SLO Luncheon 2014
ASSISTANT VP FOR STUDENT AFFAIRS
Lee Gordon
PURDUE MUSICAL ORGANIZATIONS
Steve Schlenk
Student Learning Outcomes
Percentage of PMO students who agree participating in PMO has helped them to…
98.6% Develop Relationships with Others97.9% Hold Themselves Accountable
96.6% Listen Attentively and Respond to Others95.9% Manage Their Time
94.5% Exhibit Self-Reliant Behaviors
SLO most impacted by PMO participation
Develop RelationshipsManage Time EffectivelyDemonstre ProfessionalismCommunicate Effectively
Normandy American Cemetery May 27, 2013 U.S. Memorial Day
CENTER FOR CAREER OPPORTUNITIES
Cher Yazvac
Acing the Interview
Cher Yazvac, Associate Director for Career DevelopmentCenter for Career Opportunities
YONG 132
Learning Outcome StatementAs a result of completing the interviewing workshop, 75% of the students will immediately be able to demonstrate the practical application of behavior theory in interviewing as evidenced by either responding verbally or in writing to a behavioral question including an action and result and by stating that they are confident in their ability to demonstrate a skill to an employer using action and result. (Used Backward Design Worksheet)
STAR Method
situation
task
ACTION
result
Your Secret Weapon
Behavioral Interview Response
Behavioral interview response visual example
Situation
Task
Result Action
Tell me about a time you took a leadership role on a project.
S) During my sophomore year at Purdue I was appointed chairperson of the XYZ Committee at my residence hall.
T) The committee was responsible for organizing a Women’s health fair to bring community resources within the reach of hall residents.
A) I first led the group on an analysis of similar events that we wanted to see 300 attendees and representatives from 10 community organizations. I organized the committee into a marketing subgroup and a community outreach subgroup each responsible for achieving the above mentioned goals. R) In the end, the event was a great success. We had 500 attendees and representatives from 12 community groups. The fair was later chosen for the “event of the year” award amongst all residence hall events that year.
Practice Questions
#1 Tell me about a time when you
worked effectively in a team.
#2 What is one of the most challenging tasks you have faced and how did you handle it?
2012-2013• 70% Wrote Action and Result• 87% Verbalized Action and Result• 91% Confident or Very Confident• 80% Either Wrote or Verbalized Action &
Result & Expressed Confidence
2013-2014• 70% Wrote Action and Result• 93% Verbalized Action and Result• 88% Confident or Very Confident• 84% Either Wrote or Verbalized Action
& Result & Expressed Confidence
RESULTS
Completing the Assessment Cycle
Increased quality control immediately
Maintain quality control
Compare sub-groups, i.e. int’l to native speakers
Measure change in outcomes
Will continue to measure outcomes
DEPARTMENT OF RECREATIONAL SPORTS
Michelle Blackburn
Division of Recreational SportsStudent Learning Outcomes2013-2014 Highlights
April 17, 2014
Michelle BlackburnAssistant Director, Student Development & Assessment
http://www.purdue.edu/recsports
Climbing & Challenge Education
http://www.purdue.edu/recsports
Climbing & Challenge Education
20 http://www.purdue.edu/recsports
Skill Development Personal Belief & Confidence Community Engagement
Creative Thinking Stress Management Goal Achievement Personal Fitness
Has climbing enabled you to grow?
“I mean physically, I definitely have. And socially I guess. This is my first year in the US so I know nothing about foreigners and domestic people here – so it’s kind of like a barrier breaker for me to get to know Americans. Because there’s no limitations in bouldering, because anyone can join. It’s like a good way to meet a diversity of people.”
“I come here and whatever I’ve got going on – you know, school work, ‘work’ work, searching for jobs, all these stresses, social problems, whatever it may be, I come to the climbing wall and it’s just like “oh, all of my friends are hanging out, we’re having fun, smiling so like even just psychologically, it’s like a vacation. It’s my favorite part of the day.”
