Strategies to Create, Measure, and Document Program Effectiveness in Student Services

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Strategies to Create, Measure, and Document
Program Effectiveness in Student Services

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• Angela Caballero de Cordero, Ph.D.
• SLO Coordinator, Allan Hancock College
• Alan Keys, Ph.D.
• Psychology Professor/Faculty Research
  Coordinator,
• Sacramento City College
• Richard Erlich, M.Ed.
• Counselor/Transfer Center Director,
  Sacramento City College

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Developing and Assessing Student Learning
Outcomes within Student Services

• This presentation will probably involve audience
  discussion, which will create action items. Use
  PowerPoint to keep track of these action items
  during your presentation
• In Slide Show, click on the right mouse button
• Select Meeting Minder
• Select the Action Items tab
• Type in action items as they come up
• Click OK to dismiss this box
• This will automatically create an Action Item
  slide at the end of your presentation with your
  points entered.

• Alan Keys, Ph.D.
• Psychology Professor/Faculty Research
  Coordinator,
• Sacramento City College
• Richard Erlich, M.Ed.
• Counselor/Transfer Center Director,
• Sacramento City College

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Student Services SLO Development at SCC Session
Goals

• Participants will be able to
• Describe foundation elements of Student Services
  engagement in SLO development and assessment at
  SCC
• Demonstrate an understanding of the Ruth Stiehl
  method of SLO development and its application to
  Student Services
• Discuss the integration of Student Services in
  college SLO processes

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Foundation for Student Services SLO Development
at SCC

• College commitment to collaboration between
  Student Services and Instruction on SLO
  development
• Student Service and Instructional perspectives
  integrated in institutional SLO philosophy

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SCCs SLO Philosophy Statement Guiding
Principles

• SLO assessment is developed and implemented by
  faculty and student service professionals and is
  driven by educational values.
• The ability of SLO assessment to inform faculty
  and students of the impact college programs and
  services have is enhanced when substantive
  connections are made between Student Services and
  Instruction.

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SCCs SLO Philosophy Statement Student
Engagement

• A commitment to SLO assessment at the course,
  program, and student services levels serves to
  empower students in the process of charting
  their educational and personal development paths.

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SCCs SLO Philosophy Statement Student
Development

• SLO assessment can demonstrate our capacities for
  fulfilling our mission by assessing student
  development and the skills, knowledge,
  competencies, beliefs, and attitudes that
  students cultivate as a result of both Student
  Service and Instructional efforts.

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Parallel Paths of SLO Development at SCC

• Student Services SLO development at Division and
  Unit level Stiehl Method
• Instructional SLO development at course program
  level Intradepartmental process
• General Education Learning Outcome development
  Integration of instruction Student Services

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SLO development in Student Services -Stiehl
Process Overview

• Learning Element Identification
• Major theme development
• SLO creation
• Assessment plan design

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Step 1. Identify Learning Elements

• Organize groups (2-5 participants) based on
  participants department
• Provide block paper Post-It Notes to each
  group
• Brainstorm the prompt and answer on Post-It
  Notes.

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Trigger Prompt

• Upon completing service interventions with
  students, students will be able to know and do

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Step 2. SLO (Theme) identification

• Members share their responses Allow adequate
  time (20 - 30 mins)
• Sort individual responses into major themes
• Participants name the major themes and transfer
  to block paper

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Step 3. Create SLO Statements

• Identify each response (i.e. Post-It note) as
  an element of learning within the major theme
• Develop statement that summarizes each themes
  learning elements
• Utilize Blooms taxonomy

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DSP S Example

• Major Theme Identified-
• Self Advocacy
• Learning Elements (excerpts)
• Students should be able to
• Access campus resources
• Understand and use accommodations
• Assess accommodations and their usefulness
• Complete Service Request Form
• Pick up and deliver accommodation form to
  instructors
• Schedule testing accommodations

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Self Advocacy SLO Statement

• Develop and apply self advocacy skills for
  school, personal life, and work world

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Preliminary Assessment Plan for Self Advocacy
SLO

• Assess with specific measures of student
  behaviors
• Assess if student
• Completes Service Request Form
• Picks up and delivers accommodation form to
  instructors
• Schedules testing accommodations

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Parallel Paths Converge

• Student Services developed SLOs using Ruth
  Stiehls method
• Instruction developed Course Program SLOs via
  intradepartmental collaborations
• GE Learning Outcomes integrated Student Services
  and Instructional processes

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GE Learning Outcome Development Process at SCC

• Specific Aims (excerpts)
• Reflect collective vision of a true General
  Education for AA/AS degree earners
• Clarify expectations and purpose of student
  service experiences
• Consider diverse paths of students to achieve
  goals

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GE Learning Outcome Development Process at SCC

• Steps in GELO development
• GE theme development
• College-wide workshops with Instruction, Student
  Services, student collaboration
• GE learning element development
• Task group development of specific SLOs for each
  of 7 GELO theme areas

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GELO Theme Areas

• Communication
• Quantitative Reasoning
• Depth Breadth of Understanding
• Cultural Competency
• Information Competency
• Critical Thinking
• Life Skills and Personal Development

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Student Services GE SLO Alignment

• Student Services SLOs
  General Education SLO Areas

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Student Services SLOs
General Education SLO Areas
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Conclusions

• Stiehl method of SLO development is effective at
  producing meaningful and measurable SLOs for a
  variety of Student Service areas
• Stiehl method demystifies the SLO process,
  facilitates a focus on student learning, and
  stimulates collaboration in Student Services

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Conclusions - continued

• Integration of Student Services perspective in
  all levels of SLO development is critical for
  creating an effective and meaningful SLO process
• Student Service SLO development and college GELO
  efforts converged with well-aligned overlap
  between their Themes

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References

• Stiehl, R., Lewchuk, L. (2002). The Outcomes
  Primer Reconstructing the College Curriculum
  (2nd ed.), Corvallis, OR The Learning
  Organization.
• Stiehl, R., Lewchuk, L. (2005). The Mapping
  Primer Tools for Reconstructing the College
  Curriculum. Corvallis, OR The Learning
  Organization.