1. ASCCC ACCREDITATION INSTITUTE 2009

2. STUDENT LEARNING OUTCOMES IN ADMINISTRATIVE & BUSINESS SERVICES Dr. Linda Berry Dr. Rebecca Kenney Dr. Linda Berry Dr. Rebecca Kenney Vice President Dean of Math, Science Vice President Dean of Math, Science of Instruction & Vocational Programs of Instruction & Vocational Programs Merritt College Merritt College presenters

3. Disclaimer We do not work for Dr. Ruth Stiehl… But we really like her model!

4. The Student’s Journey The Student’s Journey

5. Our Journey Our Journey

6. Running the Rapids Running the Rapids

7. Navigating the Journey through Relationships

8. Intended Roles: PREPARE: Assessment (measurement) Assessment (measurement) COLLEGE DEPARTMENTS OR SERVICES COLLEGE DEPARTMENTS OR SERVICES Student Learning Outcomes COLLEGE DEPARTMENTS OR SERVICES YOUR SERVICES GO HERE Your Name a and Date Here Your Student Learning Outcomes go here Mapping the Journey Mapping the Journey

9. DESIGNING OUTCOMES DESIGNING OUTCOMES What do students need to be able to do outside your unit that you are responsible for providing inside your unit? What do students need to be able to do outside your unit that you are responsible for providing inside your unit? How does your unit assist students on their journey through the institution? How does your unit assist students on their journey through the institution? How can your unit measure the impact it has on student success? How can your unit measure the impact it has on student success? What is your unit’s relationship to other units and institutional outcomes? What is your unit’s relationship to other units and institutional outcomes?

10. In Other Words… In Other Words… How do we make a difference in student learning outcomes? How do we make a difference in student learning outcomes? Indirectly by providing services Indirectly by providing services

11. What is Indirect Support? Administrative Services 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 your role is to provide effective services so that students do not focus on service problems.” Administrative Services 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 your role is to provide effective services so that students do not focus on service problems.” 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)

12. Administrative Services Administrative Services President’s Office President’s Office Office of Instruction Office of Instruction Office of the Vice President of Student Services Office of the Vice President of Student Services

13. OUTCOMES FOR THE PRESIDENT’S OFFICE OUTCOMES FOR THE PRESIDENT’S OFFICE Create a student-first climate at the college. Create a student-first climate at the college. Establish community partnerships. Establish community partnerships. Engage in resource development. Engage in resource development.

14. OUTCOMES FOR OFFICE OF INSTRUCTION 1. Design a two-year schedule that will facilitate student educational plans (SEPs)? Facilitate achievement of students’ educational goals? 2. Create an addendum that updates the two-year catalog. 3. Expand communication among instructional units. Office of Instruction newsletter.

15. OUTCOMES FOR THE OFFICE OF VICE PRESIDENT OF STUDENT SERVICES OUTCOMES FOR THE OFFICE OF VICE PRESIDENT OF STUDENT SERVICES Facilitate student success Facilitate student success Provide personnel, fiscal, and service center resources that assist students in reaching their goals Provide personnel, fiscal, and service center resources that assist students in reaching their goals Collaborate and communicate with all areas of the college/campus to continue to build relationships, inform each other’s practice, and improve services and learning opportunities to and for students Collaborate and communicate with all areas of the college/campus to continue to build relationships, inform each other’s practice, and improve services and learning opportunities to and for students Other outcomes? Other outcomes?

16. REMEMBER… REMEMBER… The classroom is not the only arena for Learning The classroom is not the only arena for Learning Learning occurs all across and throughout the campus so… Learning occurs all across and throughout the campus so… Create a student-first climate at the college. Create a student-first climate at the college. Map out the Learning Environment !!! Map out the Learning Environment !!!

17. Intended Roles: PREPARE: Assessment (measurement) Assessment (measurement) COLLEGE DEPARTMNETS OR SERVICES COLLEGE DEPARTMNETS OR SERVICES Student Learning Outcomes COLLEGE DEPARTMENTS OR SERVICES YOUR SERVICES GO HERE Your Name a and Date Here Your Student Learning Outcomes go here Mapping the Journey Mapping the Journey

18. 3 Types of Assessment Assess to Assist Assess to Assist Assess to Adjust Assess to Adjust Assess to Advance Assess to Advance

19. ASSESS TO ASSIST Surveys that measure student engagement, campus climate, etc. Surveys that measure student engagement, campus climate, etc. Retention rates Retention rates Persistence rates Persistence rates Student’s willingness to remain on campus longer than their classroom attendance time Student’s willingness to remain on campus longer than their classroom attendance time

20. Scoring Guide: An embedded part of curriculum development process (SLOAC coordinators, Institutional Researchers) help instructors systematically gather and track direct and indirect evidence of intended and unintended learning outcomes so that faculty can review evidence from multiple sources on a regular basis. An embedded part of curriculum development process (SLOAC coordinators, Institutional Researchers) help instructors systematically gather and track direct and indirect evidence of intended and unintended learning outcomes so that faculty can review evidence from multiple sources on a regular basis. the intention is to make accountability for learning and program improvement a natural process of curriculum development rather than a periodic mandate from accreditors — a continuous process instead of mandate the intention is to make accountability for learning and program improvement a natural process of curriculum development rather than a periodic mandate from accreditors — a continuous process instead of mandate Provides students an opportunity to contribute to the practitioner ’ s self improvement Provides students an opportunity to contribute to the practitioner ’ s self improvement Card with Keep, Stop, Start Card with Keep, Stop, Start

21. ASSESS TO ADJUST What are you doing to adjust YOUR indirect services to students? What are you doing to adjust YOUR indirect services to students? How would you assess that adjustment? How would you assess that adjustment?

22. Assess to Advance > Guides Student on Educational Path What are you doing to advance students on their journey to success? What are you doing to advance students on their journey to success? Indirectly? Indirectly? Directly? Directly? How would you measure or assess advancement? How would you measure or assess advancement?

23. Grades are about looking ahead: A – He is more than ready (to advance) A – He is more than ready (to advance) B – He is ready. B – He is ready. C – He will get by (like she has in here). C – He will get by (like she has in here). D – He isn ’ t ready, really. D – He isn ’ t ready, really. F – He should not go on, not now. F – He should not go on, not now.

24. How would you measure or assess advancement?

25. Questions??

26. Thank You Linda Berry, Ed.D. lberry@peralta.edu Linda Berry, Ed.D. lberry@peralta.edu Rebecca Kenney, Ph.D., rkenney@perlata.edu Rebecca Kenney, Ph.D., rkenney@perlata.edu