Climbing & Challenge Education
21 http://www.purdue.edu/recsports
Has climbing taught you anything about yourself?
“I’m so addicted to this sport. I enjoy the way that my body feels when I climb. I think I get more control. I feel just like I’m building – if we say that the body is the asylum of your soul – I think I’m perfecting and making the asylum better.”
“Yeah, probably more subtly than I can articulate, but definitely it’s taught me to always continue to challenge myself and push myself and, you know, discipline – if you want to be a better climber you have to climb three of four days a week, you can’t climb once a week”
Skill Development Personal Belief & Confidence Community Engagement
Creative Thinking Stress Management Goal Achievement Personal Fitness
Intramural Sports
http://www.purdue.edu/recsports
Intramural Sports
23 http://www.purdue.edu/recsports
Leadership Teamwork Customer Service Decision Making
Outcome Details• Audience: Intramural Sports Supervisor• Development Practice: Training Exercises, Staff Meetings & Work Experiences• Assessment: Journaling & Performance Evaluation
Results (Spring ‘13-Fall ‘13)• Leadership 2.42 to 2.51 - .09• Decision Making 2.51 to 2.54 - .03• Customer Service 2.71 to 2.78 - .07
*out of 4.0 scale, 40+ staff
Intramural Sports
24 http://www.purdue.edu/recsports
Leadership Teamwork Customer Service Decision Making
A hiring supervisor asked:
How will your experience as an Intramural Supervisor help you as a first year teacher?
“I told him of my experience working with the Head Supervisor team and related it to what I would be able to bring to a grade level team in the school system. I told him about the management skills that I gained to be able to effectively manage the students in my classroom. I told him about how I built my problem solving and decision making skills in tough situations. I told him how I learned to self-evaluate my own skills to continually better myself as an employee.
…I learned just as much from being a supervisor as I did from my education classes.”
AIR FORCE ROTC
Captain Nivien Sathasivam
Air Force ROTCDet. 220
• Air Force ROTC Overview• Basic Four Year Program• SLO Specifics• Questions
Overview
Air Force ROTC Overview
Inspire, develop, and commission Purdue University cadets as United States Air Force officers who are ready
to meet our Nation’s national security challenges
What programs produce Air Force officers today?
What is the Mission of Air Force ROTC DET 220?
SOURCE NUMBER OF AF OFFICERS
– Officer Training School – Approx. 10% or ~300/yr
– Air Force Academy – Approx. 27% or ~800/yr
– Air Force ROTC – Approx. 63% or ~1700/yr
25-35 cadets
30-50 cadets
4- Year Overview
Freshman Sophomore Junior Senior
GMC – AS 100 GMC – AS 200 POC – AS 300 POC – AS 400
Lecture Class1 Credit
Lecture Class1 Credit
Lecture Class3 Credits
Lecture Class3 Credits
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
Air Force Field
Training
60-70 cadets
20-35 cadets
Total of 32 credit hours of classes over 4 years
First 2 Years• AFROTC Academic Class (1 hour/week)
• Freshmen learn - Intro to the Military
• Sophomores learn - History of Aviation and USAF• Introduces AF briefings (public speaking) and AF writing with
multiple assignments
• Multiple exams covering associated material from class
• Most Purdue academic school departments grant general elective credit for these AFROTC courses
• AFROTC Leadership Lab. (2 hours/week)• You will undergo leadership training which includes
military drill (marching), physical fitness, group leadership projects, briefings, etc.
