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The Collaborative Assessment of Learning Outcomes in Student Affairs

The Collaborative Assessment of Learning Outcomes in Student Affairs. Nathan Lindsay, Student Life Assessment Donna Chapa Crowe, Center for Leadership Education & Service. Presentation Objectives. Highlight a few keys for effective collaboration in learning outcome assessment

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The Collaborative Assessment of Learning Outcomes in Student Affairs

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  1. The Collaborative Assessment of Learning Outcomes in Student Affairs • Nathan Lindsay, Student Life Assessment • Donna Chapa Crowe, Center for Leadership Education & Service

  2. Presentation Objectives • Highlight a few keys for effective collaboration in learning outcome assessment • Provide an overview of learning outcomes at the University of North Carolina Wilmington (UNCW) • Outline several methods to assess learning outcomes • Provide a forum for discussing others’ best practices, including how others have overcome challenges with assessment

  3. Keys to Effective Collaboration 4 Desirable Levels of Professional Commitment to S.A. Assessment A supportive vice-president A director/coordinator of assessment An assessment committee Knowledgable unit-level staff (Green, Jones, Aloi, 2008, “An Exploration of High-Quality Student Affairs Learning Outcomes Assessment Practices,” NASPA Journal, 45(1), 133-157).

  4. In our S.A. Division, our Vice-President is supportive of assessment. • Strongly Agree • Agree • Neither Agree or Disagree • Disagree • Strongly Disagree • Unsure

  5. In our S.A. Division, we have a full-time assessment coordinator/director. • Yes • No • Unsure

  6. In our S.A. Division, we have an assessment committee. • Yes • No • Unsure

  7. In our S.A. Division, our unit level directors take responsibility for assessment. • Strongly Agree • Agree • Neither Agree or Disagree • Disagree • Strongly Disagree • Unsure

  8. Overview of UNCW Regional, comprehensive university 2007-2008 Enrollment = 11,911 Division of Student Affairs 142staff in 12 departments Most recent student affairs strategic plan developed in 2004-2005, modeled after the university plan

  9. UNCW’s History of Assessment • Assessment Committee formed in 2004-2005. • Learning Outcomes developed and aligned with Division Strategic Plan. • Wabash National Study of Liberal Arts Education served as sample plan. • Directors built Department Strategic Plans based on Learning Outcomes.

  10. Assessment Questions in Student Affairs • Are students… • Participating? • Satisfied? • Learning? • To answer this third question, UNCW developed 6 Learning Outcomes: • Informed Reasoning, Effective Communication, Personal Responsibility, Pluralistic Maturity, Well Being, and Civic and Community Engagement

  11. UNCW’s Strategic Assessment of Goals, Objectives, and Learning Outcomes • Conducted in Summer 2007-Spring 2008 • An assessment of all 6 Learning Outcomes, as outlined in the Sub-Outcomes • Completed by all Student Affairs Departments (see handout) • Likert Scale self assessment

  12. Likert Scale for Strategic Assessment • 1 =  Outcome is non-applicable (i.e., N/A) • 2 =  Outcome is applicable, but is not being addressed (i.e, “missing”) • 3 =  We hope/believe that the outcome is being addressed (i.e., “hopeful”) • 4 =  We have anecdotal evidence that the outcome is being addressed (i.e., “probable”) • 5 =  We have empirical evidence that the outcome is being addressed (i.e., “demonstrated”)

  13. Division of Student Affairs Strategic Assessment regarding Pluralistic Maturity Student learning outcomes needing the most attention To understand that actions and values are shaped by understandings and interpretations of the past, of culture, and of one’s position in society. To participate in opportunities to learn about different cultures. To understand your personal responsibility toward achieving a diverse society.

  14. Learning Outcomes Survey: Background Information • Conducted in Spring 2007 • 1,122 UNCW students participated • Random sample stratified by class year, gender, and race/ethnicity • Administered online by StudentVoice • Purpose of the survey: • To assess how participation in student affairs programs and events was related to students’ development of personal responsibility.

  15. Study Research Questions 1) How did the overall sample of UNCW students score on the items measuring personal responsibility? 2) How did participation in student affairs activities predict students’ responses on these items?

  16. Learning Outcomes Results • As a result of their experiences at UNCW, • 88.64% of students agreed that they understood the power and privilege that comes with being educated. • 86.75% of students agreed that they have a better understanding of their personal strengths and weaknesses. • 83.52% of students agreed that they are better aware of how their current actions and behaviors impact their future career opportunities.

  17. The Benefits of InvolvementExample #1: Housing & Residence Life • “As a result of my experiences at UNCW, I better understand the impact of my behavior on others.” • In response to the above question, the percentages of students who agreed were as follows:

  18. Example #1: Housing & Residence Life • “As a result of my experiences at UNCW, I better understand the impact of my behavior on others.” • In response to the above question, the percentages of students who agreed were as follows:

  19. Examples # 2, 3, and 4 • 90% students who participated in CLES programs agreed that their leadership skills had been developed at UNCW, whereas only 78% agreed in the total sample. • 84% of students who participated in CARE’s programs and services agreed that they now were more likely totake responsibility for their actions. In comparison, only 70% of the overall UNCW sample agreed with this statement. • 80% of students who participated in various aspects of Health Promotions agreed that they were more knowledgeable about health and wellness issues, compared to 62% of the overall UNCW sample who agreed with this statement.

  20. Working Toward Transparency • Reports created on the Strategic Assessment of Learning Outcomes, as well as the Personal Responsibility Survey • Findings discussed by the Assessment Committee • Results shared with IR, and presented at the Directors’ Meeting and at the Full-Division Meeting • In individual meetings, staff are encouraged to highlight these results in their annual reports

  21. Benefits of Learning Outcomes Assessment • Provides opportunities to document the value added by our programs • Helps us question our assumptions • Facilitates an evaluation of areas of strength and weakness across the student affairs division • Allows for dialogue about learning with academic affairs

  22. Future Outcomes Assessment at UNCW • University-wide survey on Pluralistic Maturity • Fall 2008 • Will be developed by the Division’s Assessment Committee • Additional learning outcomes assessments within departments • Slight revisions of the learning outcomes based on feedback from the strategic assessment

  23. Sharing Best Practices… What are other ways/instruments by which you have effectively assessed learning outcomes? How have you been able to overcome barriers to assessing learning outcomes? In what ways have you tied your learning outcomes data to new or improved programs/initiatives?

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