Overcoming the Dreaded “

A” Overcoming the Dreaded “A” Word in Academic Support

Jocelyn Manigo, Ed.D.Janet Long, M. Ed.

Beyond the Classroom: A Collaborative Pilot to Unify Learning Assessment Across Six Academic Support Units

Goal for Today: Help You Gain Strategies to… Initiate, align, and implement an assessment

program for co-curricular units that support student learning

Apply common themes and consistent language to learning outcomes among administrative departments with diverse missions and functions

Partners in Assessment

“Today it is widely recognized that most out-of-classroom experiences, done right, help students learn, grow, and develop. The best out-of-classroom experiences are integrated with academic (classroom) experiences and help students achieve shared learning outcomes, such as skills in communication, leadership, and problem solving. They are sponsored not only by a student life or student development office but by academic programs and academic support units. Some collaborative ventures, such as first-year experiences, cross divisional lines and permeate the institution.” – Assessment Expert Linda Suskie (2015)

Partners in Assessment

“Those who administer services such as residentiallife, advising, career development, learning support,service learning, and financial aid are partners withfaculty members and students in developingoutcomes and assessing student learning. Forexample, student development personnel helpstudents to develop their own ethical values andto achieve the institution’s goal of graduatingstudents who are responsible citizens in amulticultural society.” – from Middle States Commission on Higher Education, Student Learning Assessment Options and Resources (2007)

Our Journey at Widener University

From infant to… …Triumphant toddler

Career Services | Counseling Center | Disabilities Services | Exploratory Studies | Student Success and Retention | Tutoring Services

Six Administrative Units on Board

Widener Learning Goals Reference Widener ILOs and GEGOs

Institutional Learning Objectives (ILOs)Students will:

1. demonstrate knowledge, skills, and scholarship appropriate to their major field of study.

2. think critically and communicate effectively.3. demonstrate attributes associated with professional and civic leadership.4. demonstrate characteristics of responsible citizenship.

General Education Goals (GEGOs)Liberally educated graduates: 1. communicate effectively.2. think critically.3. use quantitative methods effectively.4. have developed a wide range of intellectual perspectives and methodologies.

Focus: Critical Thinking

University Assessment Calendar

Assessment Pilot Timeline

Learning & Brainstorming

March-May‘16

Evaluation/Close LoopJune’17-Aug’17

PlanningJun-Aug ‘16

ImplementationAug’16-May’17

Our Starting Point

When I think of assessment, I think of…

Assessment Pilot Timeline

Learning & Brainstorming

March-May‘16

Evaluation/Close LoopJune’17-Aug’17

PlanningJun-Aug ‘16

ImplementationAug’16-May’17

Learning a New Language

Keep it simple Focus on learning Search for common ground Ask the right questions

What is your SLO? -vs- “What do you want students to learn?”

The Language of Learning

Step 1: Declare the specific desired learning outcome.

“I know that a student has learned to think critically when…”

Example: Exploratory Studies

I know that a student has learned to think critically when he/she is able to demonstrate self-awareness of abilities, interests, values, and personality; and make informed independent decisions necessary for declaring an undergraduate major.

The Language of Learning

Step 2: Determine the measurement tools. How will you know this learning is taking place? What tools will you use? (e.g. rubric, checklist) Should a tool be created?

Example: Exploratory Studies

Career Exploration Log FOCUS2 inventory Meeting with Career Counselor Utilization of campus resources

Academic advisor Faculty Undergraduate bulletin

Exploratory Studies New Career Exploration Log Rubric

The Language of Learning

Step 3: Set a specific target for achieving the desired learning outcome.

What is your target for achieving this student learning outcome during the academic year?

What level of performance is “good enough”?

Example: Exploratory Studies

Original: 90% of Exploratory Studies students will submit their Career Logs to their academic advisor prior to spring registration of their freshman year.

Revised: 90% of ES students completing career logs will demonstrate critical thinking by attaining a score of "2" or higher on required paragraph response.

The Language of Learning

Step 4: Close the Loop. What will you learn from measuring this learning

outcome? How can you use this information to guide your

daily practice?

Example: Exploratory Studies

Career log will… provide insight into which campus resources students

use to make decisions about major. demonstrate how students apply critical thinking skills

to exploration.

Putting It All Together: 6 Units, 1 Language

Common words/phrases/themes:

Articulate/articulating Apply critical thinking skills to… (interviewing,

self-advocacy, exploration, problem solving, etc.) Connect (academic performance with personal

accountability, strengths and skills to out-of-classroom experiences, etc.)

Thoughtful choices, informed decisions

Career Services

Exploratory Studies

Counseling Center

Disabilities Services

Student Success and Retention

Tutoring Services

What worked at Widener

Designated point person(s) Understood timeline, including mid-year check-in Opportunities for revision Removing the “fear factor”

Show and Tell

New rubrics New survey tools New questions

Career Services Modified Mock Interview Rubric

Career Services Data Lab

Assessing Career-Related Writing

Counseling Center Satisfaction Survey

Q11 As a result of your experience at the Counseling Center, are you better able to identify your personal strengths? Yes (1) No (2)

Q12 As a result of your time at the Counseling Center, are you better able to identify your problem areas? Yes (1) No (2)

Q13 Are you better able to manage you life, cope with stress and self-regulate? Yes (1) No (2)

Q14 Were you having problems academically at the onset of treatment? Yes (1) No (2)

New Disability Services Qualtrics Survey

Student Success and Retention New Academic Accountability Survey

Tutoring Services New Tutor Self-Evaluation Survey

Join your group:Residence LifeDining ServicesFinancial AidCareer Services

Your turn!

Activity

Complete SLO worksheet Watch your language! Share your findings with group

Activity: Communication SLO

“Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors.” –Association of American Colleges & Universities

Jocelyn Manigo, Ed.D.Director, Tutoring Servicesjamanigo@widener.edu

Janet Long, M.Ed.Director, Career Servicesjrlong@widener.edu

Questions?

References and Resources

Association of American Colleges and Universities (year).

Middle States Commission on Higher Education (2007).Student learning assessment: Options and resources. 2nd. edition. www.msche.org

Suskie, L. (2015). Introduction to measuring co-curricularlearning. New Directions for Institutional Research.