Assessing Student Affairs Contributions to General Education Learning Outcomes Mike Cairns - Associate VP of Student Affairs Fred Heck - Geology Professor

Assessing Student Affairs’ Contributions to General Education

Learning OutcomesMike Cairns - Associate VP of Student Affairs

Fred Heck - Geology Professor & General Education Coordinator

Kristen Salomonson - Dean of Enrollment Services

2011 AAC&U Conference 2011 AAC&U Conference General Education and General Education and Assessment 3.0Assessment 3.0

Ferris State University is located in Northern Lower Michigan in Big Rapids. It is approximately three hours from Detroit and four hours from Chicago.


Big Rapids

Some Facts About Ferris State University

•A Public University founded in 1884

•Current Enrollment is 14,381 students

•Main Campus in Big Rapids + 17 Other Locations in MI

•Approximately 180 degree programs including Associate’s,

Bachelor’s, Master’s, Professional Doctorates and an Ed.D.

•Largest College is Allied Health Sciences

•15 to 1 Faculty-Student Ratio

•Average Freshman ACT = 21.4/HSGPA = 3.19


General Education: A Definition

The part of a [university] curriculum shared by all students. It provides broad exposure to multiple disciplines and forms the basis for developing important intellectual and civic capacities.

Association of American Colleges and Universities


Newly Adopted General Education Philosophy Statement at Ferris

General Education at Ferris State University challenges students to be successful citizens of a diverse and globalized world.


Newly Proposed Student Learning Outcomes “Campus-Wide” outcomes vs. “General Education” outcomes.

Recognizes that learning happens across the full curriculum AND co-curriculum.

The LEAP model provides our organizing framework.KnowledgeSkillsResponsibilitiesIntegration



Knowledge of Human Cultures and the Natural WorldFocused by engagement with big questions, both contemporary and enduring Graduates of Ferris State University should know: …how all cultures, past or present, are fundamentally similar to each other, and why it is important to understand cultural differences.

…how their lives are shaped by the society and place in which they live. …how scientists come to an understanding of the natural world and why a scientific understanding of the natural world is important.

…how technology shapes their world.


Intellectual and Practical SkillsPracticed extensively, across the curriculum, in the context of progressively more challengingproblems, projects, and standards for performance Graduates of Ferris State University should be able to:

…identify, access, and use information effectively. …critically evaluate information using appropriate reasoning skills. …interpret and use quantitative information together with the qualitative to understand and effectively solve real-life problems. …think and act creatively in problem solving. …communicate effectively with others in both the personal and professional spheres of life. …function effectively as a member of a team. …make informed decisions in the use and management of financial resources.


Personal and Social ResponsibilityAnchored through active involvement with diverse communities and real-world challenges Graduates of Ferris State University should understand the value of: …participating in the civic life of their communities. …inclusion, empathy and positive engagement in their interactions with diverse others. …considering issues through well established ethical and moral traditions. …continuing to learn for personal and professional growth. …making informed lifestyle choices.


Integrative LearningDemonstrated through the application of knowledge, skills, and responsibilities to new settings and complex problems.

Finally, graduates of Ferris State University should be able to:

…integrate what they have learned inside and outside of the classroom.


Campus-Wide Learning Outcomes provide the foundation for finding, developing and assessing the links between General Education and co-curricular experiences in Student Affairs.

This is the collaboration that is now underway at Ferris as part of our General Education revision.


• How do you support, encourage, and assess student learning that occurs as a result of Student Affairs activities, programs, and services?

• What are you doing to partner with Student Affairs?

• If you are in Student Affairs, are you assessing learning in a way

that directly links with your General Education Outcomes?

2011 AAC&U Conference 2011 AAC&U Conference General Education and Assessment General Education and Assessment 3.03.0

Overview of SLOs in Student Affairs

• Our Culture of Assessment• Helping Students Know What They’ve Learned• The Connection to Ferris State’s General

Education Outcomes• Examples of What We’ve Collected and How

We’ve Reported the Results


“Good assessment is based fundamentally on collaboration among colleagues. And since student learning takes place both inside and outside the classroom, some of the most interesting and intellectually exciting work in assessment involves collaboration among faculty and student affairs professionals.”

- Trudy Banta


Student

AffairsAcademic

Affairs


Student Affairs Educators

• We have come to realize that we have a lot to offer – and we want to help students learn

• We are intentionally tying our efforts to General Education Goals


Learning is Our Focus

•Focus less on student satisfaction and more on student learning

•We encouraged our departments to re-think their essential function and purpose


Students would say …

• “We’re not learning anything.”

