Transcript Dealing with Troubled Students

Utilizing Peer Leadership
Toward a Systemic
Approach to Student
Learning Outcomes
Design
Brett Perozzi
Dianna Rangel
Prasanna Reddy
Weber State University
Introduction
•
•
•
•
•
•
•
•
Presenters
Overall Context and Mandates
Evolution of the WSU Process
Current Status
Critical Elements
Administrative Considerations
Moving Forward
Q & A.
Context for Presentation
• Accreditation-oriented
• Emanated from uncertainty
– No training, knowledge base, etc.
• Organic process
• A culture of collaboration
• Web interface to assist process
Mandates and Expectations
• Calls for increased accountability –
1970s
• Public decline of confidence in
American higher education
• Escalating costs in both private and
public institutions
• Burgeoning questions about the return
on investment
• Most recently, Spellings Commission.
Ahumada, 1986; Romer, 1995; Wingspread
report, 1993; Leslie & Brinkman, 1988
In the Beginning…
• Ideal WSU Baccalaureate Graduate
Task Force (AY 05-06)
– Based on campus-wide conversations re:
qualities of the “ideal WSU baccalaureate
graduate”
•
•
•
•
Communication
Working with Information
Basic Knowledge of Core Disciplines
Social and Cultural Factors
In the Beginning…
– Charge: How does Student Affairs
contribute to these qualities?
• Task force members randomly
assigned by VPSA
• Uncertainty re: objective
• Backward assessment approach
– Retrospective
– Unintentional
A Focused Transition
• New VPSA Feb 2006
• From Ideal Grad Task Force to Student
Learning Outcomes Task Force
(SLOTF)
– Focus on intentionality
– Know / do / believe
– Learning Reconsidered/2
A Focused Transition
• Broadened committee
• Diverse in levels and areas:
•
•
•
•
•
Counseling
Testing
Tutoring
Career
Disability
Services
•
•
•
•
•
Housing
Technology
Student Union
Faculty
Associate VPSA
• New Mission Statement
SLOTF Mission Statement
• The Student Learning Outcomes Task Force
(SLOTF) will educate the Division of Student
Affairs about the concept of student learning
outcomes in higher education. Relevant
speakers, in-service training opportunities, and
readings will be utilized to promote a paradigm
shift throughout the Division. A small number
of specific student learning outcomes will be
identified as particularly pertinent within the
Division. SLOTF will support departments as
they set goals and assess these student
learning outcomes, and will provide
implementation assistance and consultation as
needed. National standards and tools, local
benchmarking, and pilot testing will inform
this process.
Review of Theory and
Best Practice
• Learning Reconsidered 2
• WSU Documents
– General Education Mission & Goals
– Board of Regents System Goals
– Ideal WSU Baccalaureate Graduate
Qualities
Review of Theory and
Best Practice
• Best practices referenced in Learning
Reconsidered 2
–
–
–
–
–
–
Westminster College
University of Minnesota
Longwood University
Spokane Community College
California State University System
Bridgewater State College
Just Do It
• Preparing for “round one” (06-07 SLOs)
– Professional Consultations
• Local expert on assessment basics (Dr. Kari
Ellingson, Oct. 2006)
• National expert on student learning outcomes
and outcomes-based assessment (Marilee
Bresciani, Dec. 2006 and Dec. 2007)
– Encouragement to build WSU model of student
learning outcomes organically
– Start with one small and measurable outcomesbased assessment project per department
Just Do It
• Submission deadlines supported by
VPSA
• SLOTF assistance:
– Web resources
– Open consultation times
– Forms
Assessment Plan Matrix
Name of Program:
Date:
Program goal/objective
Student learning outcome
associated with the program
goal/objective identified
above
(indicate what students will be
able to know, think, and/or do;
use detailed, specific, and
measurable language)
Program activity that is
designed to teach students
the learning outcome
identified above
Assessment strategy that
will measure student
learning outcome identified
above
Assessment Plan Matrix
Name of Program: Testing Centers - Academic Support Centers and Programs
Date: January 16th, 2007
Program goal/objective
All proctors must be trained in the policies and procedures
concerning the testing center.
Student learning outcome
associated with the program
goal/objective identified
above
(indicate what students will be
Proctors will demonstrate their knowledge and practice of
all testing procedures and policies.
able to know, think, and/or do;
use detailed, specific, and
measurable language)
Program activity that is
designed to teach students
the learning outcome
identified above
1.
2.
One-on-one training at the time of hire
Hands-on training first week of employment
Assessment strategy that
will measure student
learning outcome identified
above
1.
2.
