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Focus on Student Affairs Planning and Outcome Assessment

October 2005. Jim Hurd - University of West Florida. 2. Planning and Assessment in Student Affairs. Planning and Assessment in Student Affairs will consist of three major elementsProgram OutcomesStudent Development OutcomesStudent Learning Outcomes. October 2005. Jim Hurd - University of West Flo

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Focus on Student Affairs Planning and Outcome Assessment

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    1. Focus on Student Affairs Planning and Outcome Assessment Enhancing Planning and Assessment and Integrating Student Learning Outcomes

    2. October 2005 Jim Hurd - University of West Florida 2 Planning and Assessment in Student Affairs Planning and Assessment in Student Affairs will consist of three major elements Program Outcomes Student Development Outcomes Student Learning Outcomes

    3. October 2005 Jim Hurd - University of West Florida 3 Planning and Assessment in Student Affairs Program Outcomes What do we expect our programs to do? What are the outputs of our programs? What are the critical performance indicators? Participation Satisfaction Quality Quantity What does success in these performance indicators look like?

    4. October 2005 Jim Hurd - University of West Florida 4 Planning and Assessment in Student Affairs Student Development Outcomes What theoretical construct do we subscribe to? How do we hope students will develop or change personally due to our efforts? Psycho-social Moral

    5. October 2005 Jim Hurd - University of West Florida 5 Planning and Assessment in Student Affairs Student Learning Outcomes. Within the context of identified student contact areas, what do we expect students to learn? Activity participants. Service recipients. Student leaders. Student employees. Not all areas will have student learning outcomes.

    6. October 2005 Jim Hurd - University of West Florida 6 A Paradigm Shift A major paradigm shift is occurring in higher education. Moving away from instruction-based (course objectives, what the teacher will do). Moving toward learner-centered (what the student will learn as evidenced by what they know, can do, and value). Focusing on assessment and accountability.

    7. October 2005 Jim Hurd - University of West Florida 7 A Paradigm Shift An instructor-centered context places the means (delivery of instruction) in position of the institution’s purpose: the mission of the university is to provide courses.

    8. October 2005 Jim Hurd - University of West Florida 8 A Paradigm Shift A learner -centered context focuses the purpose on what students are expected to learn and accomplish as described in outcome statements at the University, college, program, and course level: the mission of the university is student learning.

    9. October 2005 Jim Hurd - University of West Florida 9 A Paradigm Shift How do we describe our expectations of student knowledge, skills, abilities, and values resulting from the UWF educational experience? University Learning Outcome Domains. Academic Learning Compacts. Student Affairs Outcomes.

    10. October 2005 Jim Hurd - University of West Florida 10 A Paradigm Shift An assessment system will determine if students have acquired these competencies. Academic: course-, program-, college and University-level. Student Affairs: activity-, program/department-, division-, and University-level.

    11. October 2005 Jim Hurd - University of West Florida 11 What is Student Learning? Student learning is defined to include changes in students’ knowledge, skills, behaviors, and/or values that may be attributed to the students’ experiences at the University of West Florida.

    12. October 2005 Jim Hurd - University of West Florida 12 What is Student Learning? At UWF this definition is operationalized as six domains of student learning: Content, Critical Thinking, Communication Skills, Project Management, Values and Ethics, Discipline Specific Outcomes.

    13. October 2005 Jim Hurd - University of West Florida 13 Implications for Student Affairs We must be outcome oriented We must focus on outcome assessment We must engage in analysis and evaluation of assessment results We must demonstrate that evaluation influences planning We must not only assess what our programs do but also what our student learn in our programs

    14. October 2005 Jim Hurd - University of West Florida 14 A Model for Student Affairs Planning and Assessment Program outcomes should be stated to describe what programs, services, and facilities should accomplish. Outcomes and assessments might include usage data (attendance, number of events, number of clients), satisfaction surveys, benchmarking, and other direct and indirect measures.

    15. October 2005 Jim Hurd - University of West Florida 15 Model for Student Affairs Planning and Assessment Student development outcomes should be stated to describe how students will grow from participation in our programs, services, and facilities.

    16. October 2005 Jim Hurd - University of West Florida 16 Model for Student Affairs Planning and Assessment Student learning outcomes (SLOs) should be stated to describe what students are expected to demonstrate in terms of knowledge, skills, and values due to our programs, services, and facilities.

    17. October 2005 Jim Hurd - University of West Florida 17 Student Learning Outcomes Knowledge: What do we want students to know? Skills: What do we want students to be able to do? Attitudes/Values: What do we want students to chose?

    20. October 2005 Jim Hurd - University of West Florida 20 What’s Next? Review vision, mission, values, and strategic goals to ensure that they are in appropriate alignment with divisional- and university-level. Review department program outcomes to ensure that they are clearly stated and that assessment methods are sufficient and appropriate.

    21. October 2005 Jim Hurd - University of West Florida 21 What’s Next? Develop and then map student learning outcomes and assessment methods.

    22. October 2005 Jim Hurd - University of West Florida 22 Draft Departmental SLO Map

    23. October 2005 Jim Hurd - University of West Florida 23 Why do we assess? Evidence of organizational effectiveness – to prove we’re doing what we say we’re doing. To collect and organize data that can help use guide change and improvement – to help us do what we’re doing better.

    24. October 2005 Jim Hurd - University of West Florida 24 What do we assess? Key indicators – those things that speak most directly to our mission. We shouldn’t measure everything that can be measured. We must be selective.

    25. October 2005 Jim Hurd - University of West Florida 25 Where do we assess? Program outcomes. Primarily at the department level but some broad outcomes might be assessed at the division level. Student development outcomes. Primarily at the divisional or institutional level. Student learning outcomes. Specific outcomes will be assessed at the department level and linked to the broader divisional outcomes.

    26. October 2005 Jim Hurd - University of West Florida 26 When do we assess? Program outcomes Assess at least annually but could be assessed on a more frequent schedule as appropriate to the programs, services, and facilities Student development outcomes Assess annually and longitudinally Student learning outcomes Assess at least annually but could be assessed on a more frequent schedule as appropriate to the learning outcomes

    27. October 2005 Jim Hurd - University of West Florida 27 How do we use assessment results? Begin collecting, analyzing, evaluating and reporting assessment outcomes. Collection: maintain the results of outcome assessment. Analysis: critically review results and look for evidence that outcomes are being achieved. Evaluation: make judgments about the implications of results and draw conclusions about future planning. Report: organize and present results and analysis at departmental and divisional meetings.

    28. October 2005 Jim Hurd - University of West Florida 28 How do we use assessment results? Use outcomes assessment to guide and document process improvement activities. Review and revise program outcomes. Review and revise student development outcomes. Review and revise student learning outcomes. Apply evaluation results to annual and long range planning

    29. October 2005 Jim Hurd - University of West Florida 29 How do we institutionalize planning and assessment? Divisional planning workshops Electronic posting UPIC Divisional Site Departmental activities “Scholarship of Practice”

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