1. We Are All Accountable:
Student Learning Outcomes Across the Division
NASPA
Assessment and
Persistence Conference
June 9-12, 2011
Elise Davis-McFarland, Ph.D., VP for Student
Service
Sharon Kearns, M.Ed., Director of Testing

2. Student Affairs professionals have
the responsibility for ensuring that
institutions of higher education
become
true learning communities
committed
to providing transformative
educational experiences
for all students.
Learning Reconsidered – ACPA, NASPA

3. The institution provides student support
programs, services, and activities consistent
with its mission that promote student
learning and enhance the development of its
students.
(Student Support Services)

4. Norht North Central Association
Commission on Accreditation and School
Improvement
 Learning goals are designed to press all
students to excellence and focus on enhancing
the intellectual, personal, physical, social, and
career development of students.
 PS 2 Objectives are:
identified for the specific subject areas and the
various programs such as the activity
programs, and student personnel services;

5. Different Student Services
Outcomes
 Student service outcomes
 Satisfaction, needs, program quality
 Student development outcomes
 Values,
attitudes, beliefs, psychosocial
development
 Learning outcomes
 Knowledge and skills

6. Why Student Learning
Outcomes?
 The business of colleges is teaching and
learning. If you’re not a major player in that
business you’re just sitting on the bench.

7. Assessment should show that
Student Services
 Plays a significant role in student learning
 Makes a difference in academic success
 Promotes retention and persistence
 Enhances cognitive development
 Enhances affective development

8. Brainstorming and
Consensus
How about?
What if we…?
about…?
What if we…?
Hm
m..
Hm
m

9. What if a student asks…
 What should I be able to do as a result of my
interaction with the______ office in Student
Services?
 What should I be able to learn from meetings with
my financial aid officer?
What would you say?
 Think of what you expect students to be
able to do/know as a result of their
interactions or participation.

10. What should students gain
from Student Services?
 Essential life skills
 Personal responsibility
 Perseverance
 Decision making/critical thinking
 Financial responsibility
 Technology use

11. What should students gain
from Student Services?
 Essential social skills
 Effectivecommunication
 Interpersonal skills
 Civic mindedness
 Ethical behavior
 Adherenceto legal and ethical
requirements

12. Mission Statement Example
BEFORE Orientation Services
Our Purpose...
The mission of Orientation Services at Trident Technical College is to
provide a welcoming environment in which new students and their
families obtain information necessary for a successful transition into
college life. Through our orientation program, we encourage campus
involvement, academic success, and student retention. Our aim is to
integrate new students and families into campus life while easing the
transitions and stresses associated with starting college.
In order to achieve these objectives, students and families who attend
an orientation will…..
View a video to familiarize them with the campus environment and
physical facilities
Explore Trident Technical College’s Website
Talk with an Orientation Leader to
Verify the student’s major
Learn about important processes, like registration
Be assigned an academic advisor
Receive important printed materials about the College
Find out about student services and organizations
Have questions answered
Take a walking tour of the campus, if desired
Register for courses during the registration period in the
Orientation Services Centers if they are non-degree students

13. AFTER
Orientation Services
In support of the Student Services Division
mission of
encouraging student success, Orientation
Services
provides a comprehensive orientation program
to
encourage campus involvement, academic
success,
and student retention.

14. A good learning outcome…
 Indicates what the student should
know or be able to do
 Is measurable
 Relates to experiences you provide
 Is realistic
 Aligns with vision, mission and values
Adapted from Bentrim-Tapio, 2008

15. Learning Outcome
Statements
 Specify what students will be able to
do, know, and/or demonstrate as a result of
participating in or completing an
activity/service/program.
 Should be expressed as
knowledge, skills, attitudes or behaviors.
Adapted from Bentrim-Tapio, 2008

16. The wording…
Active Verb EXPECTATION
As a result of • Demonstrate • 50% improvement
• Average performance
• Identify • Pre-test post-test
• Explain improvement
BEHAVIOR INTENTION
• Meeting Will be able to
• Participating • Mock interview
• Working with
• Time
management
ACTIVITY Who
• Program • Students
• Service • Athletes
• Activity • Officers
Adapted from Bentrim-Tapio

17. Learning Outcome Examples
 As a result of students attending resume
workshop, students will develop a
professional grade essay.
 As a result of instruction from the test
proctor, students will manage their time in
order to complete their tests within the allotted
time.
 As a result of attending officer training
sessions and holding office, organization
officers will demonstrate improvement in their
leadership skills from the beginning of their
tenure through completion.