• Physical Fitness (3 hours/week)
GMC – AS 200
Lecture Class1 Credit
Lecture Class1 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
Freshman Sophomore
GMC – AS 100
Summer Field Training
• Field Training : Leadership Evaluation Under Stress
• 3-week program over summer break at Maxwell Air Force Base, Alabama and Camp Shelby, Mississippi
• Enhanced Military Training• Drill and Ceremony• Physical Fitness• Small Arms Training• Deployment Exercise
• Return to leadership position within the Cadet Wing
Last 2 Years
POC – AS 400
Lecture Class3 Credit
Lecture Class3 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
Junior Senior
POC – AS 300
•AFROTC Academic Class (2.5 hours/week)• Juniors learn - Leadership and Management
• Seniors learn - National Security Policy and Air Force Doctrine
• Case studies used to examine AF leadership and management situations as a means of demonstrating and exercising practical applications
• Extended AF briefings and AF research papers
• Multiple exams covering associated material from class
• AFROTC Leadership Lab. (2 hours/week)
• You will plan, setup, and execute Leadership Lab. Your role is to teach and lead the GMC.
• Wear your uniform to all classes on this day
• Physical Fitness (3 hours/week)
Domain 3: CareerGold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTCAttend AFROTC Career Day Attend AFROTC Career Day Attend AFROTC Career Day
Domain 6: Interpersonal SkillsGold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete GMC portion of AFROTC
Domain 7: KnowledgeGold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTC
Domain 8: LeadershipGold Silver Bronze
Earn commission through AFROTC Serve in one leadership position as POC Complete Field Training
Domain 9: ResponsibilityGold Silver Bronze
Earn commission through AFROTC Complete Field Training Successfully complete 1 year of AFROTC
Domain 10: WellnessGold Silver Bronze
Earn commission through AFROTC Complete Field Training Pass LLAB and earn a "B" or above in PES 114Pass LLAB and earn a "B" or above in PES 114
SLO Domain Rubric
After Air Force ROTC
POC – AS 400
Lecture Class3 Credit
Lecture Class3 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
Junior
POC – AS 300
Senior
GMC – AS 200
Lecture Class1 Credit
Lecture Class1 Credit
LLAB1 Credit
PT1 Credit
LLAB1 Credit
PT1 Credit
Freshman Sophomore
GMC – AS 100
Air Force Field Training
Graduate&
CommissionReceive Purdue degree & be
commissioned a Second Lieutenant in the United States Air Force
Questions?
ARMY ROTC
Captain Ralph Merrill
37
Student Learning Outcomes: The development of tomorrow’s leaders
today
CPT Ralph C. Merrill
38
Overview
Learning Outcome Domains Mapping of Curriculum to Army ROTC Additional Programs/Opportunities within
Army ROTC Challenges Questions??
MS II Cadets receiving Improvised Explosive Device (IED) Training during
Lab at Horticulture Park
39
Learning Outcome Domains
PRIMARY Career Interpersonal Skills Knowledge Leadership Responsibility
CONSIDERABLE Community Globalism & Diversity Wellness
Boiler Battalion cadets providing assistance to a man about to receive treatment in a Mobile
Treatment Facility during the MFRI Stand-Down, 2013
40
Mapping of CurriculumLearning Domains
Career Interpersonal Skills
Knowledge Leadership Responsibility
Values & Ethics X X
Personal Development
X X X X
Leadership X X X X
Tactics & Techniques
X X X X
Officership X X X X
Cadet Practical Field Training
X X X
Volunteer Opportunities
X X X
There has recently been a curriculum shift within the Army ROTC program nationwide is now focusing on a Student-Centered approach to learning vs. Teacher-Centered learning styles. This shift in student-based learning has provided the opportunities for the student, to diversify their experiences within the classroom, as well as outside of the classroom.
41
Additional Opportunities for Assessment Clubs
Ranger Pathfinder (Cross
Fit) Rifle/Pistol Sisters in Arms
Community Service Projects MFRI Veterans
Stand-down Veteran’s home
Cadet Practical Field Training (CPFT) Leaders Training
Course (LTC) Leaders development
and assessment course (LDAC)
Cultural understanding and language proficiency (CULP)
* Community Global
Diversity & Wellness
42
Challenges Opportunities for
assessment very expansive: In-class vs. Out of class
Quantifiable means of measurement for “outside the classroom” learning opportunities
Additional schooling opportunities (Airborne, Air Assault etc.) are training opportunities that are assessed to a “GO/NO-GO” standard.
