Identifying and Assessing Learning Outcomes for Professional Development Programming Diane E. Waryas, Ph.D. Kim E. VanDerLinden, Ph.D.

What Brings You To This Session?

Motivations for Session Increased demand for accountability using assessment Comfort with programmatic outcome assessment opens door for learning outcome assessment Dearth of sessions on learning outcomes for Professional Development at national assessment workshops, conferences and trainings

Session Objectives Professional Development opportunities in higher education Why do we assess? Brief overview of outcome and method types Understanding and designing learning outcomes Establishing your Professional Development Assessment Plan Questions, next steps

Professional Development On-the-job training and opportunities to gain additional skills and knowledge. Higher education is marked by a plethora of formal and informal PD activities. “Professional development programs can formalize and accelerate necessary learning by providing an organized, focused forum for developing skills needed to solve institutional problems” (McDade, 1997). Institutions that provide and enhance PD opportunities provide internal pathways to gain access and status within the organization (Rosser, 2000).

Professional Development “Higher education has not yet realized its responsibility for the professional development of its mid-level staffs” (Scott, 1978, p.35). Some 30 years later, higher education has not yet realized its responsibility for assessing professional development opportunities.

Your Ideas: Why do we assess our programming? Who are our stakeholders? Who do we report results to?

Types of Outcomes PROGRAMMATIC outcomes describe specific programmatic, operational and administrative objectives that the department/office intends to accomplish. Typically: needs, satisfaction LEARNING outcomes describe the transferable skills, knowledge and attitudes one should demonstrate following an intervention. Typically: self-report CLIMATE outcomes describe factors that can impact the campus and professional environment and accomplishment of outcomes. Typically: conditions and attitudes

Types of Methods DIRECT methods of measurement focus on observed demonstration, clear link to intervention Use of scoring rubrics in observation by supervisor or peer Exam or presentation performance Professional portfolio of work

Types of Methods INDIRECT methods of measurement focus on demonstration of skills that suggest a link to the intervention, but where no clear link can be established Tracking (attendance/participation, program completion) Satisfaction Surveys Self Report questionnaire (I feel I increased my knowledge attending this workshop)

Designing Learning Outcomes for Professional Development Programming 1: Review/refine office mission (this guides) 2: Identify programmatic goals and prioritize based on campus need 3: Identify skills/learning outcomes (use a guide like Bloom’s Taxonomy, strive for highest level skill attainment/development) 4: Identify interventions that provide a basis for outcome attainment/measurement (develop skills, attitudes and behaviors) 5: Design measures, test and refine

Other Considerations….. Remember to document your results! - Prepare aggregate data summary, executive summary narrative, include in your assessment reporting form annually Remember to USE your results: CLOSE THE LOOP! Remember to SHARE your results (who are your stakeholders, who would want to know?)

Measuring Directly: Pre-Post Evaluations Pre-Post evaluations provide an opportunity to gauge individual participant development as well as group change Focus on skills attained, measure before intervention and after; Also over time Use some kind of ID number to match Example: Safe Zone campus-wide training

Designing A Professional Development Assessment Plan The Assessment Plan documents goals, outcomes, method and implementation. Similar development steps to learning outcome design: Identify office mission and goals (informed by campus needs) Identify specific outcomes, focus on participant in phrasing (“Faculty will understand and utilize….) Identify measurement method (e.g. Safe Zone Pre-Post Inventory), timeline for data collection, who conducts the data collection and analysis, and who the subjects are, also include standard for success Identify implementation plan for evaluating the collective of results, reporting them, and change, including people involved, to whom results report and when they are examined (remember to consider these results over time and compare, as possible)

Questions/Discussion Diane E. Waryas, Ph.D [Community] College of Southern Nevada Kim E. VanDerLinden, Ph.D StudentVoice