Golden West College

1
Golden West College

• Student Learning Outcomes
• Implementation Strategies for Student Services

Presentation Workshop CACCRAO Annual Conference
April 29, 2008
2
Golden West College
Kerry Flynn MA Sociology, Applied Research
Evaluation Student Services Student Learning
Outcomes Coordinator
3
Discussion Topics

• Institutional Effectiveness
• Student Learning Outcomes
• Integrating SLOs into Existing Procedures
• Summary / Conclusion

4
Golden West College

• Institutional Effectiveness

What does institutional effectiveness mean to
GWC?
5
ACCJC / WASC 2002 Accreditation Standards

• An effective institution
• ensures that its resources and processes support
  student learning
• continuously assesses that learning
• pursues institutional excellence and
  improvement
• maintains an ongoing, self- reflective dialogue
  about its quality and improvement.

6
Strategic Planning

• Strategic planning is an ongoing, systematic
  cycle of
• integrated planning for the future, and
• implementation of that planning

7
Institutional Effectiveness (IE)

• Institutional Effectiveness incorporates a
• current focus with the future focus of
• Strategic Planning. Its an ongoing,
• systematic cycle of assessment of
• student learning,
• college processes, and
• satisfaction

8
Types of Measures and Levels of Assessment
Student Learning Outcomes Process Objectives Satisfaction Objectives
Institutional
Program
Course
Source GWC Institutional Effectiveness Committee
2007
9
What Weve Done in the Past

• Process / Satisfaction Objectives
• What services should be provided?
• Will students receive services needed?
• Will students be satisfied with services?
• How can services be improved?
• Should services increase or decrease?

10
Golden West College

• Student Learning Outcomes

What are SLOs?
11
Student Learning Outcomes

• Knowledge, skills, abilities, and
• attitudes that a student has attained
• at the end (or as a result) of his or
• her engagement in a particular set
• of college experiences.

2002 Accreditation Standards, Glossary
12
Golden West College

• Integrating SLOs into Existing
• Procedures

How Do SLOs Apply to Student Services?
13
ACCJC / WASC 2002 Accreditation Standards

• Standard II-B Student Support Services
• The institution
• systematically assesses
• student support services
• using
• student learning outcomes

14
GWC Student Services Philosophy

• Student Services is a
• Learning Community
• within the college.

15
A Learning Community

• Since students can learn many
• skills, attitudes, and behaviors
• outside the classroom, the role of
• Student Services staff becomes
• extremely important
• Re-thinking the Role of Student Services Staff
  in the Learning College, Dr. Monte E. Perez

16
A Learning Community

• Students have to apply, register,
• add/drop classes, develop education
• plans, explain their goals to
• counselors, participate in student
• activities and apply for financial aid.
• Re-thinking the Role of Student Services Staff
  in the Learning College, Dr. Monte E. Perez

17
A Learning Community

• These procedures require a working knowledge of
  college policies and procedures.
• They also require certain skills
• Re-thinking the Role of Student Services Staff
  in the Learning College, Dr. Monte E. Perez

18
How Do SLOs Apply to Student Services?

• Student Services staff
• Teach process skills / knowledge
• Teach life skills
• Act as role models
• Students acquire
• Skills
• Knowledge
• Behaviors
• Attitudes

19
Expanded Statement of Institutional Purpose
STRATEGIC PLAN
STUDENT LEARNING
Future Focused
Current Focused
Student Services UNIT GOALS
Identify Measurable Learning Outcomes (SLO)
Use Results Develop Action Plan
Dialogue
Implement Teaching Learning
Assess / Evaluate Student Learning
20
The Five-Column Model
I II III IV V
ESIP Mission Goals Intended Outcomes Means of Assessment Standards Summary of Data Collected Use of Results

Adapted from Nichols and Nichols Five-Column
Model
21
The Five-Column Model
I II III IV V
ESIP Mission Goals Intended Outcomes Means of Assessment Standards Summary of Data Collected Use of Results

SLO Cycle One Example Outreach
Adapted from Nichols and Nichols Five-Column
Model
22
Column I ESIP Mission Goals

?