Test on policies and procedures
Supervisor observation
Assessment Plan Matrix
Name of Program: WRC Staff Professional Development
Date: 2008
Program goal/objective
Student learning outcome associated
with the program goal/objective
identified above
(indicate what students will be able to know,
Well trained staff will be better prepared to interact with WRC customers when afforded
the opportunity to gain hard skills and personal experience in activities related to WRC
operations.
1) Staff will be know and demonstrate proficiency in three main areas related to the WRC
rental center operations. Staff will be able to demonstrate proficiency in ski package set
up, snowboard package set up, and waxing/tuning of skis and snowboards.
think, and/or do; use detailed, specific, and
measurable language)
Program activity that is designed to
teach students the learning outcome
identified above
Assessment strategy that will
measure student learning outcome
identified above
1) Staff will participate in a two part professional development session during the last
week in March.
2) Staff will receive a recap on hard skills used throughout the winter in our rental
shop. Skills will include ski package set up, snowboard package set up, and
waxing/tuning.
1) During the second part of our two part professional development session during the
last week in March, staff will demonstrate their proficiency to properly set up a ski
package, a snowboard package, and wax/tune a ski or snowboard.
2) Effectiveness will be measured based on the outcomes of the two packages set up by
the staff, and the tuning exercises.
3) Material for assessment will be based on criteria set forth in the first professional
development session.
4) Criteria will include:
Was the ski/snowboard package set up properly to the size, height, weight and ability of
the customer?
Was the wax/tune preformed properly?
Is there sufficient wax on the ski or board?
Assessment Plan Matrix
Name of Program: Student Leadership Outcome
Date: 2008
Program goal/objective
Student learning outcome associated
with the program goal/objective
identified above
(indicate what students will be able to know,
think, and/or do; use detailed, specific, and
measurable language)
Program activity that is designed to
teach students the learning outcome
identified above
Successful communication between Student Council members and the
campus/community who attend events to foster inclusive feelings and provide
information.
Student Council members will articulate and demonstrate the communication principles
of opening and closing an event.
OPENING
1. Welcome and thank people for coming
2. Introduce yourself and the other members of the Council
3. Remind the audience of upcoming events
4. Hand out any appropriate flyers or brochures
5. Provide any instruction/information pertinent to the event
CLOSING
1.Thank people for coming again
2. Remind again of upcoming events
3. Welcome suggestions for events or improvements
1. Training sessions by advisors at Student Council Winter Retreat
2. Demonstration at events
Assessment Plan Matrix
Name of Program: WRC Staff Professional Development
Date: 2008
Assessment strategy that will
measure student learning outcome
identified above
1. Written assessment of principles
2. Advisor observation and evaluation
3. Self-evaluation
ASSESSMENT MEASUREMENT
Scale of 1 to 4
1 = Does not perform the function
2 = Performs the function, but in a disorganized and incomplete manner
3 = Performs the function in an organized OR complete manner
4 = Performs the function in an organized AND complete manner
Building the WSU Model
Organically
• SLO Card Sort Activity
– Borrowed from psychological and career
counseling
– Envisioned a factor-analysis-like outcome
• What outcomes naturally cluster together?
• What should that cluster be named?
– Each outcome placed on a numbered card
– “Sanitized” outcomes where possible
• Promote grouping by outcome theme, not source
area within division
Card Sort with Management
•
•
•
•
25 Learning Outcomes
Sort into Categories
Begin building the model
Foster division-wide collaboration on SLO
initiative
• Generate buy-in from all division member
• Have fun with outcomes-based assessment
• 5 Groups of Staff Members
–
–
–
–
–
Davis Campus
Student Life
Student Union
Dean of Students
Academic Support Services and Programs
Building the WSU Model
Organically
Categories that emerged from “round
one”:
•
•
•
•
•
•
•
Responsibility & Accountability (14)
Interpersonal Communication (13)
Intrapersonal Competence (6)
Leadership & Management (4)
Critical Thinking (3)
Cultural Competence (1)
Civic Engagement (1)
2006-07
STUDENT LEARNING OUTCOMES
REPORT OF ASSESSMENT RESULTS
(7/27/07 version)
Directions: Assessment activities help you improve your programs and
services; they are not an end in themselves. Your report of assessment
results
is one way for you to document that you have “closed the loop”, and have
used your assessment data to improve your programs and services. Please
keep this report brief so it does not require a lot of effort for you to complete.
In your report, answer each of the following questions.
Name of office submitting the report:
1.
2.
3.
4.
What student learning outcomes were assessed in 2006-07? (State the
learning outcomes.)
How did you assess these outcomes? (Identify the assessment strategies you
used.)
