Model of Student learning assessment in student services

1. Model of Student learning assessment in student services San Juan College Student Services Learning Outcomes Assessment Committee New Mexico Higher Education Assessment and Retention Conference February 23, 2012

2. 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

3. 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

4. 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.

5. Who is a learner? • A faculty member learning how to use an online grade book • A staff member at a security training • A student learning how to register for classes online • An administrative assistant attending a purchase requisition training • A VP learning how to set up a FB page In this expanded definition, everyone is a learner.

6. What is learning? • “Learning” refers to knowledge, skills, attitudes and personal development attained through experiences while at college. • We can only truly say that learning happens if it was documented.

7. 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

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

9. 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

10. 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?

11. Background • We chose to specifically focus on assessing student learning outcomes, rather than program outcomes.

12. Outcome comparison Program Outcome 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 Outcome Example • Upon completion of the registration process, GED students will verbally identify three appointment management skills as measured by rubric.

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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.

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

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

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

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

23. 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.

24. PDSA Cycle

25. 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

28. 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

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

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

31. 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?

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

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

35. 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:

36. 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

40. What We Are Doing now

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

42. Do you have any questions? Thank you for your time