• START HERE !
• Identify a specific Institutional Goal that
  relates to Student Learning in your Department or
  Unit.
• College Mission / Institutional Purpose
• Expanded Statement of Institutional Purpose
  (ESIP)
• A Specific Institutional Goal

?
23
Column I ESIP Mission Goals
I II III IV V

The College will develop and implement a
comprehensive Enrollment Management Plan aimed at
reaching and maintaining the preferred enrollment
level within the adopted District guidelines
(Pathways, College Goal 2).
24
Column I ESIP Mission Goals (Cont)

?

• Identify a specific Unit Goal that aligns with
  and supports the college goal that you identified
• Use terms and language that are similar to
  identified college goal
• Clearly link Unit Goal to Institutional Goal

?
?
25
Column I ESIP Mission Goals
I II III IV V

The College will develop and implement a
comprehensive Enrollment Management Plan aimed at
reaching and maintaining the preferred enrollment
level within the adopted District guidelines
(Pathways, College Goal 2).
The Outreach Department will promote Golden
West College enrollment
through presentations
and campus tours.
26
Column II Intended Outcomes (SLOs)

?

• Link clearly to Column I Unit Goal
• Use consistent terms / language
• Examine relevant concepts

27
Column II Intended Outcomes (SLOs)

• State what students will
• Do
• Know
• Think
• Feel
• As a result of having interacted with the Student
  Services Unit

?
28
Column II Intended Outcomes

?

• Ensure MeasurabilityOutcome can be observed or
  tested
• State in Clear and Precise Language
• State Singular Outcomes
• Use Action Verbs

?
29
Column II Intended Outcomes (SLOs)
I II III IV V

The College will develop and implement a
comprehensive Enrollment Management Plan aimed at
reaching and maintaining the preferred enrollment
level within the adopted District guidelines.
After 1) presentations or 2) tours,
prospective students will demonstrate a general
knowledge of Community College by identifying
demonstrate
identifying
A. Cost of attendance in comparison to
CSUs and UCs
The Outreach Department will promote Golden West
College enrollment through presentations and
campus tours.
B. Matriculation Process
C. Educational Routes such as AA Degree,
Certificates, and Transfer
30
Column II Intended Outcomes (SLOs)
I II III IV V

The College will develop and implement a
comprehensive Enrollment Management Plan aimed at
reaching and maintaining the preferred enrollment
level within the adopted District guidelines.
After 1) presentations or 2) tours,
prospective students will demonstrate a general
knowledge of Community College by identifying
demonstrate
identifying
A. Cost of attendance in comparison to
CSUs and UCs
The Outreach Department will promote Golden West
College enrollment through presentations and
campus tours.
B. Matriculation Process
C. Educational Routes such as AA Degree,
Certificates, and Transfer
through presentations and campus tours.
31
Column III Means of Assessment Standard

• Align clearly with Column II Intended Student
  Learning Outcomes
• Use consistent terms / language
• Address each outcome individually

?
32
Column III Means of Assessment Standard

• Identify Assessment Instrument
• Survey / Questionnaire
• Existing Data Collection System
• Test / Exam
• Instrument actually measures stated outcomes

?
?
33
Column III Means of Assessment Standard

?

• Specify Evaluation Process
• Identify who will evaluate data
• Identify the data collection period
• Name tools used for evaluation

34
Column III Means of Assessment Standard

• Set Standard for Student Success
• Establish minimum level or score expected for
  student achievement
• State or fraction of students expected to
  achieve minimum level
• Reasonable for student achievement

?
35
Column III Means of Assessment Standard
I II III IV V
The College will develop and implement a comprehen-sive Enrollment Manage-ment Plan. Outreach will promote GWC enrollment through classroom presen-tations and campus tours. After 1) presentations or 2) tours, prospective students will demonstrate a general knowledge of Community College by identifying A. Cost B. Matriculation Process C. Educational Routes
During Fall and Spring 2005/2006, Survey will be
administered to prospective students by Outreach
staff following 1. Presentations 2. Campus
Tours
Survey questions will be designed to measure
what students have learned regarding
A. Cost of Attendance
B. Matriculation Process
C. Educational Routes
The Supervisor of Outreach will collect,
record, and evaluate the data using Microsoft
Excel.
A standard of 90 correct responses is the
expected level of student achievement for each of
five survey questions.
36
Column IV Summary of Data Collected

?

