SDES Reconsidered: Writing Student Learning Outcomes

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Reconsidered
SDES
Got Outcomes?
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LEARNING OUTCOMES

• Team members who attend this session will be able
  to
• Articulate the value of SDES Reconsidered.
• Identify at least 1 horizontal team for their
  unit.
• Express confidence in their ability to write
  student learning outcomes.
• Write student learning outcomes that are
  S.M.A.R.T. and M.A.T.U.R.E.
• As measured by
• Trainer observation
• Performance on a survey

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• Vision
• Building Collaborative Partnerships That Empower
  Students To Succeed
• Mission
• Student Development and Enrollment Services
  (SDES), in collaboration with university and
  community partners, empowers students to succeed
  by providing opportunities and support to develop
  integrity, scholarship, community, creativity and
  excellence.
• Goals
• Provide quality programs, services and learning
  environments that promote progression to
  graduation, graduate school, and productive
  employment.
• Create opportunities for students to strengthen
  life skills and develop purpose, integrity,
  ethical standards and civic responsibility.
• Embrace diversity and foster engagement in the
  global community.

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• Vision and Mission
• Building intentional partnerships within SDES and
• Campus Community that empower students to model
• components of the UCF Creed
• UCF Creed
• Integrity Scholarship Community Creativity
  Excellence
• Goals
• We help students learn and grow
• We support student achievement and success
• We are educators

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THE PURPOSE

• SDES Reconsidered is about
• intentional action
• planning for success
• divisional partnerships
• supporting student success

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THE BENEFITS

• Shared resources
• Common purpose
• Increased collaboration
• Powerful impact on students
• More rewarding workplace

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Define -- Deliver -- Determine

• Define
• What is student success?
• What do we want students to learn
• from our programs or services?
• Deliver
• Program, service, initiative
• Determine
• Did we accomplish our learning outcomes?

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DEFINE

• Student Learning Domains
• THE UCF CREED
• Scholarship - Cherish learning as a fundamental
  purpose
• Integrity - Practice and defend academic and
  personal honesty
• Creativity - Use my talents to enrich the human
  experience
• Excellence - Strive toward the highest standards
  of performance
• Community - Respect the rights and contributions
  of
• every individual

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THINK ABOUT IT

• List as many programs and/or services that your
  office, department, unit provides? What are
  programs or services you would like your area to
  provide in the future?
• What would you like students to learn as a result
  of engaging with your programs, services, and/ or
  department/unit?
• To which divisional learning objectives does each
  of your department learning goals relate?
• see creed handout
• With what offices do you or could you collaborate
  to accomplish your shared department learning
  goals/ objectives?

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PLANNING FOR LEARNING A ROAD MAP
Target Group
Intervention
Value, Knowledge, or Behavior
who
Intended outcome
will
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GREAT OUTCOMES SMART AND MATURE

• SMART
• Specific
• Matches
• Aggressive, but Attainable
• Results Oriented
• Time Bound

• MATURE
• Matches
• Appropriate Measures
• Targets
• Useful
• Reliable
• Effective and Efficient

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THE WHOLE PICTURE
Target Group
Intervention
Value, Knowledge, or Behavior
Intended outcome
who
will
Target Ratio
Measurement Choose 2
As required by (optional)
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DELIVER
Do the great work that you do, with your learning
outcomes in mind
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DETERMINE
Assess to find out
We do assessment to find out if we did what we
set out to do.
Target Group
Intervention
Value, Knowledge, or Behavior
who
Intended outcome
will
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DETERMINE
Target Group
Intervention
Value, Knowledge, or Behavior
LEARNING OUTCOME
Intended outcome
who
will
Target Ratio
Measurement Choose 2
As required by (optional)
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THE TEST

• Learning Outcome Evaluation Questions
• Does the outcome support the program
  objectives? Y N
• Does the outcome describe what the program
  intends Y N
• for students to know (cognitive), think
  (affective, attitudinal),
• or do (behavioral, performance)?
• Is the outcome important/worthy? Y
  N
• 4. Is the outcome Y
  N
• a. Detailed and
  specific?
• b. Measurable/identifiable?
• 5. Can you create an activity to enable
  students to learn the Y N
• desired outcome?
• 6. Can the outcome be used to make decisions
  on how to Y N
• improve the program?

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EXAMPLES OF SLOS

• Second year students in the LEAD Scholars Program
  who complete a personal action plan (focusing on
  goals and outcomes that students have set for
  themselves during their UCF career and beyond)
  will be able to communicate specific goals that
  they have set for themselves in regards to SMART
  goal criteria, as measured by 100 accuracy using
  SDES coach observation reports.
• 2. All UCF female students, age 17-26 years of
  age, who are first time patients at the UCF
  Womens Health Clinic, will be able to (1)
  identify the benefits of the Gardasil vaccine
  (2) define HPV (Human Papilloma Virus) and (3)
  know the proper administering of the vaccine as
  measured by 100 accuracy using pre-post
  questionnaire.
• 3. Students who are appointed to SGA Executive
  Cabinet positions will demonstrate
  (Bloom-Application) verbal and written
  communication skills as measured by (a) an
  averaged score (advisor-, peer-, self-rating) of
  proficient or exemplary on the PEDAL
  (internally developed assessment tool) and
  (b)improved performance of duties using
  supervisor (SGA President, Vice President, etc)
  evaluation.

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Reconsidered
SDES
Got Questions?
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