43
Questions?
NAVY ROTC
Lieutenant Megan May
SPAN PLAN ADULT STUDENT SERVICES
Dorothy Hughes
HORIZONS
Rosa Villarreal
Horizons Study Abroad San Jose, Costa Rica
• 100% of HORIZONS students participating in the service learning abroad program will increase his or her ability to appreciate others from different backgrounds he or she encounters as evidenced by fulfilling course requirements and the pre and post evaluation.
• 100% of HORIZONS students participating in the service learning abroad program will increase his or her confidence in functioning effectively in a new environment or system as evidenced by successfully completing their program in a homestay, fulfilling course requirements and the pre and post evaluation.
• 100% of HORIZONS students participating in the service learning abroad program will increase his or her ability and confidence to demonstrate a level of facility communicating with people from other ethnic and/or linguistic backgrounds as evidenced by successfully completing their program in a homestay, fulfilling course requirements and the pre and post evaluation.
• 100% of students participating in the service-learning course will complete 40 hours of service to a local non-profit over two weeks and will demonstrate an understanding of agency culture by abiding by agency policies regarding professional dress, behavior, language, and other relevant codes of conduct as evidenced by fulfilling course requirements, the site supervisor evaluations, and the pre and post evaluation.
Identifying Participants’ Confidence levels through Pre and Post Testing
Goal settingNavigation through an unfamiliar environmentCross cultural communicationAbility to solve problemsAbility to solve conflictKnowledge of your discipline in a global contextAbility to get a job in your field of studyAbility to perform your job in a global contextAbility to make a difference in the worldAbility to lead others Achieving your life’s aspirationsTaking action to decrease other people’s suffering
STUDENT ASSISTANCE CENTER
Sara Carvell
Office of the Dean of StudentsStudent Assistance CenterSLO L
unch
eon
Artifa
ct:
Chang
e is o
n th
e M
enu
SAC Learning
Outcomes
40,000 students
8 – 10 staff members
100-1,000 campus partners
5 gallons of creativity
10 gallons of patience
1. Define what we want students to learn through
their interaction with the SAC.
2. Create learning outcomes that address #1
3. Put together an assessment tool that is easy to
understand and use
4. Gather data
5. Learn how to improve your processes throughout
the year6. Look at how your initial results exceed your goals
7. Be really proud to work with such a talented group
of students and professionals!
What’s on the Menu?
First Course: Domain 1 (Wellness)Second Course: Domain 4 (Knowledge)Third Course: Domain 7 (Interpersonal Skills)Fourth Course: Domain 8 (Responsibility)
For each course, you have 4-6 options.
This is representative of the wide range of services that the SAC offers to our campus community!
What does that look like?Domain 8: Responsibility (Ethical Reasoning, Self-Efficacy and Self-Advocacy) Accepts responsibility, demonstrates professionalism, meets commitments, reflects on consequences of one’s actions, recognizes strengths and weaknesses, develops ethical reasoning. As a result of receiving services from SAC, students will use self-advocacy skills as demonstrated by interview. As a result of receiving services from SAC, students will be able to identify at least one situation in which they used
skills or coping mechanism learned during session as demonstrated by interview. As a result of receiving services from SAC, students will demonstrate effective time management skills as
demonstrated by interview. As a result of receiving services from SAC, students will be able to identify at least three personal strengths as
demonstrated by interview. As a result of utilizing the Emergency Loan program, 80% of student participants will demonstrate social
responsibility by paying their loans back within 30 days as evidenced by Emergency Loan records. As a result of participating in the Financial Responsibility Module, students will increase their knowledge of
appropriate budgeting and spending practices as demonstrated by comparison of pre- and post-module assessment scores.
How do you choose what you want?
In order to meet the goal, a student must meet two (or more) learning outcomes across two different domains.
In other words…the SAC is an all-you-care-to-eat buffet…0 A student can reach all 20 learning outcomes through
receiving services0 A student may have a few specific concerns, address those
appropriately, and still meet the goal.