• Align clearly with Column III
• Means of Assessment Standard
• Use consistent terms / language
• Address each outcome individually

37
Column IV Summary of Data Collected

• Indicate sample size
• Total number of students who participated
• Report results in terms of Standard
• Actual number who achieved Standard
• Percent or fraction

?
?
38
Column IV Summary of Data Collected
I II III IV V
The College will develop and implement a comprehen-sive Enrollment Manage-ment Plan. Outreach will promote GWC enrollment through classroom presen-tations and campus tours. After 1) presen-tations or 2) tours, prospective students will demonstrate a general knowledge of Community College by identifying A. Cost B. Matricu-lation Process C. Educa-tional Routes Survey following 1. Presentations 2. Campus tours Survey questions measure students learning regarding A. Cost B. Matriculation Process C. Educational Routes Standard of 90 correct responses.
1) After presentations, data shows that
A. 76 (47/62) of the students identified the
correct cost of attendance B. 77 (48/62) of
the students identified the correct process for
matriculation C. 86 (53/62) of the students
identified the correct educational routes
available at CCs
2) After tours, data shows that
Standard of 90
A. 54 (34/63) of the students identified the
correct cost of attendance B. 49 (31/63) of
the students identified the correct process
for matriculation C. 92 (58/63) of the students
identified the correct educational routes
available at CCs.
39
Column V Use of Results

?

• Align clearly with Column IV
• Summary of Data Collected
• Use consistent terms / language
• Examine each outcome individually

40
Column V Use of Results

• Report whether or not the students were able to
  meet the set Standard
• Describe any action that was taken
• What was the action?
• How was it accomplished?
• Who completed the action?
• When was it completed?

?
?
41
Column V Use of Results
?

• If NO ACTION was needed, make a statement as to
  why.
• Also, address
• further investigations or questions this study
  brought to attention
• meaningful dialogue that took place as a result
  of this study

?
42
Column V Use of Results
I II III IV V
The College will develop and implement a comprehen-sive Enrollment Manage-ment Plan. Outreach will promote GWC enrollment through classroom presen-tations and campus tours. After 1) presen-tations or 2) tours, prospective students will demonstrate a general knowledge of Community College A. Cost of attendance in comparison to CSUs and UCs B. Matricu-lation Process C. Educa-tional Routes Pre and Post Survey used at 1. Presen-tations 2. Campus Tours Survey questions /measure students learning regarding A. Cost B. Matricu-lation Process C. Educa-tional Routes Standard of 90 correct responses.
1) Although the 90 standard was not met for
presentation exit surveys, the results were
excellent with an average of about 80 of the
prospective students demonstrating knowledge of
all information tested.
1) After Presen- tations
A. 76 correct cost B. 77 correct
process for matriculation C. 86 correct
educational routes
Therefore, after much discussion, Outreach staff
decided to adjust the standard to a more
reasonable expectation of 80 correct response
overall. No further action is needed.
2) While prospective students surpassed the 90
standard of knowledge for educational routes (C)
in the surveys for tours, only 54 and 49
demonstrated knowledge of (A) cost of attendance
and (B) matriculation process.
2) After Tours
A. 54 correct cost B. 49 correct
process for matriculation C. 92 correct
educational routes
Therefore, Outreach staff decided
to focus on tours for SLO Cycle 2.
In an effort to improve student learning,
the supervisor of Outreach, Veronica Pizano

• created a check list of information to be covered
  during every tour (completed June 30, 2006), and
• incorporated this check list into the staff /
  tour guide training for Sept. 2006.