Oh, really?

• We had to help students recognize and become aware of what they were learning outside the classroom. They undervalued it.


“The limits of my language are the limits of my world.”

• Students need language to define and articulate what they have learned

• We were not always aware either

• We had to make student learning more explicit


Did you…• Solve problems• Manage time• Work for and with others• Resolve arguments and conflict• Make decision independently• Manage emotions• Maintain a positive attitude• Accept feedback from supervisors


Did you learn about…

• Leadership • Teamwork and problem solving• Ethical reasoning and action• Creative thinking• Customer service• Communication/Persuasion skills


Did you learn about… • Intercultural competence – working within a

diverse workplace• Information literacy• Capacity to adapt knowledge, skills and

responsibilities• Interpersonal communication and effective

social interactions


Epiphany…

• The knowledge and skills students are acquiring from their participation in student affairs resembled the General Education Outcomes.

• Why not tie them together with Student Affairs Learning Outcomes?


Where Exactly are Students Learning in Student Affairs?

• We anticipate learning to occur in…

– Student Employees in our Departments– Student Leaders – Students Attending our Programs– Students Serviced in our Departments


Example: Student Employee Survey

• A Division-wide Survey given to all Student Employees to assess their progress on SLOs

• Developed specifically from our existing General Education Outcomes

• Communicates to our student employees that we intentionally are helping them learn

– This instrument is actually a teaching and learning tool


Survey Contents

• 32 questions with 4-point scales and 3 open-ended questions.

• A web-delivered survey that takes about 10 minutes to complete.

• Administered each semester (Fall & Spring)


• To appreciate cultural and ethnic differences

• To develop relationships with different racial and ethnic backgrounds

• To make decisions by identifying and considering options

• To develop problem-solving skills

• To speak effectively with individuals face-to-face

• To draw conclusions after weighing evidence, facts, and options

• To resolve conflicts• To manage my time

effectively• To work effectively and

collaboratively with others.


How Much do Students Learn from Work? To Make Decisions by

Indentifying and Considering Options

75% of Respondents reported learning “Quite a Bit” or “An Extreme Amount” from their employment experience

To speak effectively with individuals face-to-face



To work effectively and

cooperatively with others


To write effectively


How Much do Students Learn from Work?


I get along better

with others

96% of Respondents indicated they “Somewhat Agreed” or “Strongly Agreed”

I am able to accomplish things efficiently




I feel better about

myself


I am able to make decisions effectively




“Teamwork is the most important step in getting things accomplished.”

“I’ve learned strong communication

skills as well as how to make stronger decisions. I’ve developed courage and self-confidence.”


“How to do budgets, manage a staff,

better interact with people, and to organize events.”

“How to work with people who have

different personalities than myself. I have learned to become a more dependable and reliable person.


Example: Orientation• After each training session leaders are asked what

they’ve learned about...

– Diversity– Communication– Customer Service– Problem-Solving


What did leaders learn from their participation in Orientation?

“I learned to better assist people and interact with people in a respectful and understanding manner.”

“How everyone comes from different places and how different their views are.”


Example: Student Leadership & Activities

• Intentional, purposeful student employee training exercises

• OrgSync – new Co-Curricular Transcript Software


Example: Personal Counseling Center

• Social Norming Campaign - Project for Senior-level Marketing and Graphic Design Students


Example: Multicultural Student Services

• Tunnel of Oppression• Imagine More Bus Tour• Black History Month Presentations & Events• Women’s History Month Presentations & Events• Hispanic History Month Presentations & Events


Example: Career Services

• Specific learning objectives linked to the Student Leadership Conference

• Learning how work works


Documentation of SLO Assessment for Student Affairs Division

– Assessment Highlights Report

• By trying to chronicle what we do, we improved our own awareness

• By engaging in the process we rediscovered the power of intention

• We ask 4 basic questions


Four Questions…

– WHAT are you Assessing?– SO WHAT did students learn as a result of their

participation? – NOW WHAT changes or improvements will you

make as a result of the assessment?– WHAT’S NEXT in terms of your future assessment?


Student Affairs HLC Evidence List

• The fact that Student Affairs is so into student learning can be a revelation to some folks. Even our folks.

– “I had no idea WE were doing so much with Student Learning!”


• What are two things you learned from today’s session?

• When you return to your campus what will your next step be in terms of Student Learning Outcomes and Student Affairs?

• What is one question we didn’t answer today?

Documents

Assessing Student Affairs Contributions to General Education Learning Outcomes Mike Cairns - Associate VP of Student Affairs Fred Heck - Geology Professor