1. Student Learning Outcomes: You Can Make A Difference From the context of Learning Reconsidered 2 “A Practical Guide to Implementing a Campus- Wide Focus on the Student Experience” Copyright 2006 by the ACPA, ACUHO-I,ACUI, NACADA, NACA, NASPA, NIRSA July 30-31 st Texas A&M Disability Training Network (DTN) Symposium Ralph McFarland & Rachel Cox, Disability Services at TAMU-CC

2. Learning Outcomes for Today:  Introduction to the concepts of Learning Reconsidered 2  Identification of how we make a difference in Student Learning Outcomes  Identification of how we can make More of a difference in Student Learning Outcomes

3. How do we currently support Student Learning Outcomes? Indirectly by providing services:  We meet with students w/disabilities to discuss our program and services  We recommend and authorize academic adjustments  We provide an environment and accommodations for exams  We provide access to information in alternate format  And, we raise awareness via presentations to faculty, staff & administrators

4. Traditionally…  Student Affairs Practitioners,” support student learning by delivering services that smooth the student’s path on campus and keep obstacles out of the way of learning. Part of our role is to provide effective services so that students do not focus on service problems.” (Learning Reconsidered 2,page 14)

5. For Example:  “Health and counseling services, advocacy and intervention services for students with disabilities, and programs that support minority students are all examples of student affairs interventions that support learning by removing or modifying barriers” (Learning Reconsidered 2, page 14)

6. Keep in Mind… “Engaged pedagogy is not necessarily a new skill for practitioners; however, describing our work in the context of learning outcomes or student learning is.” (Learning Reconsidered 2, Page 14)

7. How can we make more of a direct difference in student learning outcomes? By Reconsidering Learning: Consider Learning as a “complex, holistic, multi-centric activity that occurs through-out and across the college experience” (American College Personnel Association and National Association of Student Personnel Administrators, 2004, p.5)

8. We can make more of a difference in student learning outcomes… By Reconsidering Ourselves: Not just as Service or Assistance Providers but as Educators.  The classroom is not the only arena for Learning:  Student intake sessions and subsequent contacts are opportunities for Learning.  Learning occurs all across & throughout the campus  So…  Map out the Learning Environment !!!

9. Mapping the Learning Environment Begin the map by:  “Recognizing, identifying, and documenting the sites for learning activities on campus:  The map… “provides the framework within which student affairs educators can link their programs and activities to learning opportunities” Learning Reconsidered 2,page 11 Learning Reconsidered 2,page 11

10. Relationships Make the Map Come Alive “Successful learning happens in relationships – relationships with new ideas, new people, and new ways of achieving. In mapping the learning environment, identifying key relationships is critical.” (Learning Reconsidered 2, Page 14)

12. Your University & Program “Mission influences the Map”  “Understand what gets counted as learning in a particular environment. The mission of an institution greatly influences the type of programs and activities that count as learning.” (Learning Reconsidered 2, Page 12)

13. DS Office is on the Map of the Learning Environment!  Recognize that DS is on the Map  Realize what can “count” as learning from within your office/program  Identify your program Learning Outcomes (based upon your program & University Mission)  Identify other departments on the campus learning map that DS can collaborate with  Reconsider your program Mission to include a learning outcome philosophy

14. Review your Program Mission Statement  Is your Mission Statement modeled after your University Mission Statement?  Is your Mission Statement all about services and accommodations?  Or…  Does it blend services and access statements with a learning motif?

15. West Texas A&M University West Texas A&M University Welcome to Student Disability Services The purpose of Student Disability Services is to provide assistance and accommodations to students with disabilities. West Texas A&M University is committed to providing all students with equal access to a quality education. In addition to serving as an advocate for students with disabilities, the office also works very closely with faculty and staff members in order to monitor students' progress and encourage a positive educational experience.

16. Prairie View Disability Services The Office for Disability Services (DS) is responsible for achieving and maintaining program accessibility for all students who self- identify as having an officially documented disability (Rehabilitation Act, Section 504 and Americans with Disability Act). Students are encouraged to become self-advocates; however, the Office for Disability Services provides leadership in advocating for removal of attitudinal and physical barriers that may impede successful progression toward achievement of the student's educational objectives.

17. TAMU-CC Disability Services Disability Services (DS) is committed to providing Texas A&M University-Corpus Christi student's with disabilities equal access and opportunity to discover, communicate, and apply knowledge and abilities. We foster a philosophy that encourages independence and assist students in realizing their academic potential. We facilitate the elimination of physical and attitudinal barriers that may encumber the academic success of a student with a disability. Our continued goal is to maintain an accessible community where students are challenged and diversity is celebrated. Disability Services (DS) is committed to providing Texas A&M University-Corpus Christi student's with disabilities equal access and opportunity to discover, communicate, and apply knowledge and abilities. We foster a philosophy that encourages independence and assist students in realizing their academic potential. We facilitate the elimination of physical and attitudinal barriers that may encumber the academic success of a student with a disability. Our continued goal is to maintain an accessible community where students are challenged and diversity is celebrated.

