Susan M. Campbell, Ed.D.University of Southern Maine

“Assessment is a process that focuses on student learning, a process that involves

reviewing and reflecting on practice as academics have always done, but in a more

planned and careful way.”-Peter Ewell

A Little Recap:A Little Recap:Assessment Cultivates Internal Assessment Cultivates Internal MotivationMotivation Peggy Maki, Assessing for LearningPeggy Maki, Assessing for Learning

Culture of Curiosity

Culture of Learning

Culture of Evidence

The Assessment CyclePeggy Maki, Assessing for Learning

Gather Evidence

IdentifyOutcomes

ImplementChange

Mission/PurposesEducationalObjectives

Interpret Evidence

A LITTLE RECAP: The Council for the A LITTLE RECAP: The Council for the Advancement of Standards in Higher Advancement of Standards in Higher EducationEducation35 Professional

Organizations

Set Standards for Advising and Other Areas

MissionStudent Learning

OutcomesLeadershipOrganization and MgtHuman ResourcesFinancial ResourcesFacilities, Technology, and

EquipmentLegal ResponsibilitiesDiversityEthicsAssessment and Evaluation

CAS MissionCAS MissionPromulgate standards and guidelines for

practice and preparation

Promote assessment in educational practice

Promote the use of standards in practice

Promote quality assurance within higher education

Desirable Student Learning and

Development Outcomes

A Little Recap: NACADA Concept A Little Recap: NACADA Concept Statement on Academic AdvisingStatement on Academic Advising

o Is essential to fulfilling the teaching and learning mission of higher education.

o Is a series of intentional interactions.

oHas a curriculum, a pedagogy, and a set of student learning outcomes.

It’s All About LearningIt’s All About Learning

Understanding what, how and when students learn through academic advising.

Because we are curious….

The MAKI Mantra: Curiosity about The MAKI Mantra: Curiosity about LearningLearningWe ought to be curious about what and how

students are learning those things we expect them to learn.Presumes a focus on student learningPresumes academic advising and academic

advisors play important roles in student learningSuggests an expectation that students will be

“different” from having experienced academic advising—these expectations are identified in SLOs

Student Learning Outcomes (SLOs)Student Learning Outcomes (SLOs)Link the Academic Advising to the Central

Mission of the University

SLOs Add Purpose and Focus to Academic Advising Programs and the Actions of Individual Academic Advisors

SLOs Guide “How” We Define and Enact Our Roles

SLOs -- the WHY of Academic AdvisingSLOs -- the WHY of Academic Advising

Why is there an academic advising program at your college or university?

Why do academic advisors engage students in the activities they do?

WHY Addresses the Purpose of Academic Advising

SLOs -- the WHAT of Academic SLOs -- the WHAT of Academic AdvisingAdvising

Programmatically – What does the academic advising program need to do to support all student learning? What are the priorities for student learning?

Individually – What do I need to do to help all students and this student achieve the generalized learning as well as the individual learning constructed through academic advising?

WHAT provides focus for academic advising

SLOs Guide How We Define and Enact SLOs Guide How We Define and Enact Our RolesOur Roles

Define Our Roles as Educators and Facilitators of LearningLearning is Individual and DevelopmentalIndicates a Knowledge Base that Extends

Beyond Information toward Conceptual Understanding Student Learning and Development Career Development Others

Challenge Us to Professionalize the Profession

SO….Student LearningSO….Student Learning

Is at the HEART of Academic Advising – it is the core of our business!

What do you expect students to be able to

DoKnowValue and Appreciate

as a result of participating in academic advising?

Cognitive ElementsCognitive Elements

What do we want students to KNOW as a result of participating in academic advising?

Know general education requirements

Know about academic support services

Know how to use the student information system to register

Know how to use the catalog

Cognitive DomainCognitive DomainKnowledge: who,

what, when, where, define, recognize

Application: apply, classify, solve, choose, use

Evaluation: judge

Synthesis: predict, construct, produce, write, design, devise, solve, improve

Analysis: identify motives, draw conclusions, support, determine evidence

Moving ForwardMoving Forward

What do you want your students to KNOW as a result of participating in academic advising?

Identify Three Things

Skills and Psychomotor ElementsSkills and Psychomotor Elements

What do we want students to Be Able To Do as a result of participating in

academic advising?

Be able to generate their degree audit

Be able to make and keep appointments

Be able to ask for helpBe able to access

course descriptions and degree requirements using the online catalog

Psychomotor DomainPsychomotor DomainOperatesDemonstratesCreatesPerformsAssemblesComposesBuildsManipulates

Moving ForwardMoving Forward

What do you want your students to BE ABLE TO DO as a result of participating in academic advising?

Identify Three Things

Affective ElementsAffective Elements

What do we want students to Value and Appreciate

as a result of participating in

academic advising?

Value and Appreciate general education

Value and Appreciate the advising relationship

Value and Appreciate the process of learning

Affective DomainAffective DomainWorth attached to a particular object,

phenomenon, behaviorBelief in…Appreciates role of…Shows concern for…Explains, justifies, proposes, initiates, shares,

differentiates…

Moving ForwardMoving Forward

What do you want your students to VALUE as a result of participating in academic advising?

Identify Three Things

Moving Forward CollectivelyMoving Forward CollectivelyWhat do you want your students to Know, Do, and Value as a result of participating in academic advising?

Small Groups

Identify “Most Important” Outcomes (the Vital Few)

How do these Vital Few Relate to the Areas Identified in the CAS Standards?

What’s Next?What’s Next?Mapping Across the Student ExperienceIdentifying Opportunities to Learn (the “How”)Setting Levels of Achievement (Benchmarks for

Success)Gathering Evidence (Measurement)Using the Evidence for ImprovementsBegin the Cycle Again!

P.S. Identifying Student Outcomes can also be a first step toward mission and goal development!