golden west college golden west college student learning outcomes: implementation strategies for...

Golden West CollegeGolden West College

Student Learning Outcomes:Student Learning Outcomes: Implementation Strategies for Student ServicesImplementation Strategies for Student Services

Presentation WorkshopPresentation Workshop

CACCRAO Annual Conference ~ April 29, 2008 CACCRAO Annual Conference ~ April 29, 2008


Kerry FlynnKerry Flynn

MA Sociology, Applied Research & EvaluationMA Sociology, Applied Research & Evaluation

Student Services Student Learning Outcomes Coordinator

Discussion TopicsDiscussion Topics

Institutional Effectiveness

Student Learning Outcomes

Integrating SLOs into Existing Procedures

Summary / Conclusion


Institutional EffectivenessInstitutional Effectiveness

What does institutional effectiveness What does institutional effectiveness

mean to GWC?mean to GWC?

ACCJC / WASC ACCJC / WASC 2002 Accreditation Standards2002 Accreditation Standards

An effective institution

“ensures that its resources and processes support student learning…

“continuously assesses that learning…

“pursues institutional excellence and improvement…

“maintains an ongoing, self- reflective dialogue about its quality and improvement.”

Strategic PlanningStrategic Planning

Strategic planning is an ongoing, systematic cycle of

- integrated planning for the future, and

- implementation of that planning

Institutional Effectiveness (IE)Institutional Effectiveness (IE)

Institutional Effectiveness incorporates a

current focus with the future focus of

Strategic Planning. It’s an ongoing,

systematic cycle of assessment of

student learning,

college processes, and

satisfaction

Types of Measures and Levels of Assessment Types of Measures and Levels of Assessment

Student Learning

Outcomes

Process Objectives

Satisfaction Objectives

Institutional

Program

Course

Source: GWC Institutional Effectiveness Committee 2007

What We’ve Done in the PastWhat We’ve Done in the Past

Process / Satisfaction Objectives

- What services should be provided?

- Will students receive services needed?

- Will students be satisfied with services?

- How can services be improved?

- Should services increase or decrease?


Student Learning OutcomesStudent Learning Outcomes

What are SLOs?What are SLOs?

Student Learning OutcomesStudent Learning Outcomes

“Knowledge, skills, abilities, and

attitudes that a student has attained

at the end (or as a result) of his or

her engagement in a particular set

of college experiences.”

2002 Accreditation Standards, Glossary


Integrating SLOs into Existing Integrating SLOs into Existing ProceduresProcedures

How Do SLO’s Apply to Student Services?How Do SLO’s Apply to Student Services?

ACCJC / WASC ACCJC / WASC 2002 Accreditation Standards2002 Accreditation Standards

Standard II-B: Student Support Services

“The institution

systematically assesses

student support services

using

student learning outcomes…”

GWC Student Services PhilosophyGWC Student Services Philosophy

Student Services is a

“Learning Community”

within the college.

“Since students can learn many

skills, attitudes, and behaviors

outside the classroom, the role of

Student Services staff becomes

extremely important…

“Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez

A Learning CommunityA Learning Community

“Students have to apply, register,

add/drop classes, develop education

plans, explain their goals to

counselors, participate in student

activities and apply for financial aid.




“These procedures require a working

knowledge of college policies and

procedures.

“They also require certain skills…”


How Do SLO’s How Do SLO’s Apply to Student Services?Apply to Student Services? Student Services staff

- Teach process skills / knowledge

- Teach life skills

- Act as role models

Students acquire

- Skills

- Knowledge

- Behaviors

- Attitudes ~~~

Identify MeasurableLearning Outcomes

(SLO)

ImplementTeaching & Learning

Assess / EvaluateStudent Learning

Use Results—Develop

Action Plan Dialogue

Student Services UNIT GOALS

Expanded Statement of Institutional PurposeExpanded Statement of Institutional PurposeSTRATEGIC PLANSTRATEGIC PLAN

FutureFutureFocusedFocused

STUDENT LEARNING STUDENT LEARNING

CurrentCurrentFocusedFocused

The Five-Column ModelThe Five-Column Model

I II III IV V

ESIP:Mission

Goals

IntendedOutcomes

Means of Assessment & Standards

Summary of Data

Collected

Use of Results

Adapted from Nichols and Nichols Five-Column ModelNichols and Nichols Five-Column Model

The Five-Column ModelThe Five-Column Model

I II III IV V

ESIP:Mission

Goals

IntendedOutcomes

Means of Assessment & Standards

Summary of Data

Collected

Use of Results

Adapted from Nichols and Nichols Five-Column ModelNichols and Nichols Five-Column Model

SLO Cycle One Example:

Outreach

START HERE !

Identify a specific Institutional Goal that relates to Student Learning in your Department or Unit.

- College Mission / Institutional Purpose

- Expanded Statement of Institutional Purpose (ESIP)

- A Specific Institutional Goal

Column I: ESIP: Mission GoalsColumn I: ESIP: Mission Goals

I II III IV V

“The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines” (Pathways, College Goal 2).