You say you heard our menu changed? You’re right!
Our scope of practice changed, however, our learning outcomes still fit.
How can that be?!We are still helping students learn skills that will make them
successful both inside and outside the classroom.
What does your new menu look like?
Because we’re not seeing as many students on a weekly basis (recurring appointments), we’ve been able to add some exciting new services.
0 Personal Responsibility Program0 QPR Suicide Prevention Gatekeeper Training0 Outreach to Campus Partners0 Additional Walk-in Coverage for Students0 Title IX Hearing Advocate0 Financial Responsibility Module
Stay tuned for more exciting things to come!
DIVERSITY & INCLUSION
Carol Ben-Davies
Recruitment, Retention and YOU!
Carol E. Ben-Davies
Assistant Dean of StudentsDiversity & Inclusion
Boiler Tracks
STRATEGICOVERVIEW
Purpose
•Adopted from a program at the University of North Carolina-Chapel Hill
•Fall 2011 – Inaugural year at Purdue
What is Boiler Tracks ? History
•It’s about YOU leaving a legacy at Purdue by increasing our underrepresented student population and by helping others recognize the value of a Purdue education.
•It’s about YOU positioning yourself as a mentor and gaining leadership and presentation skills.
•It’s about YOU meeting current and future Boilermakers and share your enthusiasm for your university.
STRATEGICOVERVIEW
Boiler Tracks Student Learning Outcomes
SLO Definition Program Name Tool #1As a result of participating in the Boiler Tracks training sessions, 90% of students will be able to identify and explain the value of at least five University resources dedicated to assisting underrepresented students in earning a degree from Purdue University
Boiler Tracks Rubric
As a result of participating in the Boiler Tracks training sessions, 90% of students will improved their presentation skills
Boiler Tracks Rubric
VPSA Domains: Boiler Pride
Globalism & Diversity Leadership
STRATEGICOVERVIEWProcess
Partners:
Ja’Niah Downing
Senior Assistant Director
Office of Admissions
Lygia Vernon
Coordinator of Civic Engagement
Student Activities and Organizations
Civic Engagement & Leadership
Development
• Pre-test and Post-test given to students during their training and a University Student Leader Survey sent to them using an online survey tool to complete after their high school visit.
• The surveys focused on the leaders and high school students’ perceptions regarding the value of the program, their satisfaction with the program, and their perceived effectiveness of the program.
STRATEGICOVERVIEW• 100 percent of the members indicated that they grew in their presentation
skills as a result of participating in the Fall Break High School Visits. Majority of them indicated that they grew significantly, while a few of them indicated that they grew slightly.
• Majority of the university leaders indicated that they knew five Purdue resources at the end of the training. Majority of the leaders felt that they were able to communicate the resources at Purdue and their value to the high school students
• Majority of university leaders expressed that they were prepared for their high school visit after training, and they noted after their high school visit that they had enough knowledge that they received about Purdue during training to use for their high school visit during their visit.
Results
STRATEGICOVERVIEW• Choosing a college is hard enough but being a minority makes it even harder. I
enjoy being able to show incoming students that they don't have to be afraid to come to Purdue. That even being a minority we can still come together, sort of
like a family away from home, and make a difference.
• I believe that it is important to be that extra resource or possibly the only resource, that helps guide incoming students to get a slight glimpse of what college life is all about and how to make it to the finish line, though it may be
complex at times, there are always those people and resources who are there to help whenever you need it! Its a support system.
• Boiler Tracks has allowed me to share all of my experiences as a college student as well as all of the opportunities I've had since making Purdue my
home. Every time I talk with an admitted or prospective student about Purdue, all I feel is pride. I am proud knowing that something I say may be the deciding
factor on them becoming a Boilermaker.
Comments from Boiler Track members
OFFICE OF STUDENT RIGHTS AND RESPONSIBILITIES
Jeff Stefancic
Office of Student Rights and Responsibilities
Using a CAS Self Assessment to Improve and Plan for the Future
What is CAS?
