Assessing Student Learning in Student

Workers1. Of your institution’s Student Learning

Outcomes, which are – or could be considered – employment related generalizable skills?

2. What is the difference between a student worker and a temporary part-time employee?

3. Of the employment related generalizable skills in your outcomes, which might student workers be expected to demonstrate or master?

ASSESSING STUDENT LEARNING IN STUDENT EMPLOYEES

Jim Fatzinger, Associate Vice President, Student Affairs

Juliana Lancaster, Director, Institutional Effectiveness

Georgia Gwinnett College

A Little Background

4-year, State College in the University System of Georgia

Authorized by GA Legislature in May 2005 President hired in September 2005 Campus opened with 118 students and

10 faculty in August 2006 Home of the Grizzlies!

Current Status Student:

Fall 2008 Enrollment: Headcount 1563 Full-time equivalent 1374

Fall 2009 Enrollment: Headcount approximately 3000

Faculty: Instructional full-time faculty: 125 Instructional part-time

faculty: 30

Facilities Information: 6 Buildings: A, B, C, D (Student Services Center), E, F (Fitness

Center) Library, Student Center, Dormitory (1200 beds) under

construction Total acreage: 200

Degree Programs Currently offered: BBA Business; BS Biology; BS Information

Technology; BS Psychology Beginning in January 2009 (pending SACS approval): BA

English; BA History; BA Political Science; BS Mathematics; BS Criminal Justice/Criminology; BS Exercise Science; BSEd Early Childhood Education; BSEd Special Education

Reimagining Higher Education for the 21st

Century

Commitment at every level to student learning and effectiveness

Institutional focus on interdisciplinary/ integrated education

Openness to going “outside the box” – provided there is a plan for assessment

Created the opportunity for a ground-up design of an INSTITUTIONAL assessment plan and framework

Allowed focus on collaboration across boundaries to articulate and assess what is important

Institutional GoalsAs a charter 21st Century Institution GGC will:1. Produce graduates who can anticipate and respond effectively to

the changing world 2. Inspire graduates to be contributing citizens and community

leaders 3. Achieve significant levels of student success in retention,

progression and graduation4. Innovatively design and deliver educational programs and

support services5. Engage with Gwinnett and surrounding communities to support

student development and community needs6. Create a culture devoted to the holistic development of students 7. Acquire the resource base needed to accomplish its mission and

vision8. Serve as a resource for innovation for the broader educational

community

Institutional Effectiveness: Starting Conditions

Advantages of starting from scratch Strong executive level support for and understanding of

IE Limited number of programs and offices at start-up Absence of legacy or standing processes and structures

Disadvantages to starting from scratch Absence of legacy or standing processes and structures Each individual brings a different set of assumptions

and expectations Rapid growth and hiring leads to continuous need for

explanation/education

Institutional Effectiveness: First Principles

In order to get “…ongoing, integrated, and institution-wide research-based planning and evaluation processes…[SACS]” for we needed: Structure and resources Broad buy-in, consensus and agreement

Working “ground rules” Institution-wide and pervasive Integrated with institution’s mission & strategic plan Faculty/staff participation and basic control Interdisciplinary and developmental assessment of student

learning

Institutional Effectiveness: Starting Points

Program level student learning outcomes and assessment plans General Education curriculum designed around student learning

outcomes Agreement to develop and assess for institutional student

learning outcomes Leading to: Integrated Educational Experience (IEE) Student

Learning Outcome Goals for GG Agreement to integrate curricular and co-curricular student

learning efforts This triggered substantial and productive discussions with

Student Affairs, Educational Technology, and other areas of the College

Institutional Student Learning Outcomes (IEE)

GGC graduates will:1) Clearly communicate ideas in written and oral form.2) Demonstrate creativity and critical thinking in inter-

and multidisciplinary contexts.3) Demonstrate effective use of information technology.4) Demonstrate an ability to collaborate in diverse and

global contexts.5) Demonstrate an understanding of human and

institutional decision making from multiple perspectives.

6) Demonstrate an understanding of moral and ethical principles.

7) Demonstrate and apply leadership principles.

