Transcript Show Info - San Juan College

San Juan College
Student Services
Learning Outcomes Assessment Committee
New Mexico Higher Education
Assessment and Retention Conference
February 23, 2012
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
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
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.
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.
“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.
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
We started with research:
Benchmarking the Maryland
Community College system
assessment project
CAS Standards (Council for the
Advancement of Standards in
Higher Education)
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
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?
We chose to specifically focus on
assessing student learning
outcomes, rather than program
outcomes.
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.
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
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
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
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
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
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.
Training was divided into four half
day sessions
2-3 members of each Student
Services department attended
Once or Twice a semester
New members of each Student
Services department attended
Now includes other departments
from around campus
Assessment is:
The ongoing process of
establishing clear, measurable
expected outcomes of student
learning.
Systematically gathering,
analyzing, and interpreting
evidence to determine how well
performance matches those
expectations:
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.
Plan
Do
Act
Study
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
Student Services Learning Outcomes
4-6 Year Assessment Plan for Communication and Leadership
Department Name:
Date written:
Departmental mission:
Strategic Plan links:
Goal
Formative
Outcomes
Summative
Outcomes
Written By:
Updated on:
SS Strategic Initiatives links:
Department links:
Communication and Leadership: Students will exhibit the ability to effectively and
constructively communicate in written, verbal and electronic exchanges with others. Students will
also exhibit the ability to inspire, to organize and guide others in a diplomatic fashion in the
capacity as leader.
F1.
F2.
F3.
S1.
S2.
S3.
Implementation Plan (attach
implementation worksheet):
a. Summarize your plan.
b. Summarize overcoming
challenges
Measurement tool for each
outcome:
a. Include criteria for each outcome
b. Add limitations, if necessary
Results:
a. Summarize the results for each
outcome
b. Summarize the process used to
validate the results
(triangulation)
Decisions and recommendations:
a. Summarize for each outcome
b. Identify groups who made
decisions
c. Identify those responsible for
implementing changes
How will you reassess and when?
a. Summarize suggestions for
improving the assessment
process
b. Identify which outcomes will be
assessed again, and when
a.
b.
a.
b.
a.
b.
a.
b.
c.
a.
b.
Student Services Learning Outcomes
4-6 Year Assessment Plan for Career Readiness
Department Name:
Date written:
Departmental mission:
Strategic Plan links:
Goal
Formative
Outcomes
Summative
Outcomes
Written By:
Updated on:
SS Strategic Initiatives links:
Department links:
Career Readiness: Students will display appropriate appearance, diplomacy, and skills needed
to be marketable in the current workforce.
F1.
F2.
F3.
S1.
S2.
S3.
Implementation Plan (attach
implementation worksheet):
a. Summarize your plan.
b. Summarize overcoming
challenges
Measurement tool for each
outcome:
a. Include criteria for each outcome
b. Add limitations, if necessary
Results:
a. Summarize the results for each
outcome
b. Summarize the process used to
validate the results
(triangulation)
Decisions and recommendations:
a. Summarize for each outcome
b. Identify groups who made
decisions
c. Identify those responsible for
implementing changes
How will you reassess and when?
a. Summarize suggestions for
improving the assessment
process
b. Identify which outcomes will be
assessed again, and when
a.
b.
a.
b.
a.
b.
a.
b.
c.
a.
b.
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
Learning outcomes can include:
Cognitive/mental skills
(Knowledge)
Psychomotor - manual or physical
skills (Skills)
Affective outcomes (sensitivity,
awareness, personal discipline,
leadership)
Must be observable, meaningful,
and manageable
It is helpful to focus on an area of
learning that is challenging for
students
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?
San Juan College SSLO Assessment Committee
Template for Writing Outcomes
At the conclusion of __________________________________________________,
List the opportunity for learning (may be part of instruction or upon completion, depending on if
formative or summative) You may change the first part of the sentence if it better fits your
needs. See example #2 below. “the when”
________________________________________________________________________List the
population that you are assessing (students, participants, “the who”.
will be able to _________________________________________________________
Be sure to use good verbs and list what they will be able to do. “the what”
as measured by _________________________Need something here that is “do able”
List the assessment tool or tools to be used. “How will you know?”
