ASCCC ASCCC ACCREDITATION ACCREDITATION

INSTITUTE INSTITUTE

20092009

STUDENT LEARNING OUTCOMES STUDENT LEARNING OUTCOMES ININ

ADMINISTRATIVE & BUSINESS SERVICESADMINISTRATIVE & BUSINESS SERVICES

Dr. Linda BerryDr. Linda Berry Dr. Rebecca KenneyDr. Rebecca Kenney

Vice President Vice President Dean Dean ofof Math, Science Math, Science

ofof Instruction Instruction & Vocational & Vocational ProgramsPrograms

Merritt CollegeMerritt College

presentepresente

rsrs

DisclaimerDisclaimer

We do not work We do not work for Dr. Ruth Stiehl…for Dr. Ruth Stiehl…

But we really like her model!But we really like her model!

The Student’s JourneyThe Student’s Journey

Our JourneyOur Journey

Running the RapidsRunning the Rapids

Navigating the Journey Navigating the Journey through Relationshipsthrough Relationships

Intended Roles:

PREPARE:

Assessment(measurement)

Assessment(measurement)

COLLEGE DEPARTMENTS

OR SERVICES

COLLEGE DEPARTMENTS

OR SERVICES

Student Learning Outcomes

COLLEGE DEPARTMENTS

ORSERVICES

YOUR SERVICESGO

HERE

Your Name a

and Date Here

•Your Student Learning

Outcomes go here

Mapping the JourneyMapping the Journey

DESIGNING OUTCOMESDESIGNING OUTCOMES What do students need to be able to What do students need to be able to

do do outside your unitoutside your unit that you are that you are responsible for providing responsible for providing insideinside your your unit?unit?

How does your unit assist students How does your unit assist students on their journey through the on their journey through the institution?institution?

How can your unit measure the How can your unit measure the impact it has on student success?impact it has on student success?

What is your unit’s relationship to What is your unit’s relationship to other units and institutional other units and institutional outcomes?outcomes?

In Other Words…In Other Words…

How do we make a How do we make a difference in student difference in student learning outcomes?learning outcomes?

Indirectly by providing Indirectly by providing servicesservices

What is Indirect Support?What is Indirect Support?

Administrative Services practitioners,” Administrative Services practitioners,” support student learning by delivering support student learning by delivering services that smooth the student’s path on services that smooth the student’s path on campus and keep obstacles out of the way campus and keep obstacles out of the way of learning. Part of your role is to provide of learning. Part of your role is to provide effective services so that students do not effective services so that students do not focus on service problems.”focus on service problems.”

From the context of From the context of Learning Reconsidered 2Learning Reconsidered 2

““A Practical Guide to Implementing a Campus-Wide Focus on the Student Experience”A Practical Guide to Implementing a Campus-Wide Focus on the Student Experience”

Copyright 2006 by the ACPA, ACUHO-I,ACUI, NACADA, NACA, NASPA, NIRSA)Copyright 2006 by the ACPA, ACUHO-I,ACUI, NACADA, NACA, NASPA, NIRSA)

Administrative ServicesAdministrative Services

President’s OfficePresident’s OfficeOffice of InstructionOffice of InstructionOffice of the Vice President Office of the Vice President

of Student Servicesof Student Services

OUTCOMES FOR THE OUTCOMES FOR THE PRESIDENT’S OFFICEPRESIDENT’S OFFICE

Create a student-first climate at Create a student-first climate at the college.the college.

Establish community Establish community partnerships.partnerships.

Engage in resource Engage in resource development.development.

OUTCOMES FOR OFFICE OFOUTCOMES FOR OFFICE OFINSTRUCTIONINSTRUCTION

1.1. Design a two-year schedule that Design a two-year schedule that will facilitate student educational will facilitate student educational plans (SEPs)? plans (SEPs)? Facilitate achievement of Facilitate achievement of students’ educational goals?students’ educational goals?

2.2. Create an addendum that Create an addendum that updates the two-year catalog.updates the two-year catalog.

3.3. Expand communication among Expand communication among instructional units. instructional units. Office of Instruction Office of Instruction newsletter.newsletter.