Identify a specific Unit Goal that aligns with and supports the college goal that you identified

Use terms and language that are similar to identified college goal

Clearly link Unit Goal to Institutional Goal

Column I: ESIP: Mission Goals (Con’t)Column I: ESIP: Mission Goals (Con’t)


I II III IV V

through presentations

The Outreach Department will promote Golden West College enrollment

and campus tours.

“The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines” (Pathways, College Goal 2).

Link clearly to Column I: Unit Goal

- Use consistent terms / language

- Examine relevant concepts

Column II: Intended Outcomes (SLOs)Column II: Intended Outcomes (SLOs)

State what students will

- Do

- Know

- Think

- Feel

As a result of having interacted with the Student Services Unit

Column II: Intended Outcomes (SLOs)Column II: Intended Outcomes (SLOs)

Ensure Measurability—Outcome can be observed or tested

State in Clear and Precise Language

- State Singular Outcomes

- Use Action Verbs

Column II: Intended OutcomesColumn II: Intended Outcomes

Column II: Intended Outcomes (SLOs)Column II: Intended Outcomes (SLOs)I II III IV V

prospective students will demonstrate a general knowledge of Community College by identifying:

After 1) presentations or 2) tours,

A. Cost of attendance in comparison to CSU’s and UC’s

B. Matriculation Process

C. Educational Routes such as AA Degree, Certificates, and Transfer

The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines.

The Outreach Department will promote Golden West College enrollmentthrough presentationsand campus tours.

demonstrate

identifying:

Column II: Intended Outcomes (SLOs)Column II: Intended Outcomes (SLOs)I II III IV V

prospective students will demonstrate a general knowledge of Community College by identifying:

After 1) presentations or 2) tours,



C. Educational Routes such as AA Degree, Certificates, and Transfer

The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines.

The Outreach Department will promote Golden West College enrollmentthrough presentationsand campus tours.

demonstrate

identifying:

through presentations

and campus tours.

Align clearly with Column II: Intended Student Learning Outcomes


- Address each outcome individually

Column III: Column III: Means of Assessment & StandardMeans of Assessment & Standard

Identify Assessment Instrument

- Survey / Questionnaire

- Existing Data Collection System

- Test / Exam

Instrument actually measures stated outcomes


Specify Evaluation Process

- Identify who will evaluate data

- Identify the data collection period

- Name tools used for evaluation


Set Standard for Student Success

- Establish minimum level or score expected for student achievement

- State % or fraction of students expected to achieve minimum level

- Reasonable for student achievement


Column III: Means of Assessment & StandardColumn III: Means of Assessment & StandardI II III IV V

The College will develop and implement a comprehen-sive Enrollment Manage-ment Plan.

Outreach will promote GWC enrollment through classroom presen-tations and campus tours.

After1) presentations or 2) tours, prospective students will demonstrate a general knowledge of Community College by identifying:

A. Cost


C. Educational Routes

• Survey questions will be designed to measure what students have learned regarding:

During Fall and Spring 2005/2006, Survey will be administered to prospective students by Outreach staff following: 1. Presentations 2. Campus Tours

A. Cost of Attendance



• A standard of 90% correct responses is the expected level of student achievement for each of five survey questions.

• The Supervisor of Outreach will collect, record, and evaluate the data using Microsoft Excel.

Align clearly with Column III:

Means of Assessment & Standard


- Address each outcome individually

Column IV: Column IV: Summary of Data CollectedSummary of Data Collected

Indicate sample size

- Total number of students who participated

Report results in terms of “Standard”

- Actual number who achieved Standard

- Percent or fraction

Column IV: Column IV: Summary of Data CollectedSummary of Data Collected

Column IV: Summary of Data CollectedColumn IV: Summary of Data CollectedI II III IV V



After1) presen-tations or 2) tours, prospective students will demonstrate a general knowledge of Community College by identifying:

A. CostB. Matricu-lation Process

C. Educa-tional Routes

Survey following:

1. Presentations

2. Campus tours

• Survey questions measure students’ learning regarding

A. Cost

B. Matriculation

Process


• Standard of 90% correct responses. A. 54% (34/63) of the students identified the

correct cost of attendance B. 49% (31/63) of the students identified the correct process for matriculation C. 92% (58/63) of the students identified the correct educational routes available at CCs.

2) After tours, data shows that:

1) After presentations, data shows that:

A. 76% (47/62) of the students identified the correct cost of attendance

B. 77% (48/62) of the students identified the correct process for matriculation

C. 86% (53/62) of the students identified the correct educational routes available at CCs

Standard of 90%

Align clearly with Column IV:

Summary of Data Collected


- Examine each outcome individually

Column V: Column V: Use of ResultsUse of Results

Report whether or not the students were able to meet the set “Standard”

Describe any action that was taken

- What was the action?

- How was it accomplished?

- Who completed the action?

- When was it completed?

Column V: Use of ResultsColumn V: Use of Results

If NO ACTION was needed, make a statement as to why.