43
Column V Use of Results

• Notice that the use of results is written using
  past tense verbs.
• Using past tense makes the final document much
  more convincing.
• However, it could take as long as a year to
  actually use the results, and finalize the
  5-column model.
• Therefore, we use the Planned Action Matrix as
  a plan for using the results, keeping in mind
  that the plan is flexible.

44
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
Note If NO ACTION is needed, make a statement
as to why.
45
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
Copy Column IV from your 5-Column Model
hereAddress each piece of data collected.
Note If NO ACTION is needed, make a statement
as to why.
46
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
Based on this Data WHAT needs to be done?
Note If NO ACTION is needed, make a statement
as to why.
47
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
HOW will you accomplish this Planned Action?
Note If NO ACTION is needed, make a statement
as to why.
48
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
WHO will complete the Planned Action?
Note If NO ACTION is needed, make a statement
as to why.
49
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
WHEN will the Planned Action be completed?
Note If NO ACTION is needed, make a statement
as to why.
50
Column V Resource Planned Action Matrix
COLUMN IV STEP 1 STEP 2 STEP 3 STEP 4
SUMMARY OF DATA COLLECTED PLANNED ACTION IMPLEMENTATION RESPONSIBLE PERSON COMPLETION / DUE DATE
Copy Column IV from your 5-Column Model hereAddress each piece of data collected. Based on this Data WHAT needs to be done? HOW will you accomplish it this Planned Action? WHO will complete the Planned Action? WHEN will the Planned Action be completed?
2. 1. 2. 1. 2. 1. 2.
Note If NO ACTION is needed, make a statement
as to why.
51
SLO TimelineA Continuous Cyclical Process
52
Golden West College

• Summary / Conclusion

What have we learned along the way?
53
Assessments

• While Student Learning Outcomes are important
  college-wide,
• Other types of assessments are also important
• Keep a balance
• 1 to 2 Student Learning Outcome Assessments
• 3 to 5 Process / Satisfaction Objective
  Assessments

54
Assessments

• Process Objective states that the Unit will
• Provide
• Improve
• Increase
• Decrease
• a service

55
Assessments

• Satisfaction Objective states that the clients
  will
• Receive
• Be satisfied
• with a service

56
Conclusion

• SLOs do apply to Student Services
• Cycle One completed
• Exploratory
• We did not expect perfection
• It was an excellent effort,
• A great learning experience
• Brought Dialogue at the Unit level
• Developed Checklist for Implementation

57
Conclusion (continued)

• Cycle Two and Cycle Three
• Are under way
• Used Checklist for SLO Implementation

58
Resources

• A Road Map For Improvement of Student Learning
  and Support Services Through Assessment, James O.
  Nichols and Karen W. Nichols (Agathon Press, New
  York, 2005)
• ACCJC/WASC
• http//www.accjc.org/
• Re-thinking the Role of Student Services Staff
  in the Learning College, Dr. Monte E. Perez
• Golden West College PathwaysOur Guide to College
  Planning
• http//gwc.info/bulletins/Pathways923.pdf
• Blooms Taxonomy at Bakersfield College Website
• http//www.coun.uvic.ca/learn/program/hndouts/bloo
  m.html
• Mt. San Antonio College Student Learning
  Outcomes A Campuswide Learning Assessment
• http//www.mtsac.edu/outcomes/
• Academic Senate of Saddleback College
  Institutional Effectiveness
• http//www.saddleback.edu/gov/senate/ie/

59
Handout Packet

• Resource List
• Student Services Checklist for SLO
  Implementation, 2006-07
• Cycle One 2005-06 Outreach SLO 5-Column Model
• Planned Action Matrix
• GWC Student Services Cycle 3 Timeline
• Re-thinking the Role of Student Services Staff
  in the Learning College, Dr. Monte E. Perez