Student Affairs & Enrollment Management

1. SAEM Assessment Training June, 2012 Student Affairs & Enrollment Management

2. Participants will define student success. Participants will define student learning. Participants will identify how their office impacts student learning. Assessment Training Objectives

3. What does student success look like?

4. Why Assessment?

5. Assessment will allow us to: • Demonstrate how SAEM contributes to student learning and student success • Showcase our strengths • Identify areas where we can improve • Strategically align ourselves with • Campus Strategic Plan • Indiana University Blue Print for Student Attainment • Reaching Higher, Achieving More Indiana Commission for Higher Education Initiative Why Do It? Modified from Sacramento State

6. As educators within the Division of Student Affairs and Enrollment Management We strive to foster academic and intellectual development, and create a climate that supports learning in all aspects of student life. Through collaboration, we cultivate and promote responsibility, accountability and excellence in our students. We mentor and empower students to develop to their highest potential and to become leaders in their communities. SAEM Mission Statement

7. In partnership with the university community, develop and facilitate innovative programs and services that improve student retention and progress beginning with their transition from high school to college and continuing throughout their college careers. Offer transformational experiences to foster the growth and development of successful college students. Demonstrate responsible resource utilization based upon sound data-informed decision making. Build and support a campus culture that values and fosters diversity and inclusion. Invest in professional development across the division, finding new ways to develop staff as Student Affairs and Enrollment Management professionals SaemDivision Goals

8. Are statements that specify what students will know, be able to do or be able to demonstrate when they have completed or participated in a program, activity, course, or project. Can be expressed as knowledge, skills, attitudes, or values . Specify actions by students that are observable, measurable, and able to be demonstrated. Are specific, focused, and clear as possible. Are not assessment of student satisfaction, program evaluation, and process measures (such as attendance). What Are Student Learning Outcomes?

9. “Student Learning Outcomes is a means to determine what students know, think, feel or do as a result of a given learning experience. In this process, the outcomes are determined by the department, program, or unit members. Assessment of the outcomes allows them to discover if the students are, in fact, learning what they are expected to learn. The use of assessment results stimulates discussion and directs activities that can improve instructional delivery and/or support systems.” Source: http://www.mtsac.edu/instruction/outcomes/ Mt. San Antonio College:

10. We are not talking about process outcomes or assessment

11. Examples of student learning Outcomes The Council for the Advancement of Standards in Higher Education Self-Assessment Guide for Registrar Programs and Services includes a statement on the role of registrar programs. “The overarching role of the registrar is increasingly that of an educator, defining student needs through learning outcomes and identifying assessment strategies that involve innovative learning techniques including those provided through distance education. The registrar wears multiple hats and must juggle many roles on a daily basis, serving as collaborator, connector, initiator, and a prominent leader within the institution. The standards that follow, in addition to providing basic functional guidelines, are designed to assist the registrar to navigate and respond to the complexity of issues and ever-challenging assigned duties.”

12. At the conclusion of the Office of the Registrar primary interventions: Students will know the deadlines and fees required for graduation. Students will know the CSUMB degree requirements (ULR, GLO, MLO). Students will know the documentation required to apply for graduation. Staff will know the limitations to the Withdrawal policy. Staff will know the petitioning process. Staff will know the limitations to the Repeat policy. Students will know how to access and produce a degree progress report. Staff will have the ability to effectively communicate with students, faculty, and all other stakeholders. Staff will have the ability to process EO 1037 exceptions. Staff will have the ability to utilize available resources. Students will be more likely to apply for graduation on time. Staff will be more likely to make suggestions for improved business practices. Learning Outcomes: Office of the Registrar CSU – Monterey Bay

13. What does your office do? In what ways do you interact with students? What are some things you would want students to learn as a result of interacting with your office? Group Activity

14. Each office is responsible for writing an assessment plan . Final Submission by August 1, 2012 Directors will be responsible for meeting with their staff to write their assessment plan. Forms and supporting information can be found on the SAEM Assessment Website NEXT STEPS

15. Assessment Quiz