From Service to Learning: One Student Affairs Division s Transition

1. From Service to Learning: One Student Affairs Division�s Transition Educating Intentional Learners: New Connections for Academic and Student Affairs Association of American Colleges and Universities Philadelphia, Pennsylvania November 13, 2004

2. Terry D. Piper, Ph.D. Vice President for Student Affairs California State University, Northridge Marcia Baxter Magolda, Ph.D. Professor, Educational Leadership Miami University (Ohio) Tim Trevan Director, Residential Life California State University, Northridge

3. Goals Describe the process used to create a learning-centered division of student affairs. Provide an overview of the learning outcomes goals and assessment model used to facilitate the shift from service/operational goals to learning outcomes. Review the Learning Partnerships Model that served as the framework for conceptualizing student affairs based learning outcomes. Highlight the professional development activities designed to support the transformational effort. Discuss the applicability of the CSUN approach to other campuses.

4. Agenda Introduction Rationale Process Next Steps Discussion

5. Why Transition from Service to Learning? I. Evolving emphasis of the field Student Learning Imperative, ACPA, 1994 Powerful Partnerships, ACPA/NASPA 1998 Good Practice in Student Affairs, 1999 Greater Expectations, AAC&U, 2002 Learning Reconsidered, ACPA/NASPA, 2004 Student Learning Imperative challenged student affairs professionals to intentionally create the conditions that enhance student learning and personal development. It also identified characteristics of a learning-oriented student affairs division. Promising Partnerships: A Shared Responsibility for Learning, a joint report from ACPA and NASPA, articulated 10 principles for pursuing leaning improvements through collaboration between student affairs and academic affairs. Good Practice in Student Affairs: Principles to Foster Student Learning identified seven principles to guide student affairs practice; among these were engaging students in active learning, setting and communicating high expectations for learning, and forging educational partnerships that advance student learning. Greater Expectations: A New Vision for Learning as a Nation Goes to College, a National Panel Report from the Association of American Colleges and Universities, challenged the entire academy to emphasize in all it does the development of intentional learners. And, most recently, Learning Reconsidered: A Campus-Wide Focus on the Student Experience, a joint publication by ACPA and NASPA, that argues for an integrated approach for transformative education � �a holistic process of learning that places the student at the center of the learning experience.�Student Learning Imperative challenged student affairs professionals to intentionally create the conditions that enhance student learning and personal development. It also identified characteristics of a learning-oriented student affairs division. Promising Partnerships: A Shared Responsibility for Learning, a joint report from ACPA and NASPA, articulated 10 principles for pursuing leaning improvements through collaboration between student affairs and academic affairs. Good Practice in Student Affairs: Principles to Foster Student Learning identified seven principles to guide student affairs practice; among these were engaging students in active learning, setting and communicating high expectations for learning, and forging educational partnerships that advance student learning. Greater Expectations: A New Vision for Learning as a Nation Goes to College, a National Panel Report from the Association of American Colleges and Universities, challenged the entire academy to emphasize in all it does the development of intentional learners. And, most recently, Learning Reconsidered: A Campus-Wide Focus on the Student Experience, a joint publication by ACPA and NASPA, that argues for an integrated approach for transformative education � �a holistic process of learning that places the student at the center of the learning experience.�

6. Why Transition from Service to Learning II. Response to Institutional Pressures Greater Accountability (Graduation Rates) Declining Resources Increasing Demand for Access III. Reposition Student Affairs Partner with rather than competitor to Academic Affairs The movement toward student learning has not occurred in a vacuum. Pressures for greater accountability, declining resources, and increasing demand for access have challenged higher education to focus more intently on the quality of undergraduate education. Within institutions, student affairs professionals are being expected to be part of the solution. An obstacle to a student learning focus is the historical divide between student affairs and academic affairs. Repositioning student affairs as a partner in learning and brings it closer to the core of the institution and, therefore, closer to the educational mission of the institution.The movement toward student learning has not occurred in a vacuum. Pressures for greater accountability, declining resources, and increasing demand for access have challenged higher education to focus more intently on the quality of undergraduate education. Within institutions, student affairs professionals are being expected to be part of the solution. An obstacle to a student learning focus is the historical divide between student affairs and academic affairs. Repositioning student affairs as a partner in learning and brings it closer to the core of the institution and, therefore, closer to the educational mission of the institution.

