Documenting Student Learning in the Co-Curricular

April 1, 2008

Presenters: Sandi Osters, Peggy Holzweiss, Sarah Edwards

History of the Project

History and Background Faculty Focus Groups

What do students need to know, beyond discipline specific knowledge, to be successful in their field?

Student Organization Advisors Are there common leadership skills that we want

student leaders to have at the end of their experience?

History and Background (cont.) Brainstormed themes:

Critical thinking Communication

Written Oral Interpersonal

Diversity Project Management Teams and Groups Delegation

Effective Meetings Fiscal Management Service Risk Management Values/Mission/Goals Active Citizenship Membership Selection Reflection/Transference And more!!!

Student Leader Learning Outcomes (SLLO)

Purpose of SLLO

Provide consistent methods and tools for staff to use with students leaders in student

organizations, programs, or activities to help in the assessment and documentation of enhanced

learning in relation to their leadership experiences

Learning and Development Student Learning

Learning outcomes for leadership/work experiences Assessing student learning outcomes Provide evidence of the value added by students’

leadership experiences Assist students with integrative learning Student leaders, student workers

Staff Development and Learning Change in advising styles Developing a structured language

Structure of SLLO Involvement

Open membership Not part of anyone’s job description Cross-functional and collaborative

Organization Subcommittees for rubric development Subcommittee for marketing and outreach Subcommittee for orientation and training Subcommittee for meta-assessment SLLO meetings twice a month

SLLO Membership to Date Student Affairs

Student Activities Leadership and Service Center Risk Management Extended Orientation Student Government Recognition

Memorial Student Center (Student Union)

Greek Life Residence Life Offices of the Dean of Student Life Health Center New Student Programs Multicultural Services Adult, Graduate, and Off Campus

Student Services Student Life Studies Recreational Sports

Other Texas A&M units Career Center Honors Office Freshman Learning Community Study Abroad

Rubrics as Assessment Tools

Rubric Development Process Define the skill Identify outcomes Search for resources/theories Adapt existing resources or create a new rubric Ensure cohesion between outcomes and rubric Seek feedback on the rubric Pilot test the rubric

Rubrics for Your Campus Look at the rubric handout you received What does it mean for your institution and

culture? Define the skill set for your campus Define the outcomes for the skill set What are some resources you would use? How would you assess the skill set?

Research Project

Research Project Created skills assessment instrument based on

rubrics Assessing three times (Oct 2007, Feb 2008, April

2008) Student self-ratings & Advisors’ ratings of students Participants

6 high-profile student organizations specifically selected for project 3 organizations using rubrics 3 not using rubrics

Research Questions Is there change (either direction) in assessed

skill development during the year with student leaders?

Are there differences between self-assessments and advisor-assessments on skill development?

What difference do the rubrics make to the assessments of skill development?

Preliminary Example

Individual Results: Female, Communications Executive, Leadership Organization

SKILLS FOR TIME MANAGEMENT Ratings for Each Skill

Beginning - October 2007

Creating a specif ic listof tasks needed to

reach a goal

Creating a timeline Completingorganizational tasks on

Consistently having allrelevant materials

completed and readyfor meetings

Advisor Self

SKILLS FOR TIME MANAGEMENT Ratings for Each Skill

Middle - February 2008

reach a goal

Advisor Self

Scale:

4=High Proficiency

3=Moderate Proficiency

2=Limited Proficiency

1=No Proficiency

Preliminary Data includes ratings for October 2007 and February 2008 only.

SKILLS FOR TIME MANAGEMENT Overall Means for Each Skill for All Data Collection Periods

reach a goal

Advisor Self

Scale: 4=High Proficiency, 3=Moderate Proficiency, 2=Limited Proficiency, 1=No Proficiency

Individual ReportOverall Mean Scores for Each Skill Set

rmatio

Managem

Skill Sets

Skill R

Advisor Self

rmatio

Managem

Skill Sets

Skill R

Advisor Self

Individual ReportOverall Mean Scores for Each Skill Set for All Data Collection Periods

InformationManagement

Appraising aSituation

Group Dynamics Mission & Goals SelfManagement

Delegating Communication TimeManagement

Skill Sets

Advisor Self

Preliminary Results:Not Using Rubrics

Not Using Rubrics—Student AFemale, President, Service Organization

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Not Using Rubrics—Student BMale, Marketing Executive, Leadership Organization

rmatio

Managem

Skill Sets

Skill R

Advisor Self

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Not Using Rubrics—Student CFemale, Membership Executive, Service Organization

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Overall Mean Scores for Each Skill Set

Skill Sets

Advisor Self

Preliminary Results:Using Rubrics

Using Rubrics – Student AMale, President, Orientation Organization

Skill Sets

Advisor Self

icatio

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Using Rubrics—Student BFemale, Project Director, Leadership Organization

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Using Rubrics—Student CFemale, Marketing, Orientation Organization

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Skill Sets

Advisor Self

Things We Have Learned from SLLO Good Practices

Flexible and Organic Process Grass Roots and Top Down Collaborative Supports institutional goals

Challenges We Encountered Flexible and Organic Process Staffing/Responsibility Training versus Orientation

Emphasis on Student Learning Marketing to Students

Resumé examples Student testimonials

Staff Development

Next Steps Assessment

Research Project Analysis Focus Groups with Student Leaders Focus Groups with Advisors

Training Coaching Skills

Technology E-Portfolio Development User Interface (Blackboard)

Questions?

Contacts Sandi Osters

sandio@tamu.edu Peggy Holzweiss

peggy-h@tamu.edu Sarah Edwards

sedwards@stuact.tamu.edu SLLO Website:

http://studentlifestudies.tamu.edu/ Look for “Student Leader Learning Outcomes” link

Documenting Student Learning in the Co-Curricular

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