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Student Development Learning Outcomes

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Vincent Vigil

on 20 November 2012

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Transcript of Student Development Learning Outcomes

Student Development:
Learning Outcomes Overview Vincent Vigil, Ed.D. Tuesday, November 20, 2012 Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. An important part of drafting learning outcomes is to use active verbs whenever possible. Outcomes also describe a desired condition such as increased knowledge or skills, or even a change in attitudes. What are learning outcomes? What are the characteristics of good learning outcomes? Three characteristics of learning outcomes

1. The specified action by the learners must be meaningful.
2. The specified action by the learners must be measurable.
3. The outcome should speak to some facet of the Division of Student Affair’s Strategic plan and/or mission statement.

The ultimate test when writing a learning outcome is whether the action can be assessed. If not, the outcome probably does not meet all three characteristics.
Why are developing learning outcomes important in terms of student development work? 1 Review Your
Mission Statement Ask yourself:
How does it correlate with the university's mission?
How does it correlate with the Division of Student Affairs' mission and/or strategic initiatives? It should correlate! 2 Mission Statement Example: USC Asian Pacific American Student Services (APASS) is a multifaceted department focused on the education, engagement, and empowerment of students.

APASS has a two-fold mission: to facilitate Asian Pacific American participation, dialogue, community-building, and empowerment, while at the same time, to serve as a source of cross-cultural educational programming for the entire campus.

APASS programs include orientation, leadership development, service-learning and community immersion, career and peer mentoring, cross-cultural and educational programs, academic collaborations, and individual and collective advocacy.

We understand the distinctive needs among the different ethnicities within our Asian Pacific American community, and we succeed in deriving strength from our diversity. We believe in a pan-Asian Pacific American identity that is rooted in the Civil Rights Movement, and continues to grow in the transnational sphere.
Generate your learning outcomes based on your mission statement Ask Yourself: Does the outcome speak to some facet of the strategic plan?
Is the outcome measurable?
Is the outcome meaningful?
Utilize action verbs
Since the learner’s performance should be observable and measurable, the verb chosen for each outcome statement should be an action verb which results on overt behavior that can be observed and measured. Utilize Bloom's Taxanomy (1956) Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order, which is classified as evaluation.

1.Knowledge 2.Comprehension 3.Application 4.Analysis 5.Synthesis 6.Evaluation Learning Outcomes Example: Educate:
Students who participate in APASS programs will be able to identify at least three historical moments that have shaped the Asian American and Pacific Islander experience.

Engage:
Students who participate in APASS programs will be better equipped to articulate the multifaceted nature of Asian American and Pacific Islander identity.

Empower:
Students who participate in APASS programs will achieve a heightened awareness of key social issues and/or apply that awareness in their learning, decision-making, and action.
3 Programs and Services Learning Outcomes Create learning outcomes for your programs and services based on the purpose of each program/service, which correlates with the department's learning outcomes and mission. Note: Not every program lends itself to Learning Outcomes Assessment, but it’s no excuse for not developing a workable system. There are other
forms of information that can be equally as powerful when discussing the value of programs or improving how we do our jobs. University Mission Statement Student Affairs Mission Statement
/Strategic Initiatives Department Mission Statement Department Learning Outcomes Program/Service Purpose Program/Service Learning Outcomes Department Learning Outcomes:
Support:
LGBTRC participants will identify at least three campus resources that can assist with the development of a lesbian, gay, bisexual, transgender, questioning, queer and/or ally identity.
Educate:
LGBTRC participants will articulate a current political issue that affects the LGBT community.
Advocate:
LGBTRC participants will be provided the knowledge to take action and promote LGBT equality.

Assessment Questions:

Support:
Please list at least three campus resources that can assist with the development of a lesbian, gay, bisexual, transgender, questioning, queer and/or ally identity.
Educate:
On a scale of 1 to 4 (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)
Based upon my involvement with <LGBTRC program/service>, I can describe a current LGBT political issue.
Advocate:
On a scale of 1 to 4 (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)
After my involvement with <LGBTRC program/service>, I have enough knowledge to advocate for the LGBT community.

Program/Service Learning Outcomes: uRap University Rap (uRap) is a weekly confidential discussion group for lesbian, gay, bisexual, transgender, questioning, and supportive ally students. It is a great place to meet some new people, chat and learn about current topics affecting the LGBT and Ally Community. Facilitated by students, uRap is an ideal group to connect with peers and meet new people from within the LGBT and Ally Community. It is an open forum to share opinions and discuss different 'hot topics' every week and it serves as a safe place to discuss recent stresses or concerns from one's own life.

Learning Outcomes:
Support:
Participants will appraise the comfort level to share opinions and speak openly about personal experiences.
Educate:
Participants will recall a pertinent LGBT issue (national, local or campus) expressed by peers through dialogue.
Advocate:
Participants will relate discussion topics to current national LGBT advocacy efforts.

Assessment Questions:
Support:
On a scale of 1 to 4 (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)
uRap provides a comfortable environment to share opinions and speak openly about personal experiences.
Educate:
On a scale of 1 to 4 (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)
I can describe a pertinent LGBT national, local or campus issue expressed by others in uRap.
Advocate:
On a scale of 1 to 4 (1=strongly disagree, 2=disagree, 3=agree, 4=strongly agree)
uRap discussion topics reflect current national LGBT advocacy efforts.
1 - 2 - 3 1 - 2 - 3 Overview
Questions?
University Strategic Initiatives Met
•Span Disciplinary and School Boundaries to Focus on Problems of Societal Significance

Student Affairs Strategic Initiatives Met
•Fostering an Intellectually Centered Student Culture
•Inventing the Future of Student Services
•Promoting Local and Global Citizenship
•Creating a Culture of Evidence
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