Council for the Advancement of Standards in Higher Education
43 sets of functional area standards Mission is to promote the
improvement of programs and services to enhance the quality of student learning and development
Developed by a consortium of professional associations
Student Conduct Programs Last updated and revised in August 2012 Developed in conjunction with the
Association for Student Conduct Administration (ASCA)
Grounded in the belief that standards of conduct for the basis for behavioral expectations in the academic community and that the enforcement of conduct standards is an educational endeavor.
Sample CAS Areas
Mission Program Organization and Leadership Human Resources Ethics Internal and External Relationships Technology Assessment and Evaluation
OSRR Process
Internal Review Team Selected Individuals/Offices that OSRR currently
partners with Inclusive of Faculty, Staff, and Students OSRR staff served as “subject matter
experts” to assist and consult with review teams.
Kick Off Meeting OSRR staff and VPSA staff met with team
to review process and timeline
OSRR Process
Review teams divided into working groups
Review teams given approximately two weeks to meet with each other and “subject matter expert” and then enter ratings/evaluations
VPSA staff collated results and provided feedback to OSRR leadership and staff
Information Learned
Strongest Areas: Organization and Leadership Program Human Resources
Areas Targeted for Improvement Assessment and Evaluation Stated Ethics Statement Facilities and Equipment
Next Steps
Sharing what we learned internally External Review Allocating time and staff resources to
address improvement areas Springboard for strategic planning
process Utilize assessment to help tell our
stories
STUDENT LEGAL SERVICES
Leslie Charters
LEARNING OUTCOMES
Knowledge: Developing new knowledge about the law, including a student’s rights and responsibilities; teaching students how to be proactive in preventing legal issues from occurring
Preparation: Preparing students for future court proceedings and responding to various legal conflicts
Wellness: Making informed, healthy choices about alcohol and drug use
STUDENT LEGAL SERVICES EVALUATION SURVEY PURDUE UNIVERSITY
Following my appointment with Purdue Student Legal Services and/or presentation by Student Legal Services:
Please circle the appropriate number: .
Strongly Disagree
Disagree Indifferent Agree Strongly Agree
N/A
1 I have a better understanding of the Legal System and/or how the law applies to my issue.
1
2
3
4
5
0
2 I feel that I have a better understanding of the various options available to address my problem/issue.
1
2
3
4
5
0
3 I feel that I have a better understanding of how to address and/or avoid similar situations in the future.
1
2
3
4
5
0
4 I feel that I have a better understanding of the various resources available through Student Legal Services, the University, Tippecanoe County, etc.
1
2
3
4
5
0
5 Before meeting with Student Legal Services, my legal issue was a source of worry or stress.
1
2
3
4
5
0
6 Student Legal Services reduced my level of stress or anxiety over my legal issue.
1
2
3
4
5
0
7 The service/presentation received from Student Legal Services made (or will make) it easier to pursue my education at Purdue University. For example: did we assist with traveling abroad, your housing issues, your criminal records and future job search, etc?
1
2
3
4
5
0
8 Comments:
Date: ___________________
FIRST YEAR DATA:
93.93% of all responses to questions are Agree & Strongly Agree
334 student meetings 9/3/13 to 4/11/14 Q1 (knowledge): 98.78% Agree & Strongly
Agree Q2 (preparation): 97.97% Agree & Strongly
Agree Q6 (wellness): 87.14% Agree & Strongly Agree Q7 (*retention): 89.40% Agree & Strongly
Agree
CIVIC ENGAGEMENT & LEADERSHIP DEVELOPMENT
Mel Gruver
STUDENT LEARNING OUTCOMES
GENERAL LEARNING OUTCOMES
Students who participate in the programs, courses and initiatives offered by Civic Engagement & Leadership Development will…
• identify and describe multiple leadership techniques, theories and approaches to social change.