7. Learning Outcomes Goals And Assessment Model Definitions Mission � a global statement about the fundamental purpose of the department. The mission should represent the core functions and guide the development of goals. Goal � A broad statement directly related to the mission that provides direction for the long term. They might be accomplished but never completed, i.e., they are the core of our work and, therefore, have permanency. I arrived at CSUN in March 2001. Among the reasons I was hired was a commitment to student learning as the foundation for student affairs work and the work I had done at my prior institution on developing learning outcomes for student affairs practice. In Summer 2001, I introduced the concept of learning outcomes and a format for writing learning outcome goals to the department directors. The Learning Outcomes Goals and Assessment Model is little more than a template to guide the writing of the goals. Its purpose was to establish common definitions and process. Mission � from slide Goal � from slide I arrived at CSUN in March 2001. Among the reasons I was hired was a commitment to student learning as the foundation for student affairs work and the work I had done at my prior institution on developing learning outcomes for student affairs practice. In Summer 2001, I introduced the concept of learning outcomes and a format for writing learning outcome goals to the department directors. The Learning Outcomes Goals and Assessment Model is little more than a template to guide the writing of the goals. Its purpose was to establish common definitions and process. Mission � from slide Goal � from slide

8. Learning Outcome Goals and Assessment Model Objective � A focused statement concerning an action that contributes to the overall accomplishment of a goal. They are to be accomplished and may or may not be completed, i.e., they may represent something that is done repetitively or they may represent a fixed-time effort. Multiple objectives may be written for a goal. Objectives � from slideObjectives � from slide

9. Learning Outcomes Goals and Assessment Model Strategies � The specific action plan designed to accomplish the objective. They tend to be short-term and, therefore, are subject to modification and change based upon immediate circumstances or needs. Learning Outcome � A statement of the desired impact of the objective. The statement should indicate what will be known or be able to be done as a result of the accomplished objective. The subject of the objective is typically the student or other user of the service, program, activity, etc. Strategies � from slide Learning Outcomes � from slide Assessment Method � from slide Strategies � from slide Learning Outcomes � from slide Assessment Method � from slide

10. Learning Outcomes Goals and Assessment Model Assessment Method: The way you will demonstrate the extent to which the outcomes were achieved.

11. Learning Outcome Goals and Assessment Model Format I. Department Mission Statement II. First Goal Statement A. Identify the University goal to which the goal relates. B. First Objective 1. Strategy(ies) 2. Learning Outcome(s) 3. Assessment Method(s) C. Repeat for additional objectives for the first goal. III. Repeat format for each goal statement Review Format I thought this would be a relatively easy process. Efforts to use the model during the summer and fall of 2001 provided otherwise. Tim will share with you some of the challenges associated with this change in thinking about our work. Let me just say that it became apparent that I had not simply asked the staff to use different language to describe their work. I had unintentionally challenged their sense of who they were professionally and the definition of what was valued in their work. This realization lead to a two year process of transition. Marcia and Tim will talk in more depth about the transition process but let me quickly provide you with transition process time line.Review Format I thought this would be a relatively easy process. Efforts to use the model during the summer and fall of 2001 provided otherwise. Tim will share with you some of the challenges associated with this change in thinking about our work. Let me just say that it became apparent that I had not simply asked the staff to use different language to describe their work. I had unintentionally challenged their sense of who they were professionally and the definition of what was valued in their work. This realization lead to a two year process of transition. Marcia and Tim will talk in more depth about the transition process but let me quickly provide you with transition process time line.

12. Transition Process Time Line 2001-2002 introduced Model and began first attempt at writing learning outcome goals. 2002-2003 worked on reframing learning outcomes based upon the results of the year-end reports. Recognized a need to better define the concept of learning outcomes. Present only the information on the slide Present only the information on the slide

13. Transition Process Time Line 2003-2004 expanded participation through division-wide workshops; reduced scope; refined understanding. 2004-2005 shifting focus to developing practice to promote learning. Present only the information on the slide. Introduce Marcia to present the consultative process.Present only the information on the slide. Introduce Marcia to present the consultative process.