Examples:
1. At the conclusion of the GED registration process, GED candidates will be able to
identify three important steps to manage their testing appointments as measured by
the Testing Center rubric. (summative)
2. After the outcomes portion of the lesson, students will be able to write two formative
outcomes, using the template, and the list of good and bad verbs. (formative)
************************************************************************
Good verbs (Blooms’ Taxonomy):
Compile
Arrange
Classify
Analyze
Identify
Operate
Design
Solve
Write
Apply
Differentiate
Calculate
Demonstrate
Formulate
Compose
Explain
Predict
Assess
Compare
Estimate
Critique
Bad verbs
Know Understand Appreciate
Learn
Good verbs are clear, observable and measurable; bad verbs are vague states of mind
©2010 San Juan College, all rights reserved
A Few Assessment Tools:
Rubric
Case Study or Scenario
Observation
Document Analysis
Line Voting
Clickers
Surveys
Many others
Effective tool for instant feedback
Encourage more participation
Provide quantifiable results
Reporting and closing the PlanDo-Study-Act (PDSA) Cycle
This has helped us to close the
feedback loop
We developed a reporting
template which includes:
Department Mission
Links to College Strategic Plan
Common Learning Outcomes
Specific Departmental Outcomes
Implementation Plan
Assessment Tool(s)
Results
Decisions and Recommendations
Reassessment Plan
Student Services Learning Outcomes
4-6 Year Assessment Plan for Career Readiness
Department Name: Career Services
Written By: Sharen Glade
Date written: June 10, 2010
Updated on: August 2, 2011
Departmental mission: To support the career development of students and to provide a path for
students and alumni to transition from the educational experience to the business world.
Strategic Plan links:
SS Strategic Initiatives links:
Department links:
S1-b, c, e and S2-b
SS4, 5
CS-6
Goal
Formative
Outcomes
Summative
Outcomes
Goal Orientation: Students will demonstrate the ability to self assess, prioritize and comprise
realistic agendas for academic, personal and professional progression. Students will also
effectively identify and utilize appropriate resources.
F1. During the visit, the student will be able to identify where to find the jobs on the Career Services
website as measured by the checklist.
F2. After our visit, the students will be able to locate and write down the proper code for the jobs as
measured by the checklist.
S1. At the conclusion of three visits, the students will be able to explain how to find jobs on the website
as measured by the checklist.
Implementation Plan (attach
implementation worksheet):
a. Summarize your plan.
b. Summarize overcoming
challenges
Measurement tool for each
outcome:
a. Include criteria for each outcome
b. Add limitations, if necessary
Results:
a. Summarize the results for each
outcome
b. Summarize the process used to
validate the results
(triangulation)
a. At the conclusion of the discussion with the student at my desk, I plan for the student
to be able to come to my desk, have a discussion on how to find jobs on the website;
have a discussion on where to find the codes and write them down; and in three visits
the student should know the proper procedure for this.
b. Challenges would be mainly communication issues and will be handled in a nonprofessional condescending manner.
a. Check list.
b. There would be no limitations except possibly communication issues.
Due to an injury this procedure was on hold for 4-1/2 months so the numbers are
smaller than anticipated.
a. F1 - At the first visit, a sheet was handed to the students showing where to find the
jobs on line. As they came back to talk about the different jobs, only 64% were
able to follow through and find the jobs posted.
F2 - As they came back to talk about the different jobs, only 53% were able to
follow through and find the codes, write them down and bring them to the CS
Admin.
S1 – After 3 visits 100% of the students were able to research the jobs and write
down the codes.
b. As students came to the CS Admin, student files were created and the results of
their visit were tracked on a check list.
Student Services Learning Outcomes
4-6 Year Assessment Plan for Goal Orientation
Department Name: EDGE
Written By: Ferrato
Date written: March 31, 2010
Updated on: November 4, 2010
Departmental mission: To offer support services to disadvantaged students to ensure that
students maintain good academic standing, persist and graduate with a degree or certificate,
and/or transfer to a four-year institution.
Strategic Plan links:
S1 –b, c, e, f
Goal
SS Strategic Initiatives links:
SS3
Department links:
EP3 & EP4
Goal Orientation: Students will demonstrate the ability to self assess, prioritize and
comprise realistic agendas for academic, personal and professional progression.
Students will also effectively identify and utilize appropriate resources.
F1. After completing orientation, students will be
able to locate program information on the
EDGE Community Site on ANGEL as
measured by on-line survey.
Formative
Outcomes
F2. After completing orientation, students will be
able to log onto the EDGE Community Site on
ANGEL as measured by comparing EDGE
roster to ANGEL log-on reports.
Summative
Outcomes
F3. After completing orientation, students will be
able to correspond with EDGE staff and
students on the EDGE Community Site on
ANGEL as measured by ANGEL
communication report.
S1. Students will demonstrate that they can access the EDGE Community Site on
ANGEL for program information and communication as measured by activity
logs, email, and discussion records in ANGEL at the end of the first semester in
the program.
SJC CSLO/SSLO Crosswalk
SSLOs
Outcomes
CR
CL
GO
PS
SPD
CSLOs
BSL
X
X
CT
CCE
X
X
X
X
EC
X
X
IT
X
X
X
Professional Development
Training for Staff
Institutional Culture Shift
Institutional Support
Reporting Tools (software)
Collaboration