• articulate a coherent personal philosophy of leadership, service and social justice.• demonstrate how one's social identities intersect with the practice of leadership and civic
engagement behaviors. • understand critical societal issues and community needs in the context of community assets. • describe the connection between their academic discipline and vocation to the leadership
process and social responsibility• recognize and critique the impact of socio-political systems on communities, people and
society.• utilize reflection as a tool for meaning-making, to gain a deeper understanding of self and to
inform deliberate public action. • identify a fundamental social issue of interest and articulate personal commitment to enacting
positive change in the area. • create and implement an action plan to utilize personal strengths in facilitating positive change
in campus, local and global communities.
GUIDING DOCUMENTS
Council for the Advancement of Standards
Leadership Identity Development Model
Active Citizens Continuum
American Association of Colleges & Universities:
Civic Engagement Rubric
Kolb's Experiential Learning Model
A Crucible Moment: College Learning & Democracy's Future
High-Impact Educational Practices (Kuh, 2008)
POINTS OF PRIDE
Learning Outcomes for Each Program & Initiative
Student Input on Outcome Design
Individualized Reports
Community Partners as Co-Educators
Community Impacts Outcomes
STUDENT ACTIVITIES & ORGANIZATIONS
Martia Brawner-King
Student Organization Workshops
86
Outcome 1: As a result of participating in the student organization president workshop, 95% of students will know their responsibilities as a student organizations president by being able to describe how to register their student organization
Outcome 2: As a result of participating in the student organization president workshop, 95% of students will know their responsibilities as a student organizations president by knowing the steps for planning an event.
Pre-Test Post-Test Post-TestPre-Test7%
16%
24%35%
19%
0% 0% 1%
33%
66% 1. Strongly disagree2. Disagree3. Maybe4. Agree5. Strongly agree
7%
18%
23%34%
18%
0% 1% 1%
32%
67%
*549 Participants answered questions associated with this learning outcome.
*553 Participants answered questions associated with this learning outcome.
FRATERNITIES, SORORITIES, & COOPERATIVE LIVING
Brandon Cutler & Chris DeEulius
DISABILITY RESOURCE CENTER
Karen Nielson
STUDENT WELLNESS OFFICE
Michelle Singleton & Chico Jensen
Student Wellness Office:Student Learning Outcomes
Michelle SingletonNutrition Education Coordinator
Chico JensenSexual Health & Sexual Violence Risk Reduction Coordinator
What is Self-Efficacy?
Nutrition
92
In 25% of presentations:
75% of student participants in nutrition education presentations will report a 10% increase in their ability to make healthier food choices, as the result of a presentation.
75% of student participants in nutrition education presentations will report a 10% increase in their ability to develop a healthy body image, as the result of a presentation.
Nutrition Data
93
As of April 11, 36 nutrition education programs were completed. 55% included a measure of self-efficacy.
87% of student participants reported a 10% increase in their ability to make healthier food choices, as the result of a presentation.
79% of student participants reported a 10% increase in their ability to develop a healthy body image, as the result of a presentation.
Sexual Health
94
In 25% of presentations:
75% of student participants in sexual health education presentations will report a 10% increase in their ability to correctly and consistently follow safer sex practices, as the result of a presentation.
Student Success Stories
VPSA ASSESSMENT
Dan Whiteley & Margaret Wu
Tracking Made EasierTracDat System Roll Out• TracDat will be the official source data for assessment reporting campus-
wide.• Centralized data collection and storage.• Show trending, as well as provide detail on specific measures.• All types of document import to supply supporting documentation.• Customizable fields and flexible reporting. • Standard canned reports and ad hoc reporting capability.• Mapping to the Purdue embedded learning outcomes and the AfterClass
Experience.• Alignment with the core curriculum embedded learning outcomes will
allow faculty to see what co-curricular programs have met the embedded learning outcomes requirement.
Co-Curricular Nomination Process
• 19 programs have already been accepted• Our goal is to work with any interested parties
to complete the process.
Student Learning Outcomes
• Work together to develop, assess, and act on student learning outcomes
• Please give us your feedback!