Co-Curricular Student Learning: Introduction to Learning Outcomes

1. June 11, 2010 University of Wisconsin-Milwaukee Co-Curricular Student Learning: Introduction to Learning Outcomes

2. Today’s Agenda • Introduce the Working Group • Talk about our individual and collective role in promoting student success and learning • Discuss why learning outcomes, why now • Work to come to a common understanding of learning outcomes and how assessment of them might work

3. YOUR “Take-Aways” for Today PARTICIPANTS WILL: • Understand the role of student affairs, academic affairs and service units and our relationship to the academic (learning) mission of UWM. • Able to define how their unit contributes to student learning. • Understand definition of what a learning outcome is and how it differs from a goal. • Understand why student learning outcomes matter, why they're useful, and "what's the point" of SLO's • Understand the UW-System plan and LEAP and how it impacts the co-curricular and it’s connection to the Wisconsin Growth Agenda

4. Why Are We Here? • UW System Growth Agenda Goals • More graduates • Obtain well-paying jobs • Build stronger communities • Assist students in creating an E-portfolio or Alternative Transcript • Implementation of LEAP Prepare students for productive lives in their careers and communities .

5. Our Hopes for the UWM Graduate

6. Small Group Discussion 1 What do you believe a UWM graduate should know, value, and be able to do upon graduation? • Knowledge • Skills • Values Please take 10 minutes to discuss this question, take notes, and prepare to share your thoughts with the group.

7. Summary of Discussion 1 • Knowledge of major/what they are studying-enough to feel confident, gainful employment, application • Depth of knowledge in at least one area, hopefully in many • Communication-oral and written • Cross-cultural communication • Value difference • Global citizenship • Critical thinking-evaluate information, sources • Knowledge of self and identity development in relation to others • Individual responsibility and community responsibility-local, national and global • Competent use of technology • Self-confidence • Value a balanced life

8. Summary of Discussion 1 • Work successfully in groups • Problem solving skills • Apply or transfer their curricular and co-curricular experiences to their future • Basic math skills (quantative literacy) • Resiliency (Eric’s odd tree metaphor) • Flexibility • Money management/Financial Literacy • Realistic self-assessment • Concept of choice and consequence • Higher life management skills (basic needs and dayd to day management) • Healthy relationships- build and value • Being independent or autonomously • Emotional intelligence • Pro-social work ethic • Awareness and appreciation of diversity of values • Independent learning strategies and study skills and transfer to workplace

9. Summary of Discussion 1

10. Small Group Discussion 2 Where at UWM (offices, jobs, programs, etc.) might students develop these things? • First, think broadly about the campus community • Second, consider your specific unit/department Please take 10 minutes to discuss this question, take notes, and prepare to share your thoughts with the group.

11. Summary of Discussion 2 • Broad campus community • Ideally, in every contact they have with faculty and staff • Advisors • Student employment • Classes • Instructors • Service learning, LLCs • Residence Life and housing • Resource centers • NFO  • Study Abroad • Informal gatherings • Facebook- relationships, connections with campus resources, live whole life in social media, interactions, information sharing, skill videos, program invites • Recreational opportunities • Student orgs/groups • Peers

12. Summary of Discussion 2 • Individual department and units • Externships/internships • Financial literacy- i.e. collaborations between Credit Union, Fin Aid, UW Credit Union • Selecting a major to career, effective presentation of self to employers- CDC – classes, publications • Health promotions- peer advocates, policy and environment, advocacy • Union programming, space

13. Our Common Goal

14. The shared learning goals define what the UW System and UWM believe an educated person to be able to value, know, and do upon graduation. UWM Graduate Shared Learning Goals/ LEAP Outcomes Division-level learning outcomes must be aligned with and contribute to what UWM has defined at the shared learning goals – connecting the unit-level outcomes to institutional level outcomes desired of all UWM graduates. Academic Departments & Colleges Student and Academic Affairs Student learning occurs intentionally and unintentionally across their varied set of experiences. Curricular Experience Co-Curricular Experience Majors; Minors; Certificates; Study Abroad; Undergraduate Research; Health and Wellness; Union Programming; Campus Jobs; Undergraduate Core Curriculum; First Year Initiatives; Learning Communities; Student Organizations; Residence Halls; Campus Life Just a few examples of the many places student learn • Unit level outcomes should emerge from the following: • UWM Mission, Values, & Shared Learning Goals • Mission and Strategic Priorities of the Division • Mission and Priorities of the Unit/Department • Professional Association Guidance • National Best Practice

