observation • Document Analysis • Line Voting • Clickers • Surveys • Many others

Assessment Plan Reporting Reporting and closing the Plan-Do-Study-Act (PDSA) Cycle • This has helped us to close the feedback loop • We developed a reporting template which includes:

Assessment Plan Reporting • Department Mission • Links to College Strategic Plan • Common Learning Outcomes • Specific Departmental Outcomes • Implementation Plan • Assessment Tool(s) • Results • Decisions and Recommendations • Reassessment Plan

Career Services Example San Juan College Career Services

Things to Consider • Professional Development • Training for Staff • Institutional Culture Shift • Institutional Support • Reporting Tools (software) • Collaboration

Question 8 What is Assessment? • The ongoing process of establishing clear, measurable goals of student learning • The ongoing process of establishing clear, measurable, expected outcomes of student learning • The ongoing process of determining students needs for Student Services • The ongoing process of completing category 1 of the AQIP report

Question 9 Learning is: • Knowledge, Skills, attitudes and personal development attained through life experiences • Knowledge, Skills, attitudes and personal development attained through experiences while at college • Knowledge, Skills, attitudes and personal development attained while participating in student activities • Like a box of chocolates – you never know what you are going to get.

Question 10 The learning college and its learning facilitators succeed only when improved and expanded learning can be _______________ . • Observed • Demonstrated • Documented • Turned into a 4 credit hour with lab course

Question 11 Implementing the learning college principles in student services is • Too difficult • Impossible • Foolish • Directly tied to the inclusion of students as full partners in the learning process

Question 12 The focus of assessment in Student services is shifting from • Student needs to student satisfaction • Student satisfaction to student learning • Student learning to student satisfaction • Student parties to student enrichment

Question 13 To become learning focused in student services requires a new way of looking at things and a culture change must take place. Principles of change include: • When you are done changing, you are done • The biggest risk is not taking any; the biggest mistake is not making any • Nothing is sacred – challenge everything • Speed kills – change takes time • All of the above

Question 14 Student Service learning outcomes or SSLOs include: • Career Readiness • Goal Orientation • Emotional Intelligence • Problem Solving • 1, 2, and 3 • 1, 2, and 4 • 1 and 4 • 2 and 3

Question 15 My own assessment of my assessment skill level after this training would be: • I am ready to make things happen • I am ready to watch things happen • I am wondering what just happened

Clicker Assessment Example • Effective tool for instant feedback • Encourage more participation • Provide quantifiable results

Do you have any questions? Thank you for your time

Model of Student learning assessment in student services