Also, address:

- further investigations or questions this study brought to attention

- meaningful dialogue that took place as a result of this study …


Column V: Use of ResultsColumn V: Use of ResultsI II III IV V



After1) presen-tations or 2) tours, prospective students will demonstrate a general knowledge of Community College:


B. Matricu-lation Process

C. Educa-tional Routes

Pre and Post Survey used at:

1. Presen-tations

2. Campus Tours

• Survey questions /measure students’ learning regarding A. Cost B. Matricu-lation Process C. Educa-tional Routes

• Standard of 90% correct responses.

A. 76% correct costB. 77% correct process for matriculation C. 86% correct educational routes

• created a check list of information to be covered during every tour (completed June 30, 2006), and

• incorporated this check list into the staff / tour guide training for Sept. 2006.

1) Although the 90% standard was not met for presentation exit surveys, the results were excellent with an average of about 80% of the prospective students demonstrating knowledge of all information tested.

1) After Presen-tations

2) After Tours

A. 54% correct costB. 49% correct process for matriculation C. 92% correct educational routes

Therefore, after much discussion, Outreach staff decided to adjust the standard to a more reasonable expectation of 80% correct response overall. No further action is needed.

2) While prospective students surpassed the 90% standard of knowledge for educational routes (C) in the surveys for tours, only 54% and 49% demonstrated knowledge of (A) cost of attendance and (B) matriculation process. Therefore, Outreach staff decided to focus on tours for SLO Cycle 2. In an effort to improve student learning, the supervisor of Outreach, Veronica Pizano:

Notice that the use of results is written using “past tense” verbs.

Using “past tense” makes the final document much more convincing.

However, it could take as long as a year to actually use the results, and finalize the 5-column model.

Therefore, we use the “Planned Action Matrix” as a plan for using the results, keeping in mind that the “plan” is flexible.


Column V Resource: Planned Action MatrixColumn V Resource: Planned Action MatrixCOLUMN IV STEP 1 STEP 2 STEP 3 STEP 4

SUMMARY OFDATA

COLLECTED

PLANNEDACTION

IMPLEMENTATION RESPONSIBLEPERSON

COMPLETION /DUE DATE

Copy Column IVfrom your 5-ColumnModel here—Addresseach piece of datacollected.

Based on this Data —WHAT needs to bedone?

HOW will youaccomplish it thisPlanned Action?

WHO will complete thePlanned Action?

WHEN will thePlanned Action becompleted?

1.

2.

1.

2.

1.

2.

1.

2.

Note: If NO ACTION is needed, make a statement as to why.

Column V Resource: Planned Action MatrixColumn V Resource: Planned Action Matrix

COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4

SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


Copy Column IV from your 5-Column Model here—Address each piece of data collected.



SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


Based on this Data —WHAT needs to be done?



SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


HOW will you accomplish this Planned Action?



SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


WHO will complete the Planned Action?



SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


WHEN will the Planned Action be completed?



SUMMARY OFDATA

COLLECTED

PLANNEDACTION








1.

2.

1.

2.

1.

2.

1.

2.


SLO Timeline:SLO Timeline:A Continuous Cyclical ProcessA Continuous Cyclical Process


Summary / ConclusionSummary / Conclusion

What have we learned along the way?What have we learned along the way?

AssessmentsAssessments

While Student Learning Outcomes are important college-wide,

Other types of assessments are also important

Keep a balance

- 1 to 2 Student Learning Outcome Assessments

- 3 to 5 Process / Satisfaction Objective Assessments


Process Objective states that the Unit will:

- Provide

- Improve

- Increase

- Decrease

a service


Satisfaction Objective states that the clients will:

- Receive

- Be satisfied

with a service

ConclusionConclusion

SLOs do apply to Student Services

Cycle One completed

- Exploratory

- We did not expect perfection

- It was an excellent effort,

- A great learning experience

- Brought Dialogue at the Unit level

- Developed Checklist for Implementation

Conclusion (continued)Conclusion (continued)

Cycle Two and Cycle Three

- Are under way

- Used Checklist for SLO Implementation

ResourcesResources

A Road Map For Improvement of Student Learning and Support Services Through Assessment, James O. Nichols and Karen W. Nichols (Agathon Press, New York, 2005)

ACCJC/WASC - http://www.accjc.org/


Golden West College Pathways…Our Guide to College Planning - http://gwc.info/bulletins/Pathways923.pdf

Bloom’s Taxonomy at Bakersfield College Website- http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Mt. San Antonio College: Student Learning Outcomes: A Campuswide Learning Assessment - http://www.mtsac.edu/outcomes/

Academic Senate of Saddleback College: Institutional Effectiveness- http://www.saddleback.edu/gov/senate/ie/

Handout PacketHandout Packet

Resource List

Student Services Checklist for SLO Implementation, 2006-07

Cycle One 2005-06: Outreach SLO 5-Column Model

Planned Action Matrix

GWC Student Services Cycle 3 Timeline


golden west college golden west college student learning outcomes: implementation strategies for...

Documents

role of student services

learning college

student activities

processes support student

college processes

accjc wasc

existing procedureshow

current focus