What were the results of your assessment? (Summarize the results in ways
that will be meaningful and clear to someone outside your office.)
What changes will you make based on these results? (Describe how you will
change your
programs or services, your assessment strategies, your
learning outcomes, etc.)
STUDENT LEARNING OUTCOMES - DIVISION OF STUDENT
AFFAIRS
REPORT OF ASSESSMENT RESULTS – REVIEW QUESTIONS
Department :
1.
2.
3.
3.
3.
3.
3.
3.
ASSESSMENT RESULTS PROMPTS
YES
NO
MAYB
COMMENTS
AND REVIEW QUESTIONS
E
How did you assess the student learning outcomes?
(Identify the assessment strategies you used.)
Do the means of assessment measure the student
learning outcomes?
Do the means of assessment seem feasible and
appropriate, given the available time and
resources?
Are multiple means of assessment used, in most
cases?
What were the results of your assessment?
(Summarize the results in ways that will be meaningful and clear to someone outside your office.)
Are “criteria for success” established for each
means of assessment (what level of performance
is acceptable)?
Are sufficient data provided in the Report of
Assessment Results to convince the reader that
the assessment described actually took place?
Are the assessment results analyzed in such a
way as to focus on the accomplishment of the
intended student learning outcomes?
What changes will you make based on these results?
(Describe how you will change your programs or services, your assessment strategies, your learning outcomes, etc.)
Is there evidence of broad-scale staff
involvement in the use or discussion of the
results?
Does the proposed use of the results relate to the
intended outcome, and does the use of the
results seem reasonable?
STUDENT LEARNING OUTCOMES - DIVISION OF STUDENT
AFFAIRS
REPORT OF ASSESSMENT RESULTS – REVIEW QUESTIONS
1.
2.
3.
3.
3.
3.
3.
3.
ASSESSMENT RESULTS PROMPTS
YES
NO
MAYB
COMMENTS
AND REVIEW QUESTIONS
E
How did you assess the student learning outcomes?
(Identify the assessment strategies you used.)
Do the means of assessment measure the student
1X 2
learning outcomes?
X
Do the means of assessment seem feasible and
1X 2
appropriate, given the available time and
X
resources?
Are multiple means of assessment used, in most
1X 2
cases?
X
What were the results of your assessment?
(Summarize the results in ways that will be meaningful and clear to someone outside your office.)
Are “criteria for success” established for each
1X
Data not reported.
means of assessment (what level of performance
2X
is acceptable)?
Are sufficient data provided in the Report of
1X
Assessment Results to convince the reader that
2X
the assessment described actually took place?
Are the assessment results analyzed in such a
1X
way as to focus on the accomplishment of the
2X
intended student learning outcomes?
What changes will you make based on these results?
(Describe how you will change your programs or services, your assessment strategies, your learning outcomes, etc.)
Is there evidence of broad-scale staff
1X 2
Not clear which outcome is
involvement in the use or discussion of the
X
being discussed. Election
results?
versus collaboration.
Does the proposed use of the results relate to the
1X 2
More clarity is needed.
intended outcome, and does the use of the
X
results seem reasonable?
Current Status
• Web Resources:
http://saweb.weber.edu/newsaweb/default.aspx
• Second round of Learning Outcomes submitted
• Continued assessment of first round by
individual departments
• New Assessment Coordinator on board
• Assessment of the role of SLOTF
Potential Barriers
• Working almost exclusively from the ground up
can be a dichotomy
– On the one hand, it is empowering and engenders
greater buy-in
– On the other hand it is far more work and may not hit
the target administratively
• Bringing the division directors/leaders up to the
same level of understanding
• Unsure which areas (e.g., units within depts.)
should be submitting outcomes.
Supports
• Empowering the leaders
– Particularly relevant when peer-lead
• Providing education (Ideal Graduate Task Force
example)
• Helping with training/pro dev, deadlines, etc.
• Technology
– Great people!
– Regular members of the committee
– Lots of work to build and maintain
• Reshaping division structures, processes, etc. to align/
reinforce values
– Recognition, strategic planning, etc.
Fiscal Implications
• Staff time
– Training/development
– Meetings
– Conceptualizing, writing, submitting,
evaluating SLOs, etc.
• Training and development
• Consultants, conferences, etc.
• Awards/rewards.
Moving Forward
• Tying outcomes based assessment to a
broader context
– We moved quickly into SLOs and don’t have
a fully developed context for assessment
• Hired an assessment coordinator!
• Assessment Pyramid concept
• SLO tie to overarching initiatives
– Strategic planning, direction, vision, priorities,
initiatives, goals, timing, budgets/funding, etc.
Questions
and
Answers