Adding Purpose to Commuter Programming with Learning Outcomes

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Adding Purposeto Commuter Programmingwith
Learning Outcomes

• Dana McKoy
• Coordinator of Commuter
• Non-Traditional Student Services
• University of North Carolina Wilmington

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Questions

• How many of you already consider student learning
  outcomes when planning programs, events
  services for commuter students?
• How many of you want to, but dont know where to
  begin?
• How many of you have an assessment professional
  within your SA division?
• How many of your Student Affairs divisions have
  their own pre-defined learning outcomes and/or LO
  indicator statements?

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Discussion Topics

• Quick definitions of learning outcomes
• Various sources for categories of learning
  outcomes
• Collaborating with assessment professionals
• Purposing or re-purposing your programs with
  learning outcomes
• Teaching students how to incorporate LOsinto
  their programming

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What Are Learning Outcomes?

• a statement of what is expected that a learner
  will be able to do as a result of a learning task
  or activity. Jenkins and Unwin, 2004
  www.ncgia.ucsb.edu/education/curricula/giscc/unit
  s/format/outcomes.html
• Outcomes usually identify growth in some
  dimension of knowing, being or doing. This
  knowledge (cognitive), attitude (affective), and
  skill (psychomotor) schema identifies three key
  categories of possible outcomes. Komives and
  Schoper, Learning Reconsidered 2, ACPA/NASPA,
  2006
• Simply put, outcome indicator statements usually
  express, As a result of participating in X,
  students will learn Y Z.

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Sources for Categoriesof Learning Outcomes

• Pre-defined division or university-wide outcome
  categories?
• Self-defined?
• Learning Reconsidered LR2
• CAS Standards for Commuter Programs

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Learning Reconsidered

• cognitive complexity
• knowledge acquisition, integration and
  application
• humanitarianism
• civic engagement
• interpersonal and intrapersonal competence
• practical competence
• persistence and academic achievement

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CAS Standardsfor Commuter Programs

• intellectual growth
• ability to communicate effectively
• realistic self-appraisal
• enhanced self-esteem
• clarification of values
• appropriate career choices
• leadership development
• physical fitness
• meaningful interpersonal relations
• ability to work independently and
  collaboratively, social responsibility
• satisfying and productive lifestyles
• appreciation of aesthetic and cultural diversity
• achievement of personal goals

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UNC-Wilmington Student Affairs Division Outcomes

• Informed Reasoning
• Effective Communication
• Personal Responsibility
• Pluralistic Maturity
• Well Being
• Civic and Community Engagement

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Ex UNCW Learning OutcomeIndicator Statements

• Well Being
• To recognize the importance of and develop the
  capacity to monitor and exercise control over
  ones emotional, psychological, spiritual, and
  physical well-being.
• To develop the capacity to negotiate life-related
  issues within a given context or system.
• To regularly participate in physical activity and
  maintain a diet based on sound nutrition.
• To manage a life based on sound principles of
  spiritual commitment.
• To be aware of ones emotions and demonstrate
  emotional competence, including increasing the
  capacity for adaptive coping with aversive
  emotions and distressing circumstances.

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UNCW Cornerstone

• I am an engaged learner in constant search of
  knowledge.
• I foster human dignity through acts of civility
  and respect.
• I maintain a distinguished character based on
• truth, honesty, and integrity.
• I pursue inner-peace by recognizing
• the significance of spirituality.
• I demonstrate honorable citizenship through
• acts of civic engagement.
• I embrace community by active involvement and
  service.
• I lead a lifestyle that advances physical health
• and emotional well-being.

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Working with Assessment Professionals

• Ask for guidance ask if there are tasks your
  office can do to ease the burden of work
• data entry
• modeling from other departments assessments
• combining instruments
• Be prepared! Pick 3-5 programs you initially want
  to assess (most demonstrative of your mission,
  prove your worth on campus, prove necessity of
  funding, etc.)
• Add other programs/services/events incrementally
• Narrow list of desired outcome indicators to
  manageable number.
• Review assessment tools thoroughly before
  implementing.

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Example Housing Fair Survey
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Results Housing Fair Survey

• Improvements based on feedback
• Gave every attendee an OCLG
• Expanded OCLG content re personal
  responsibility/good neighbor info
• Display at ODOS table Top 10 Ways to be a Good
  Neighbor
• Code Enforcement, university police, ILM police
  tables

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Example CDA Post-Test
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Results CDA Pre-Test/Post Test
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Purposing Your Programs

• Outcome to Practice gt Developing new programs
  based on specific outcomes
• Use outcome categories to determine if you offer
  a balanced portfolio of services programs for
  your populations (Use LR, CAS or your own).
• Nice complement to SPAR
• Use LO indicator statements as a guideline for
  specific ideas for new programs.

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Purposing Examples

• Spirituality programming gap for commuters
  Reflections of Spirituality student art show in
  commuter lounge?
• Personal Responsibility Sustainability events
  programs for commuters?
• Other ideas from your schools?

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Re-Purposing Your Programs

• Practice to outcome gt modifying existing programs
  to improve student learning/development
• Dont force existing programs into LO categories
  based on what sounds good should be based on
  quality feedback
• Re-focus sometimes quality of learning is more
  important than number of attendees

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Re-Purposing Examples

• Additional training for CDAs in diversity,
  well-being personal responsibility
• Improvements to Housing Fair
• Integrating Cornerstone PowerPoint into commuter
  fair
• Other ideas from your schools?

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Working with Students

• Develop a common language
• Talk about the difference between program goals
  LOs
• Challenge students to summarize how outcomes were
  met / not met in their programming
• Make it fun!
• Challenge students to brainstorm new programming
  ideas in staff meetings
• Use flip charts and vote on best new ideas
• Reward students for using LO statements
• Make it simple!
• Narrow desired indicators to manageable number
  that directly relates to event or program
• Try a grid instrument

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CDA Learning Outcome Matrix
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Questions?Examples?