2014 Student Learning Outcomes

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

http://www.youtube.com/watch?v=lj3iNxZ8Dww

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

http://www.youtube.com/watch?v=n15G8j5ao2s

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



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.”



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


Intramural Sports


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


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 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



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



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



LLAB1 Credit

PT1 Credit

LLAB1 Credit

PT1 Credit

Junior

POC – AS 300

Senior

GMC – AS 200



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

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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

THANK YOU

MANY TRACKS, BUT ONLY ONE LEADS TO PURDUE!

Carol Ben-Davies [email protected]

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!