1. UniLOA The University Learning Outcomes Assessment The Center for Learning Outcomes Assessment, Inc. ©

2. UniLOA Overview The UniLOA is designed to be a useful and usable assessment tool that examines outcomes of interest to student affairs and academic affairs professionals. The UniLOA is a ‘dashboard indicator’ of student growth, learning, and development and is a powerful tool to assist faculty, administrators, and student affairs professionals to support evaluation, planning, and program development. Either pencil-and-paper or electronic formats can be used to administer the UniLOA, which is typically completed by students in 20 minutes. Unlike many instruments which survey students’ attitudes, feelings, or beliefs, the UniLOA is designed to survey students’ actual behaviors, as the authors believe that expressions of the behavioral domain are qualitatively different than affective or cognitive expression and serve as solid performance indicators for future behaviors.

3. Fundamental Questions in Higher Education Answered by the UniLOA In what ways and to what degree do college students grow, learn, and develop as a result of their collegiate experience? What is the measurable “value-added” component of the collegiate experience? In what ways and to what degree does a particular institution impact its students’ growth, learning, and development as compared to other institutions? What areas of student behavior should be addressed by a particular institution to increase the probability that maximum growth, learning, and development will occur in its students?

4. How does the UniLOA differ from other Nationally-normed Instruments Astin’s IEO Model of Assessment I = Inputs (with what attributes do students enter an institution E = Environment (what does the institution provide to support student growth, learning, and development) O = Outcomes (to what degree do input attributes improve and what additional attributes develop as a result of the collegiate experience) Input MeasuresEnvironmental MeasuresOutcomes Measures NSSE (National Survey of Student Engagement) UniLOA (University Learning Outcomes Assessment)

5. Reciprocal Domains of the Human Experience Behaviors – What we actually DO Cognitions – What we THINK Affect – What we FEEL The UniLOA authors feel that, while all domains of the human experience are important to measure, the behavioral domain is the most significant as it is the external expression of the “self” and is the domain most observed by others. As such, the UniLOA measures individual student behaviors in contrast to other instruments that measure cognitions, affect, perceptions or beliefs. Behaviors CognitionsAffect

6. Determination of UniLOA’s Domains Responses were gathered to the following question posed to a nationwide group of employers, university administrators, faculty, students, and others: As students walk across the graduation platform and are awarded their degrees, what skills, attributes and qualities should they possess?

7. UniLOA Domains Reliability Cronbach’s Alpha UniLOA Domains Internal Reliability Critical Thinking (IR-.87) Self-Awareness (IR-.80) Communication (IR-.80) Diversity (IR-.80) Citizenship (IR-.86) Leadership and Membership (IR-.84) Relationships (IR-.80)

8. Attributes of the UniLOA Instrument Nationally Normed High Degree of Construct and Concurrent Validity Highly Reliable Diagnostic Prescriptive Behavioral Short Pencil-and-Paper or Electronic Format Multiple Demographics for analysis

9. LOW ITEM MEANS FOR EACH OF THE SEVEN UNILOA DOMAINS Item and DomainItem Narrative National Mean 57 (Critical Thinking) I an good at describing things in class. For example, I answer the teachers’ quesitons when we are reviewing material. 69.10 2 (Self-awareness) I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade. 49.40 31 (Communication) I make sure that whin I am talking with someone I change my communication style to be consistent with their world view. For example, when speaking to someone who is devoutly religious, I take that into account when I speak with them. 69.10 25 (Diversity) I can tell anyone what diversity is. For example, I have a “standard” answer when someone asks me about diversity 64.50 54 (Citizenship) I engage in the political process through voicing viewpoints. For example, I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion. 53.10 69 (Membership/Leadership) I actively seek leadership opportunities in the areas that are important to me or in which I have expertise. For example, I seek to be a leader in the groups I belong to. 67.60 21 (Relationships) I use effective networking skills. For example, I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors 64.20

10. National Mean Score Gains over Students’ Academic Lifespan Critical Thinking Self AwarenessCommunicationsDiversityCitizenshipMembership/ Leadership Relationships 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term 1 st Term Last Term Mean Scores 68.3677.3867.0872.6072.3978.8167.0372.1255.1065.0065.7872.3267.2772.47 Net Gain over Academic Lifespan +9.02 +5.52 +6.42 +5.09 +9.90 +6.54 +5.20