Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in the manual
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Writing and Implementing Student Learning Outcomes for Student Services and Beyond
Transcript of Writing and Implementing Student Learning Outcomes for Student Services and Beyond
Student Learning Outcomes
for Student Services and Beyond San Juan College
Tonya Nelson & Sam Bachert HLC Annual Conference
April 8, 2013 AGENDA A Brief History
What is an SSLO?
How to Write and Implement a Learning Outcome
What Has Worked
Moving Forward A Brief History Plan Do Study Act Definition of Assessment The ongoing process of establishing clear, measurable expected outcomes of student learning. Systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations Using the resulting information to understand and improve student learning, which includes the knowledge, skills, attitudes, and personal development attained through experiences while at San Juan College. Who is a Learner? A faculty member learning how to use an online grade book
A staff member at a security training
A student learning how to register for classes online
An administrative assistant attending a purchase requisition training
A VP learning how to set up a FB page In this expanded definition,
everyone is a learner. Assessment Plan Reporting Department Missions
Links to College Strategic Plan and AQIP
Common Learning Outcomes
Specific Departmental Outcomes
Decisions and Recommendations
Reassessment Plan How to do it! The Assessment Cycle Bresciani, 2006 Key Questions...
What are we trying to do and why? Or
What is my program supposed to accomplish? Or
What do I want students to be able to do and/or know as a result of my program?
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 contribute to our intended results? Where do you start? First Second Begin with the end in mind.
What is it that you want learners to walk away with?
What is it you want learners to learn from their experience with your program or support service? 1 Breisiani, M. (2007). Carrying out an outcomes-based assessment (part 1). Netresults. Retrieved July 23, 2007 from www.naspa.org
2 http://www.gocolumbia.edu/SLO/ retrieved July 6, 2012 Begin piecing it together.
“A robust SLO includes:
A behavioral objective that describes what a student will be able to do, know or be at the conclusion of a course/service/program
A description of the method(s) to assess performance
and the criteria for evaluating the outcome” We Also Asked... Show evidence of actual learning
Utilize the data-driven decision making
Puts the department in a stronger position to request resources
Provides information on continuous quality improvement
Provides direction for the department
Encourages involvement Why is it important to identify and measure SSLOs? So, How do you write a learning outcome? What do we want learners to know?
Why do we want them to know this?
How will we know if they know it? When developing an outcome, ask: Assessment Tools Direct Methods Written Documentation
Case Studies Indirect Methods Observation
Line Voting Which One is a Correct SSLO? 1. Upon completion of the New Student Orientation the students that attend will be able to complete the registration process independently. 2. Upon completion of the Accuplacer test, students will understand their current levels in English and Math and enroll in skill-appropriate classes. Poorly Written SSLO Students will understand policies... is it the understanding of a policy that we want students to learn? Or is it that students will understand the purpose of the policies? Or students will be able to do something according to policy?
Using your program or service, what wording would make the SSLO substantial? How about another example? Students will articulate appropriate behavior.
It's a better start, there doing something, but...
Students who utilize the services of Judicial Affairs will be able to articulate how their actions will impact their relationship with the college, other students, and faculty and staff. What has worked! Current Student Services Departments Using SSLOs Advising and Counseling
Veteran Center Enrollment Management
Native American Center
Hispanic/Latino Center SSLOs 2013 Career Services
Teaching students how to market to potential employers during an interview including professional experience and accomplishments through the use of resume and cover letter skills.
Teaching students how to use the Career Services job placement website to search for employment independently Advising and Counseling and Enrollment Services
Teaching students how to use the Program Evaluation tool on WebAdvisor. Student Support Services (EDGE)
Teaching students to access program information on the EDGE community site on ANGEL. Hispanic/Latino Center
Teaching students to apply and enroll in the Lazos program. Other Departments around Campus Office of Retention
Business Office (Travel Dept)
Office of Technology Services College Mission Student Services Mission Department Mission SSLO Department Key
Activities & Goals Moving Forward SSLO Status Report WEAVE Online SJC Utilizes the WEAVE online assessment software program for linking SSLOs, CAS, AQIP, etc... Lessons Learned Have ALL staff involved
How well are our questions measuring our learning outcomes?
How can we improve the data collection process?
How can we make it simple and understandable?
What is the optimal timing for data collection?
How useful is the information are collecting? In Conclusion Write meaningful and measurable student learning outcomes
Measure by identifying an appropriate assessment tool so that you can assess your outcomes
Describe your findings
So What? How will the findings be used?
Action Steps How will the program get to the identified changes?
What are the anticipated improvements?
How will this improve student learning and success? Do you have any questions? http://www.sanjuancollege.edu/sslo Why are you here? A. To See Chicago
B. To Learn about assessment in Student Services/Affairs
C. Your VP told you had to
D. Your Crazy about Assessment. I know what an SLO is...
E. Students Love Oranges A. We are utilizing learning outcome assessment results for significant change in our programs.
B. We have well developed learning outcomes for student services programs.
C. We have written learning outcomes but don't know what to do next.
D. We are just learning about learning outcomes.
E. We are not assessing learning in student services. Which Statement describes your institution? Who is a Learner? A. Student in a Classroom
B. A new employee taking a defensive driving course
C. A staff member attending a benefits training
D. Everyone SSLOs Developed and Committee formed
Let the training begin.... 2008 2010 Student Services Department Chairs implement SSLO's
Move to Meaningful SSLO implementation becomes part of Student Services Departmental Chairs’ annual performance evaluations 2009 Presented at State and National conferences
Board of Trustees
Poster Session on Campus 2011 Director of Quality Improvement and Career Services Hired
CSLO/SSLO Crosswalk document created to link campus learning outcomes