18. Satisfaction vs. Learning is
much like the relationship
between Reliability and Validity.
Just as reliability means nothing
when the problem is
validity, satisfaction doesn’t mean
much when students don’t learn.

19. Satisfaction surveys
 don’thelp you understand all of the
contributions of your programs & services
 don’ttell you how your programs and
services contribute to student
development & learning
 don’t
tell you everything you need to know
about programs & service improvements
Bresciani, 2002

20. Satisfaction…
85% of students will agree
or strongly agree that mock
interviews helped them feel
more confident in their
interviewing skills.
Adapted from Bresciani, 2002

21. If you haven’t noticed, we’re
experiencing a paradigm shift.

22. Learning…
85% of students who attend the How to
Interview
workshop will score average or above
average on
a mock interview evaluation matrix.

23. Student Services Student
Learning Outcomes
 Show Academics that Student Services
makes significant contributions to learning
 Form the basis for collaborations that
 Promote measurable student learning
 Promote student engagement and socio-
academic integration
 Provide models for indirect learning
Bresciani, 2002

24. Unit: VP’s Office
Department: Student Employment
Student Learning Outcomes 2010-2012:
 Students develop the basic parts of an
acceptable resume.
 Students prepare sufficiently for an interview.
 Students are aware of the basic rules and
requirements of the institutional and/or
federal work-study program.

26. Unit: Enrollment Management
Department: Admissions
Student Learning Outcomes 2010-2012:
 Students with residency questions articulate
residency requirements.
 International students demonstrate an
understanding of the matriculation requirements
for IS students.

28. Unit: Enrollment Management
Department: Orientation
Student Learning Outcomes 2010-2012:
 Students demonstrate an ability to adequately
prepare for an academic advising session.
 Students demonstrate an ability to effectively
access and use the TTC website.
 Students demonstrate the ability to correctly
answer questions about selected TTC policies
and procedures immediately after attending an
orientation session, as well as several days later.

30. Unit: Enrollment Management
Department: Testing Services
Student Learning Outcomes 2010-2012:
 Students adequately prepare for testing
appointments.
 Students demonstrate adequate technical skills
to successfully complete a computer-based
process.
 Students practice academic honesty.

32. Unit: Student Development
Department: Counseling & Career
Development Services
Student Learning Outcomes 2010-2012:
 Students identify occupations that match their
personal interests. (Career Development)
 Students effectively self-advocate by
communicating their needs to their instructors.
(Services for Students with Disabilities)
 Students identify appropriate academic and
personal resources. (Counseling)

34. 2-year Student Learning Outcomes
Assessment Cycle:
2010-2012 and 2012-2014
Planning Cycle Academic Years Activities Time Frame Report Report Due
2010 – 2012 2010 – 2011 Plan for Assessment Aug – Sep 2010 2010 – 2012 SLOs Sep 2010
Planning Stages
(Columns A-E)
Collect Data Sep 2010 – Aug 2011 2010 – 2012 SLOs Sep 2011
(anytime during this Report
period) (Column F)
Sep 2011
Plan for Improvement Aug – Sep 2011 2010 – 2012 SLOs
Report
(Column G)
2011 – 2012 Implement Sep 2011 – Aug 2012 2010– 2012 Sep 2012
Improvement Plans Assessment Summary
(Cover Sheet)
2012 – 2014 2012 – 2013 Plan for Assessment Aug – Sep 2012 2012 – 2014 SLOs Sep 2012
Planning Stages
(Columns A-E)
Collect Data Sep 2012 – Aug 2013 2012 – 2014 SLOs Sep 2013
(anytime during this Report
period) (Column F)
Sep 2013
Plan for Improvement Aug – Sep 2013 2012 – 2014 SLOs
Report
(Column G)
2013 – 2014 Implement Sep 2013 – Aug 2014 2012 – 2014 Sep 2014
Improvement Plans Assessment Summary
(Cover Sheet)

35. Lay groundwork &
develop
consensus
Use findings to Form SLO Committee
improve programs & to initially oversee
services, enhance process
learning, decision-
making, planning/bud
geting
Assessment
Cycle Develop, review, re
Mission, Goals, Objectives, vise Mission
Analyze data & Statements
Outcomes , SLOs, expected
report findings
performance levels
w/ managers & IR
Collect Data Develop
surveys, forms, ru
(develop cycle) brics, etc.

36. Contact Info:
Elise Davis-McFarland, Ph.D.
Vice President for Student Services
Trident Technical College
Charleston, SC 29406
Elise.Davis-McFarland@tridenttech.edu
Sharon Kearns, M.Ed.
Director of Testing
Trident Technical College
Charleston, SC 29406
Sharon.Kearns@tridenttech.edu