EVIDENCE

1. DOMAINS DIMENSIONS OUTCOMES EVIDENCE MAPPING CO-CURRICULAR LEARNING OUTCOMES AND EVIDENCE R. Michael Haynes, PhD Assistant Vice President for Student Life Studies Tarleton State University rhaynes@tarleton.edu Ben Kunze, MEd Residential Coordinator Tarleton State University kunze@tarleton.edu

2. GLOSSARY OF TERMS DOMAINS DIMENSIONS OUTCOMES EVIDENCE DOMAINS DIMENSIONS OUTCOMES EVIDENCE MAKING THE CONNECTION themes broad in nature that identify areas in which programs and services must identify relevant and desirable learning; adopted from Tarleton’s Division of Student Life “Program Themes” examples of achievement of student learning with Domains; CAS created and designated by an entity as an outcome/objective in which students must gain knowledge, skills, or ability by the end of a specified time period; WEAVE data and or findings that support a position, theory, or desired outcome Division of Student Life

3. Why map domains, dimensions, learning outcomes, and evidence? ACCOUNTABILITY ACCREDITATION DEMONSTRATION OF MISSION SUPPORT OF REQUESTS FOR RESOURCES

4. When should mapping be developed/revisited? AS PART OF LONG-TERM STRATEGIC PLANNING REVISIONS TO MISSIONS NEW VISION STATEMENTS DEVELOPMENT OF 3-5 YEAR GOALS

5. Who collaborated on this project? developed by Division of Student Life DOMAINS (PROGRAM THEMES) taken from Council or the Advancement of Standards in Higher Education (CAS) DIMENSIONS Department Heads Division staff who interface with students and/or develop learning outcomes LEARNING OUTCOMES From institutional assessments (HERI, NSSE, NCHA, etc….) From divisional/departmental assessments EVIDENCE

6. BACKGROUND • Prototype from University of Texas • Gale Stuart, Assessment Coordinator • Provides instantaneous and holistic SACS evidence • What we added? • Links to “evidence” • Collected through assessment efforts (HERI, NSSE, departmental, etc…)

7. DOMAINS • UT used CAS domain • Tarleton using • “Program Themes” • More applicable to • what “WE” do • Link to definition • Lead to dimensions

8. DIMENSIONS • Adopted from CAS • guidelines • Represent accepted • parameters of learning • Definitions link • We aligned CAS’s • dimensions to our • “Domains” • (Program Themes)

9. OUTCOMES • Developed by Tarleton • Division of Student • Life personnel! • Department heads • Anyone associated with • student learning or • developing learning • outcomes

10. OUTCOMES • Developed by Tarleton • Division of Student • Life personnel! • Department heads • Anyone associated with • student learning or • developing learning • outcomes • Must be associated with • a Dimension (examples • of achievement) • May be associated with • more than one • Dimension • Should be relevant to • your departments • mission/vision • Not all dimensions will • have a department • specific learning • outcome Must be measurable!

11. EVIDENCE • Linked to specified learning • outcome • Does not have to be collected • annually!! • Forms of evidence: • Student collected data • (quantitative surveys, • qualitative focus groups, • open ended questions, etc…) • Student performance (GPA, • retention, employment • rates, etc…) • Student narratives • (QEP ALEs) REMEMBER! Evidence may support learning outcome, OR may indicate need for improvement!

12. EVIDENCE REMEMBER! Evidence may support learning outcome, OR may indicate need for improvement!

13. Where do we go from here? • Linking strategic planning to this interactive document • Continue developing measurable learning outcomes • based on theory that can be used in long-term • Making this information available for SACS and • institutional effectiveness purposes

14. THE COMPILATION WORKSHEET

15. QUESTIONS?