june 11, 2010 university of wisconsin-milwaukee. introduce the working group talk about our...

June 11, 2010University of Wisconsin-Milwaukee

Introduce the Working Group Talk about our individual and collective

role in promoting student success and learning

Discuss why learning outcomes, why now

Work to come to a common understanding of learning outcomes and how assessment of them might work

PARTICIPANTS WILL:– Understand the role of student affairs, academic

affairs and service units and our relationship to the academic (learning) mission of UWM.

– Able to define how their unit contributes to student learning.

– Understand definition of what a learning outcome is and how it differs from a goal.

– Understand why student learning outcomes matter, why they're useful, and "what's the point" of SLO's

– Understand the UW-System plan and LEAP and how it impacts the co-curricular and it’s connection to the Wisconsin Growth Agenda

Prepare students for productive

lives in their careers and

communities

UW System Growth Agenda Goals

•More graduates•Obtain well-paying jobs•Build stronger communities•Assist students in creating an E-portfolio or Alternative Transcript•Implementation of LEAP

.

What do you believe a UWM graduate should know, value, and be able to do upon graduation?

1) Knowledge2) Skills3) Values

Please take 10 minutes to discuss this question, take notes, and prepare to share your thoughts

with the group.

Summary of Discussion 1 Knowledge of major/what they are studying-enough

to feel confident, gainful employment, application Depth of knowledge in at least one area, hopefully

in many Communication-oral and written Cross-cultural communication Value difference Global citizenship Critical thinking-evaluate information, sources Knowledge of self and identity development in

relation to others Individual responsibility and community

responsibility-local, national and global Competent use of technology Self-confidence Value a balanced life

Summary of Discussion 1 Work successfully in groups Problem solving skills Apply or transfer their curricular and co-curricular experiences to

their future Basic math skills (quantative literacy) Resiliency (Eric’s odd tree metaphor) Flexibility Money management/Financial Literacy Realistic self-assessment Concept of choice and consequence Higher life management skills (basic needs and dayd to day

management) Healthy relationships- build and value Being independent or autonomously Emotional intelligence Pro-social work ethic Awareness and appreciation of diversity of values Independent learning strategies and study skills and transfer to

workplace

Summary of Discussion 1

Where at UWM (offices, jobs, programs, etc.) might students develop these things?

1) First, think broadly about the campus community2) Second, consider your specific unit/department

Please take 10 minutes to discuss this question, take notes, and prepare to share your thoughts with the group.

Summary of Discussion 2 Broad campus community

Ideally, in every contact they have with faculty and staff Advisors Student employment Classes Instructors Service learning, LLCs Residence Life and housing Resource centers NFO Study Abroad Informal gatherings Facebook- relationships, connections with campus resources, live whole

life in social media, interactions, information sharing, skill videos, program invites

Recreational opportunities Student orgs/groups Peers

Summary of Discussion 2

Individual department and units▪ Externships/internships▪ Financial literacy- i.e. collaborations between

Credit Union, Fin Aid, UW Credit Union▪ Selecting a major to career, effective

presentation of self to employers- CDC – classes, publications

▪ Health promotions- peer advocates, policy and environment, advocacy

▪ Union programming, space

UWM GraduateShared Learning Goals/

LEAP Outcomes

Curricular Experience Co-Curricular Experience

The shared learning goals define what the UW System and UWM believe an educated person to be able to value, know, and do upon graduation.

Student learning occurs intentionally and unintentionally across their varied set of experiences.

Majors; Minors; Certificates; Study Abroad; Undergraduate Research; Health and Wellness; Union Programming; Campus Jobs;

Undergraduate Core Curriculum; First Year Initiatives; Learning Communities; Student Organizations; Residence Halls; Campus Life

Division-level learning outcomes must be aligned with and contribute to what UWM has defined at the shared learning goals – connecting the unit-level outcomes to institutional level outcomes desired of all UWM graduates.

Academic Departments & Colleges

Student and Academic

Affairs

Unit level outcomes should emerge from the following:•UWM Mission, Values, & Shared Learning Goals•Mission and Strategic Priorities of the Division•Mission and Priorities of the Unit/Department•Professional Association Guidance•National Best Practice

Just a few examples of the many places student learn

UW System Shared Learning Goals provide a framework to communicate broadly the meaning and value of a college education.

Preparing students to be competent citizens in the 21st-century, knowledge-based, global society.

What are they? Knowledge of Human Cultures and the Natural World Critical and Creative Thinking Skills Effective Communication Skills Intercultural Knowledge and Competence and Individual Social and Environmental Responsibility

They come from the Association of American Colleges and Universities Essential Learning Outcomes

A comprehensive, holistic, transformative activity that integrates academic learning and student development including learning theory, holistic wellness, ethical and moral development, self-exploration and identity formation, experiential education models, social change theory and development of values and goals that guide personal and professional choices.

High Impact Practices (AAC&U)•First Year Seminars and Experiences•Living Learning Communities•Collaborative Learning•Undergraduate Research•Diversity/Global Learning•Service Learning and Volunteering•Community Based Learning•Internships•Capstone Projects

Some examples at UWM•Student Employment on-campus•Student Organizations•Civic Engagement in the community•Leadership Development•Life Skills•Advising •Residence Hall Living•Social and Educational Programming•Studying Abroad•Athletics and Intramurals

1. Allows us to align efforts vertically and horizontally in support of student learning

2. Enhances the quality of our individual and collective work in promoting exceptional educational experiences for UWM students

3. Improves our ability to effectively “tell our story” to each other, students, families, and funders

We are all – ultimately – responsible for providing a great educational experience for students at UWM

Each of us plays a role in preparing students for productive lives beyond college – at work and in their communities

Talking about HOW and WHERE we effect student learning beyond the classroom will help us improve our efforts

It feels good doing this work

Goals versus learning outcomes Goals and Objectives

▪ Broad, general statement about how you want students to be changed because of programs, services, and interactions.

▪ Statements about what the program/service will accomplish or provide

▪ Related to the vision and mission of the college and the division

Desired effect of a service or intervention

Much more specific than a goalA learning outcome is participant

(student) centeredLearning outcomes are measurable

Program Outcomes examine what a program or process is to do, achieve, or accomplish for its own improvement; generally needs/satisfaction driven.

Learning Outcomes examine knowledge, skills, and values that students develop through department interactions; measurable, transferable skill development

Statements indicating what a participant (usually students) will know, think, or be able to do as a result of an event, activity, program, etc

Need to be specific and measurable!

Are student focused Focus on learning resulting from an activity rather

than the activity itself Reflect the institution’s mission and the value it

represents Align at the course/program, academic

program/department, divisional, and institutional levels

Focus on skills and abilities central to the discipline and based on professional standards of excellence

Are general enough to capture important learning, but clear and specific enough to be measurable

Focus on aspects of learning that will develop and endure but that be assessed in some form now

When students interact with you/your unit, what do they take away?

What do your student employees take away from their experience in your office?

What do you do that helps students reach their personal, academic, or career goals?

Do you have learning outcomes?Do they meet these requirements or

do they need to be revisited?

If you’d like to join the working group … or book the “Traveling Roadshow…”

Join us on June 23rd from 1-3pm in Union 240 to get to the nitty-gritty of writing and assessing learning outcomes

Bring colleagues and yourself to the 2 additional “gatherings” this summer to write outcomes for units/programs