Student Learning Outcomes Workshop

1. Student Learning Outcomes Workshop Learning Outcome Writing & Assessment Planning

2. (Appropriately…) Learning Outcomes By participating in today’s session, staff will be able to: • Create specific, measurable learning outcomes; • Identify direct measures to assess said learning outcomes; • Develop assessment plans for evaluating each learning outcome.

3. Agenda • Finalize learning outcomes • Identify direct measures for SLO’s • Develop assessment plans • Compliance Assist Demonstration

4. Student Learning Outcome • Student Learning Outcome Statement • Audience, Behavior, Condition • Learning Intervention • What should (intended learners) know, be able to do, be able to demonstrate, value, or feel when they have completed (program/service)? • What difference should (program/service) have made for (intended learners) who participate?

5. Identify Direct Method

6. Compliance Assist 2 Student Learning Outcomes and Assessment Plans due by Wednesday, September 25th. https://uaa-alaska.compliance-assist.com/

7. Contact Whitney Brown Coordinator of Student Affairs Research, Assessment & Staff Development Office of Student Affairs University Center 105 email: wabrown3@uaa.alaska.edu phone: 907.786.6156 http://www.uaa.alaska.edu/studentaffairsassessment/

8. Assessment 101

9. Purpose of Assessment

10. Assessment Cycle Questions What are we trying to do and why? What is my program supposed to accomplish? How well are we doing it? How do we know? How do we use the information to improve or celebrate success? Do the improvements we make work? (Source: Bresciani, 2002, p.1.)

11. Types of Assessment

12. PEACE of Mind P E A C E Source: Bureau, Dan. Assessment Beginner Session. 19 July 2012.

13. Learning Outcomes (the quick and dirty version) • Learning outcomes examine cognitive skills that students (or other stakeholders) develop through department interactions. • Indicate what a student knows, thinks, or is be able to do as a result of an event, activity, program, etc. • Are student-focused. • Focus on learning resulting from an activity rather than the activity itself. • Align at the program, department, divisional, and institutional levels. • Need to be specific and measurable!

14. Learning Outcomes (the quick and dirty version) ABCD Structure of a Learning Outcome: • Audience/Who • Behavior/What • Condition/How • Degree/How much

15. Learning Outcomes in Focus As a result of attending Whitney Brown’s SLO Workshop, staff will be able to identify and describe the four components of the ABCD learning outcomes structure.

16. Learning Outcomes in Focus As a result of attending Whitney Brown’s SLO Workshop, staff will be able to identify and describe the four components of the ABCD learning outcomes structure.

17. Bloom’s Taxonomy

18. Direct vs. Indirect Methods • Direct Methods - Any process employed to gather data which requires students to display their knowledge, behavior, or thought processes. • Indirect Methods - Any process employed to gather data which asks students to reflect upon their knowledge, behaviors, or thought processes.

19. Direct vs. Indirect Methods DIRECT • Where on campus would you go or who would you consult with if you had questions about which courses to register for the fall? • Open text field INDIRECT Please rate your level of agreement with the following…. • I know of resources on campus to consult if I have questions about which courses to register for in the fall. • Strongly agree • Moderately agree • Moderately disagree • Strongly disagree