1. Intentionally Targeting Student Learning Outcomes through Course Assessment and Design Patty Roberts, Ph.D. Patricia Noteboom, Ph.D. 2007 NASPA INTERNATIONAL ASSESSMENT & RETENTION CONFERENCE

2. Presentation Overview Terminology Course Overview Purposes for Assessment Assessing the Course: Mixed-Methods Approach Assessing the Course: Specific Methods Assessment-Based Answers & Materials Brainstorming Activity Group Discussion Q & A’s (Time permitting)

3. Terminology Definition of Assessment: “Assessment is any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness.” - Upcraft and Schuh, 1996

4. Terminology Assessment vs. Evaluation: “...assessment describes effectiveness; evaluation uses these descriptions in order to improve effectiveness...” - Schuh and Upcraft, 2001

5. Career Planning Course Overview One-credit elective Standardized Theoretically based Intended for first and second-year undeclared students Up to 17 sections offered per year Class cap = 20 Intentionally targeted student learning and development

6. Course Objectives To obtain information and develop the abilities necessary for selecting an academic major and choosing a career path To develop an awareness and understanding of career theories To gain knowledge concerning current occupational information and employment trends To provide an open forum for the exchange of ideas, thoughts, and opinions regarding academic major and career exploration To enhance students’ abilities to make effective, satisfying academic major and career decisions - HESA 173 course syllabus

7. Purposes for Assessing the UNC Career Planning Course  To find out if the course was effective for student learning and development  To determine if curriculum revisions were necessary  To provide information/evidence for the continuation or discontinuation of the course  To guide strategic planning  To contribute to systematic evaluation of Career Services

8. Assessing the Course Mixed-methods approach: Formative and summative Quantitative and qualitative Intergenerational

9. Specific methods:  Pre-post tests (Quantitative and Summative)  UNC Course/Instructor Surveys (Quantitative and Summative)  Student reflection papers (Qualitative and Formative)  Final essay exams (Qualitative and Summative)  Instructor feedback sessions (Qualitative, Formative, and Summative) Assessing the Course

10. Specific methods (cont’d):  Focus groups (Qualitative and Summative)  Interviews (Qualitative, Formative, and Summative)  Classroom observations (Qualitative)  Document analysis (e.g., course workbook) (Qualitative, Formative, and Summative)

11. Examples of Assessment-Based Answers and Materials...you have graduate assistants teach? Not the best answer! Better answer! See Appendix A for an example of related assessment materials (Course/Instructor Survey Results)

12. Examples of Assessment-Based Answers and Materials...you make annual curriculum changes? Not the best answer! Better answer! See Appendix B for an example of related assessment materials (Matrix of CAS Student Learning & Development Outcomes)

13. Examples of Assessment-Based Answers and Materials...you based the number of sections offered on demand? Not the best answer! Better answer! See Appendix C for an example of related assessment materials (Enrollment/Student Participation Results)

14. Examples of Assessment-Based Answers and Materials...you say that your course is valuable? Not the best answer! Better answer! See Appendix D for an example of related assessment materials (Dissertation Findings: White Paper Report)

15. Brainstorming Activity Breakout Groups Worksheets Discussion Action Planning

16. Q & A’s Elaboration Unfinished business Contact information  Patty Roberts, Ph.D. – pkrobert@regis.edupkrobert@regis.edu  Patricia Noteboom, Ph.D. – note9860@unco.edunote9860@unco.edu