OUTCOMES FOR THE OFFICE OF VICE OUTCOMES FOR THE OFFICE OF VICE

PRESIDENT OF STUDENT SERVICESPRESIDENT OF STUDENT SERVICES

Facilitate student successFacilitate student success

Provide personnel, fiscal, and service Provide personnel, fiscal, and service center resources that assist students in center resources that assist students in reaching their goalsreaching their goals

Collaborate and communicate with all areas Collaborate and communicate with all areas of the college/campus to continue to build of the college/campus to continue to build relationships, inform each other’s practice, relationships, inform each other’s practice, and improve services and learning and improve services and learning opportunities to and for studentsopportunities to and for students

Other outcomes?Other outcomes?

REMEMBER…REMEMBER…

The classroom is not the only arena The classroom is not the only arena for Learningfor Learning

Learning occurs all across and Learning occurs all across and throughout the campus so…throughout the campus so…

Create a student-first climate at the Create a student-first climate at the college. college.

Map out the Learning Environment !!!Map out the Learning Environment !!!

Intended Roles:

PREPARE:

Assessment(measurement)

Assessment(measurement)

COLLEGE DEPARTMNETS

OR SERVICES

COLLEGE DEPARTMNETS

OR SERVICES

Student Learning Outcomes

COLLEGE DEPARTMENTS

ORSERVICES

YOUR SERVICESGO

HERE

Your Name a

and Date Here

•Your Student Learning

Outcomes go here

Mapping the JourneyMapping the Journey

3 Types of Assessment3 Types of Assessment

Assess to AssistAssess to Assist

Assess to AdjustAssess to Adjust

Assess to AdvanceAssess to Advance

ASSESS TO ASSISTASSESS TO ASSIST

Surveys that measure student Surveys that measure student engagement, campus climate, etc.engagement, campus climate, etc.

Retention ratesRetention rates Persistence ratesPersistence rates Student’s willingness to remain on Student’s willingness to remain on

campus longer than their classroom campus longer than their classroom attendance timeattendance time

Scoring Guide:Scoring Guide: An embedded part of curriculum development process An embedded part of curriculum development process

(SLOAC coordinators, Institutional Researchers) help (SLOAC coordinators, Institutional Researchers) help instructors systematically gather and track direct and instructors systematically gather and track direct and indirect evidence of intended and unintended learning indirect evidence of intended and unintended learning outcomes so that faculty can review evidence from multiple outcomes so that faculty can review evidence from multiple sources on a regular basis.sources on a regular basis.

the intention is to make accountability for learning and the intention is to make accountability for learning and program improvement a natural process of curriculum program improvement a natural process of curriculum development rather than a periodic mandate from development rather than a periodic mandate from accreditors—a continuous process instead of mandateaccreditors—a continuous process instead of mandate

Provides students an opportunity to contribute to the Provides students an opportunity to contribute to the practitioner’s self improvementpractitioner’s self improvement

Card with Keep, Stop, StartCard with Keep, Stop, Start

ASSESS TO ADJUSTASSESS TO ADJUST

What are you doing to adjust YOUR What are you doing to adjust YOUR indirect services to students? indirect services to students?

How would you assess that How would you assess that adjustment?adjustment?

Assess to Advance > Assess to Advance > Guides Student on Guides Student on Educational PathEducational Path

What are you doing to advance What are you doing to advance students on their journey to success?students on their journey to success?

Indirectly?Indirectly? Directly?Directly? How would you measure or assess How would you measure or assess

advancement?advancement?

Grades are about looking Grades are about looking ahead:ahead:

A – He is more than ready (to A – He is more than ready (to advance)advance)

B – He is ready.B – He is ready. C – He will get by (like she has in C – He will get by (like she has in

here).here). D – He isn’t ready, really.D – He isn’t ready, really. F – He should not go on, not now.F – He should not go on, not now.

How would you measure or How would you measure or assess advancement?assess advancement?

Questions??Questions??

Thank YouThank You

Linda Berry, Ed.D. lberry@peralta.eduLinda Berry, Ed.D. lberry@peralta.edu

Rebecca Kenney, Ph.D., Rebecca Kenney, Ph.D., rkenney@perlata.edurkenney@perlata.edu