Assessing Student Learning Beyond the Classroom Presented by: Lynne Crosby, Ph.D. Kimberly Hardy, Ph.D. 2014 State Assessment Meeting Valencia College, Orlando, FL June 19-20, 2014 Contact: Lynne.Crosby@fscj.edu or Kimberly.Hardy@fscj.edu
Source: http://www.fscj.edu/district/institutional-effectiveness/institutional-effectiveness/structure.php
Academic and Student Support Services Effectiveness Process Owner: Executive Dean of Student Success & Learning Engagement This area is supported by the Student Success Outcomes Task Force. Academic and Student Support Services Area Admissions and Enrollment Student Services Assessment Financial Aid and Veterans Affairs Registrar and Student Records Student Success Advising Career Development Centers Services for Students with Disabilities Student Life and Leadership Intercollegiate Athletics Source: http://www.fscj.edu/district/institutional-effectiveness/institutional-effectiveness/owners-facilitators.php?tab=1#tabbedpanels1
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Student Success Institutional Effectiveness Collaborative Roles and Responsibilities Process Owner Role (Executive Dean of Student Success and Learning Engagement) Lead, in collaboration with the identified Task Force Leaders, the institutional effectiveness assessment efforts of the respective Effectiveness Collaborative programs or units. Ensure all Effectiveness Process Facilitators for each program and unit within the designated Effectiveness area attend the IE training and WEAVEonline training, as published for their type of program or unit. Ensure that all programs or units within the designated Effectiveness area submit the annual IE Assessment plans and reports in WEAVEonline by the published deadlines; ensure that all elements of the plan or report are completed; provide feedback as needed to programs and units. Task Force Leaders (Process Leaders) The Task Force Leaders will assist the Effectiveness Collaborative Process Owner in implementing the institutional effectiveness assessment efforts of an assigned sub-group of programs or units. Assist the Process Owner in implementing the institutional effectiveness assessment efforts of the respective Effectiveness Collaborative programs or units. Assist the Process Owner in informing the Effectiveness Process Facilitators of their roles, training, deadlines, etc. Assist the Process Owner in ensuring that all Effectiveness Process Facilitators for each program and unit within the designated Effectiveness area attend the IE training and WEAVEonline training, as published for their type of program or unit. Assist the Process Owner in ensuring that all programs or units within the designated Effectiveness area submit the annual IE Assessment plans and reports in WEAVEonline by the published deadlines; ensure that all elements of the plan or report are completed; provide feedback as needed to programs and units. Process Facilitators The Process Facilitators, listed for each Effectiveness area, will facilitate the institutional effectiveness, planning and assessment efforts of the program or unit, in collaboration with their colleagues in their college program or unit from each campus and center where program/service is provided (including distance education). Facilitate, in collaboration with faculty and staff, the institutional effectiveness, planning and assessment efforts of the program or unit. Work collaboratively with faculty and staff from each campus and center where program/service is provided (including distance education), in order to identify expected outcomes; assess the extent to which it achieves these outcomes; document the use of assessment results to improve programs, services, curriculum, student learning, and assessment practices; and provide evidence of improvement based on analysis of the results. Submit annual assessment plan and report for respective program/unit in WEAVEonline.
Student Success Institutional Effectiveness Collaborative Roles and Responsibilities (cont.) Team Members The Team Members, listed for each Effectiveness area, will assist the Process Facilitator by actively contributing to the institutional effectiveness, planning, and assessment efforts of the assigned program or unit. Work collaboratively with faculty and staff from each campus and center where program/service is provided (including distance education), in order to identify expected outcomes. Assess the extent to which it achieves these outcomes by implementing measures on each campus, center and via distance education where service is provided, and document the use of assessment results to improve programs, services, curriculum, student learning, and assessment practices. Provide evidence of improvement based on analysis of the results. Develop and implement action plans based on the assessment results. Assist the Process Facilitator with the writing and submission of the annual assessment plan and report, including development of outcomes and measures, as well as analysis of findings and action plans. Staff Members Staff Members will participate in planning and assessment activities and work collaboratively with the designated Effectiveness Process Facilitator and Team Members. Participate in planning and assessment activities. Identify expected outcomes. Assess the extent to which it achieves these outcomes by implementing measures on each campus, center and via distance education where service is provided. Document the use of assessment results to improve programs, services, curriculum, student learning, and assessment practices. Provide evidence of improvement based on analysis of the results. Develop and implement action plans based on the assessment results.
State Assessment Meeting June 2014 Assessing Student Learning Outcome Beyond the Classroom Outcome Activity Administrative Outcome (AO) vs. Learning Outcome (LO) Good (G) vs. Not So Good (NSG) Outcome 1. Student-athletes will be educated into applicable College processes throughout each academic year. 2. Students will demonstrate cultural appreciation through an understanding of the quality, value and significance of the arts. 3. The Student Life and Leadership Development office provides an extraordinarily positive student experience, consisting of courteous and professional service; positive staff attitude and welcoming experience; accurate information; and overall satisfaction with the service received. 4. Students will be able to effectively articulate the characteristics of ethical leadership. 5. Students will effectively demonstrate multicultural appreciation through awareness of diversity issues. 6. Using the Collegiate Life Model as a framework for planning, student leaders will present a diverse programming schedule that meets the needs of students and faculty. For more information, please contact Dr. Lynne Crosby at lynne.crosby@fscj.edu or Dr. Kimberly Hardy at khardy@fscj.edu at Florida State College at Jacksonville.
A Student Learning Outcome Should Answer the question: What are students expected to know, think, or be able to do upon completion of the program? Be specific and not bundled Be under the control of the unit, program or discipline Be measurable, actionable, and lead to improvement Not lead to a yes/no answer Link to college goals Created by M. Harrington & M. Hobbs, Adapted by Florida State College at Jacksonville
State Assessment Meeting June 2014 Assessing Student Learning Outcome Beyond the Classroom Measure Activity Student Learning Outcome sample: Campus Student Leaders will demonstrate measurable leadership skills. Definition: Student Life believes student leadership development of our specific campus leaders encompasses a broad skill set ranging from communication, planning, team building, delegation, and time management, among other soft skills. 1. Please draft one direct measure of the sample student learning outcome: 2. Please draft one indirect measure of the sample student learning outcome: An Assessment Measure Should Be directly related and consider all aspects of the outcome Provide measurable and actionable results Be complemented by a second assessment measure, if possible Detail who will be involved, what data will be collected, when will data be collected, what kind of assessment tool will be used, and how data will be analyzed Include dissagregation by location or delivery method in the data analysis if applicable Be manageable and practical Created by M. Harrington & M. Hobbs, Adapted by Florida State College at Jacksonville