Student Affairs Response to IEE Goals

Student Affairs Vision & Mission Focus on Holistic Student Development Six dimensions of wellness

Physical Spiritual Emotional Intellectual Occupational Social

Role of Student Employment in Development/ Learning Occupational Wellness = becoming a

competent employee communication, team work, time management,

leadership

Fitness Center as Pilot Initial employer of student workers Student Learning Outcomes : Student

staff at the GGC Fitness Center will: Demonstrate leadership skills in an ever-

changing environment Demonstrate teamwork skills in an ever-

changing environment Demonstrate good communication skills with

a variety of people Utilize good time management and planning

skills

Fitness Center as Pilot Definitions of terms in SLOs

Leadership: the ability to motivate people to work together to reach a common goal; to lead by example and with authority and respect

Teamwork: the ability to work together and compromise to reach a solution; being able to count on others to be responsible

Communication: the ability to convey your intentions and ideas effectively; being able to respectfully listen to others problems

Connection between IEE SLOs and Fitness SLOs

FC 1: Leadership

FC 2: Teamwork

FC 3: Communication

FC 4: Time Management

IEE 1: Communication

√ √ √

IEE 2: Critical & Creative Thinking

√ √ √

IEE 3: Information TechnologyIEE 4: Collaboration √

IEE 5: Decision Making

√ √

IEE 6: Moral & Ethical PrinciplesIEE 7: Leadership Principles

√ √

Fitness Center Staff Performance Evaluation

Attitude Does this person enjoy their job, have fun, and work hard? Do

people enjoy working with this person? Are they optimistic and happy? Do they gossip and create problems among co-workers?

Punctuality Is this person on time for shifts, meetings, and other events?Attire Does this person wear the proper staff uniform? Concern for Cleanliness Does this person maintain a clean environment and complete

the cleaning duties as assigned? Is every piece cleaned as well as it needs to be?

Interaction with Participants Does this person make an effort to meet new people? Is

customer service important to this employee? Does this person get along well with participants, while still enforcing rules?

Work Schedule Does this person work their shifts, or continually seek subs? Are

they available to pick up shifts? Do they balance work, school, and personal life?

Responsibility Do they do what they say they are going to do, when they say

they are going to do it? Can you count on this person? Professionalism Are they respectful? Are they able to separate work and

personal life? Do they behave in a mature and professional manner? Do they avoid profanity at work? Do they take pride in all they do? Are they accountable? How are his/her communication skills?

Shift Presence Is this person aware of what is going on? Do they fulfill all work

duties, and get the job done well? Do they make routine rounds of their assigned area? Do they avoid watching TV? Does their mind seem elsewhere?

Fitness Center Staff Performance Evaluation

Fitness Center Facility Rules Does this person abide by and enforce all Fitness Center rules,

especially those concerning entrance requirements (IDs), attire, slamming dumbbells, towels, chewing gum, and power lifts?

Concern for Safety (Fitness Attendant Specific) Does this person “spot” participants, correct participant’s form,

pick-up idle weights, ensure proper spacing of benches, check equipment for malfunctions, settle disputes and care for any injuries?

Exercise Knowledge (Fitness Attendant Specific) Does this person offer correct advice to participants? Does he/

she understand how to use all of the equipment/ machines? Does this person seek continuing education opportunities? Do they workout?

Fitness Center Staff Performance Evaluation

Connection between Fitness SLOs and Evaluation

Outcome 1: Leadership Concern for Cleanliness, Responsibility, FC

Rules Outcome 2: Teamwork

Concern for Cleanliness, Work Schedule, Professionalism, FC Rules, Concern for Safety

Outcome 3: Communication Attitude, Interaction with Participants, FC

Rules, Concern for Safety Outcome 4: Time Management

Punctuality, Work Schedule, Shift Presence

Pilot cycle findings & response

Target performance level: 75% of student employees meet expected criterion. For 3 of 4 outcomes, this target was met. For the remaining outcome (communication),

73% of student employees met the expected criterion

Response: Initiated monthly student staff meetings with

communication-focused professional development component.

Currently conducting evaluations for current year.

Beyond the Pilot Developing core set of outcomes for

workers Discussing common evaluation across

areas Discussing student’s path to & through

employment to enhance occupational development / wellness

Committee Membership: Institutional Effectiveness Educational

Technology Human Resources Library Financial Aid Student Affairs