15. Where is the Push for Learning Outcomes Coming From? • UW System Shared Learning Goals provide a framework to communicate broadly the meaning and value of a college education. • Preparing students to be competent citizens in the 21st-century, knowledge-based, global society. • What are they? • Knowledge of Human Cultures and the Natural World • Critical and Creative Thinking Skills • Effective Communication Skills • Intercultural Knowledge and Competence and Individual • Social and Environmental Responsibility • They come from the Association of American Colleges and Universities Essential Learning Outcomes

16. What is co-curricular learning? A comprehensive, holistic, transformative activity that integrates academic learning and student development including learning theory, holistic wellness, ethical and moral development, self-exploration and identity formation, experiential education models, social change theory and development of values and goals that guide personal and professional choices. • High Impact Practices (AAC&U) • First Year Seminars and Experiences • Living Learning Communities • Collaborative Learning • Undergraduate Research • Diversity/Global Learning • Service Learning and Volunteering • Community Based Learning • Internships • Capstone Projects • Some examples at UWM • Student Employment on-campus • Student Organizations • Civic Engagement in the community • Leadership Development • Life Skills • Advising • Residence Hall Living • Social and Educational Programming • Studying Abroad • Athletics and Intramurals

17. Why Develop and AssessLearning Outcomes ? • Allows us to align efforts vertically and horizontally in support of student learning • Enhances the quality of our individual and collective work in promoting exceptional educational experiences for UWM students • Improves our ability to effectively “tell our story” to each other, students, families, and funders

18. No, Really, Why are We Talking About Learning Outcomes? • We are all – ultimately – responsible for providing a great educational experience for students at UWM • Each of us plays a role in preparing students for productive lives beyond college – at work and in their communities • Talking about HOW and WHERE we effect student learning beyond the classroom will help us improve our efforts • It feels good doing this work

19. What is a Learning Outcome? • Goals versus learning outcomes • Goals and Objectives • Broad, general statement about how you want students to be changed because of programs, services, and interactions. • Statements about what the program/service will accomplish or provide • Related to the vision and mission of the college and the division

20. Outcomes • Desired effect of a service or intervention • Much more specific than a goal • A learning outcome is participant (student) centered • Learning outcomes are measurable

21. Program Outcome vs. Learning Outcomes • Program Outcomes examine what a program or process is to do, achieve, or accomplish for its own improvement; generally needs/satisfaction driven. • Learning Outcomes examine knowledge, skills, and values that students develop through department interactions; measurable, transferable skill development

22. Learning Outcomes • Statements indicating what a participant (usually students) will know, think, or be able to do as a result of an event, activity, program, etc Need to be specific and measurable!

23. Effective Learning Outcomes… • Are student focused • Focus on learning resulting from an activity rather than the activity itself • Reflect the institution’s mission and the value it represents • Align at the course/program, academic program/department, divisional, and institutional levels • Focus on skills and abilities central to the discipline and based on professional standards of excellence • Are general enough to capture important learning, but clear and specific enough to be measurable • Focus on aspects of learning that will develop and endure but that be assessed in some form now

24. Homework Activity • When students interact with you/your unit, what do they take away? • What do your student employees take away from their experience in your office? • What do you do that helps students reach their personal, academic, or career goals?

25. Homework Continued • Do you have learning outcomes? • Do they meet these requirements or do they need to be revisited?

26. Moving Forward • If you’d like to join the working group … or book the “Traveling Roadshow…” • Join us on June 23rd from 1-3pm in Union 240 to get to the nitty-gritty of writing and assessing learning outcomes • Bring colleagues and yourself to the 2 additional “gatherings” this summer to write outcomes for units/programs

27. Questions?Thanks for coming!