18. TAMU-CC From Momentum 2015 TAMU-CC Students to:  “Become engaged in problem solving in the classroom and the community”  “Achieve Leadership”  “Develop higher order thinking”  “Contribute to their communities”  “Develop richer international experiences”  “Participate in a global community”  “Capably manage global change”  “Lifelong learning and discovery”

19. TAMU-CC TAMU-CC Institutional Principles include: “Providing an active campus life that extends teaching and learning beyond the classroom” Beyond the classroom can include: Residence Life, Student Activities, Career Services, Counseling Center, Women’s Center, Recreation & Wellness, Orientation & New Student Programs, and, Disability Services.

20. Here are some things to consider:  View your students with disabilities as students first- more so than as recipients of services or academic adjustments.  View your self as an educator first, more so than as a Disability Services Provider  Get re-acquainted with your Institutional Vision, Mission, Goals, and Principles.  Review your program Mission Statement and reconsider it in the context of your Institution’s statement.  Read Learning Reconsidered 2  If not already, become familiar with the CAS standards.  Review and determine what may already count as student learning and development outcomes in your area.  Get more acquainted with faculty syllabi and corresponding course objectives.  Identify what more you can contribute to learning both within your area and to the extent possible and acceptable, other areas across campus.  Build relationships and dialogue with your campus community members.

21. Ways to make a difference… With Students:  Recommend your students to write personal & educational mission statements.  Provide your students with academic success strategies such as “How to do really well in college”. Copyright (1996 – 2002) SUNY Oswego Honors program, State University of New York, College at Oswego.  See:  http://www.oswego.edu/academics/opportunities/honors/program/do well.html http://www.oswego.edu/academics/opportunities/honors/program/do well.html http://www.oswego.edu/academics/opportunities/honors/program/do well.html  Continue to expand your outreach and campus wide presentations to faculty, staff, and administrators. And, identify at the beginning of your presentations several learning outcomes that you want attendees to come away with in support of your students. *A very effective approach is to include a panel of students with disabilities in a discussion format. This has immediate impact on faculty and provides a self-advocacy opportunity for students with disabilities.  Continue to engage yourself in your students’ course progress by offering a mid-semester academic progress report to assess areas to address before the end of semester GPA’s come in.

22. Ways to Make a Difference Cont’d:  Review and modify your Student Intake process to include an intake questionnaire or Application for Services that contains personal, learning & development questions such as: What do you want out of your college experience? What do you want out of your college experience? Do you have a personal and educational mission statement? Do you have a clear understanding of your learning strengths and weaknesses? How comfortable are you in utilizing faculty office hours? How comfortable are you in asking for academic adjustments from your faculty? How proficient are you in the use of Assistive Technology? And, Offer your students supplemental advising and training corresponding to the above areas.

23. You can also:  Send your students an end of the year Student Evaluation Survey to document their progress in meeting personal, learning & educational outcomes  Send your faculty a satisfaction survey to include a query of how your program can make more of a difference in supporting student learning outcomes.  Review and revise your program staff job descriptions and job announcements to include a learning outcomes statement.  Explore where and with who across campus you and your program can collaborate with in contributing to learning outcomes. Then, build, enhance, and sustain those relationships!

24. Ways to make a difference… With Faculty:  Provide on-going training including New Faculty orientation  Engage in campus committees, attend open campus forums: Faculty Brown bags, Faculty Senate meetings  Host an annual Faculty Recognition Ceremony  Provide Faculty with a Academic Adjustment statement for Syllabi  Outreach and explore ideas for collaboration and partnership in learning outcomes  And, keep building Relationships!

25. More Ideas:  Get acquainted with Professor’s Syllabus and corresponding Learning Outcomes when discussing and determining semesterly academic adjustments with our students  Introduce our students to other campus resources (TLC, Career Center, Trio/SSS, Counseling Ctr., Rec Sports/Health & Wellness)  Provide students with supplementary learning strategies (i.e. “How to do really well in college”)  Promote and provide Self Advocacy strategies  Introduce students to the University’s Mission  Encourage our students to develop a personal academic mission (“Guide to Personal Success” See our TAMU-CC Planner )  Consider implementing a Mid-Semester Evaluation Check

26. Discussion What could count as learning in your area? (Identify Learning outcomes) What places and people (Relationships) on the Map of the Learning Environment can we collaborate with to make more of a difference in the learning outcomes of our students?

27. Thank You for Making a Difference! Be sure to take a complimentary copy of Learning Reconsidered 2