1. We Are All Accountable: Student
Learning Outcomes for Student Services
NCSD National Conference
Denver, CO
Oct. 22-24, 2009
Elise Davis-McFarland, Vice President
for Student Services
Sharon Kearns, M.Ed., Director of Testing

2. Student Affairs professionals have
the responsibility for ensuring
that
institutions of higher education
become true learning
communities committed to
providing transformative
educational experiences for all
students.
Learning Reconsidered – ACPA, NASPA

3. The institution provides student support
programs, services, and activities consistent
with its mission that promote student
learning and enhance the development of its
students.
(Student Support Services)

4. Norht North Central Association
Commission on Accreditation and School
Improvement
 Learning goals are designed to press all students to
excellence and focus on enhancing the intellectual,
personal, physical, social, and career development of
students.
 PS 1 The learning goals are challenging, are appropriate
in terms of rigor and diversity, meet student needs, and
are consistent with the stated goals of the program.
 PS 2 Objectives are:
identified for the specific subject areas and the various
programs such as the activity programs, and

5. Different Outcomes
 Student service
 Satisfaction, needs, program quality
 Student development
 Values,
attitudes, beliefs, psychosocial
development
 Learning
 Knowledge and skills

6. Why Student Learning Outcomes?
 The business of colleges is teaching and
learning. If you’re not a player, you’re just
sitting on the sidelines.

7. The actual process is
much
like….
.

8. First ……
you must lay the groundwork…

9. You need a frame of reference
1. Learning Reconsidered - ACPA/NASPA
 Cognitive complexity
 Knowledge, acquisition, integration,
application
 Humanitarianism
 Civic engagement
 Interpersonal and intrapersonal
competence
 Practical competence
 Persistence and academic achievement

10. You need a frame of reference
2. Principles of Good Practice
for Student Affairs- ACPA/NASPA
 Active learning
 Values & ethical standards
 High expectations for student learning
 Systematic inquiry
 Effective resource use
 Educational partnerships
 Community

11. Assessment should show that
Student Services
 Plays a significant role in student learning
 Makes a difference in academic success
 Promotes retention and persistence
 Enhances cognitive development
 Enhances affective development

12. Brainstorming & Consensus
How about…?
How about?
What if we…?
Hm
m..
Hmm..

13. What if a student asks…
 What should I be able to do as a result of my
interaction with the______ office in Student Services?
 What will I learn from meetings with my financial
aid officer?
What would you say?
What do you expect students to be able to
do/know as a result of their interactions or
participation

14. What should students gain from
Student Services?
 Essential life skills
 Personal responsibility
 Perseverance
 Decision making/critical thinking
 Financial responsibility
 Technology use

15. What should students gain
from Student Services?
 Essential social skills
 Effective communication
 Interpersonalskills
 Civic mindedness
 Ethical behavior
 Adherence
to legal and ethical
requirements

16. Planning Pyramid
Dept
Plans
Student
Affairs
Divisional
Plan
College Strategic
Plan
Institutional
Mission
Davis-McFarland, E.

17. Mission Pyramid
Dept.
Mission
)
Unit
Mission
(EOP, EM, SD)
Division
Mission
Institutional Mission
Adapted from Bentrim-Tapio, 2008

18. Mission Statements: Before
 As part of the Student Services Division of Trident Technical
College, the staff members of the Financial Aid/Veterans
Assistance Office are committed…….
 Trident Technical College Registrar’s office mission is to
provide the best possible service…..
 The Educational Talent Search program will sustain a
supportive and……
 The mission of Career and Employment Services is to prepare
students for the transition from……
 Student Activities’ mission is to complement the academic
program
and enhance the students’ college….
What’s missing?

19. BEFORE
Mission Statement Example Orientation Services
Our Purpose...
The mission of Orientation Services at Trident Technical College is to provide a
welcoming environment in which new students and their families obtain
information necessary for a successful transition into college life. Through our
orientation program, we encourage campus involvement, academic success, and
student retention. Our aim is to integrate new students and families into campus
life while easing the transitions and stresses associated with starting college.
In order to achieve these objectives, students and families who attend an
orientation will…..
View a video to familiarize them with the campus environment and physical
facilities
Explore Trident Technical College’s Website
Talk with an Orientation Leader to
Verify the student’s major
Learn about important processes, like registration
Be assigned an academic advisor
Receive important printed materials about the College
Find out about student services and organizations
Have questions answered
Take a walking tour of the campus, if desired
Register for courses during the registration period in the Orientation Services
Davis-McFarland, E.
Centers if they are non-degree students

20. AFTER
Orientation Services
In support of the Student Services Division
mission of encouraging student success,
Orientation Services provides a
comprehensive orientation program to
encourage campus involvement, academic
success, and student retention.

21. A good learning outcome
 Indicates what the student should know or
be able to do
 Measurable
 Related to experiences you provide
 Realistic
 Aligns with vision, mission and values
Adapted from Bentrim-Tapio, 2008

22. Learning Outcome Statements
 Specify what students will be able to do, know,
and/or demonstrate as a result of participating
in or completing an activity/service/program.
 Should be expressed as knowledge, skills,
attitudes or behaviors.
Adapted from Bentrim-Tapio, 2008

23. We always use verbs
 Bloom’s Taxonomy
 Describe
 Demonstrate
 Develop
 Identify
 Difficult to Measure
 Appreciate
 Aware of
 Familiar with

24. The wording….
Active Verb EXPECTATION
As a result of • Demonstrate • 50% improvement
• Average performance
• Identify • Pre-test post-test
• Explain improvement
BEHAVIOR INTENTION
• Meeting Will be able to Mock
• Participating interview
• Working with • Time
management
ACTIVITY Who
• Program • Students
• Service • Athletes
• Activity • Officers
Adapted from Bentrim-Tapio

25. Learning Outcome Examples
 As a result of students attending financial aid
workshops and receiving financial aid education,
the student default rate will not exceed 5%.
 As a result of instruction from the test proctor,
students will manage their time in order to
complete their tests within the allotted time.
 As a result of attending officer training sessions and
holding office, organization officers will
demonstrate improvement in their leadership skills
from the beginning of their tenure through
completion.

26. The Assessment Cycle
Groundwork
Determine findings
Consensus
use to enhance &
improve Form SLO Committee
Mission
Objectives Revise mission
statements
Analyze & report Goals
findings Outcomes
Develop surveys,
forms, rubrics, etc.
Collect data
(develop schedule)

27. Satisfaction vs. Learning is much
like the relationship between
Reliability and Validity.
Reliability means nothing
when the problem is validity,
satisfaction isn’t too
important if students don’t
learn.

28. Satisfaction surveys
 don’t
help you understand all of the
contributions of your programs & services
 don’ttell you how your programs and
services contribute to student development
& learning
 don’t
tell you everything you need to know
about programs & service improvements
Bresciani, 2002

29. Satisfaction
85% of students will agree or
strongly agree that mock
interviews helped them feel
more confident in their
interviewing skills.
Adapted from Bresciani, 2002

30. Sir, we’ve had a paradigm shift since you
left.

31. Learning
 85% of students who attend the How to
Interview workshop will score average
or above average on a mock interview
evaluation matrix.

32. Student Services Learning
Outcomes
 Shows Academics that Student Services
makes significant contributions to learning
 Forms the basis for collaborations that
 Promote measurable student learning
 Promote student engagement and socio-
academic integration
 Provides models for indirect learning
Bresciani, 2002

33. Examples

34. The Student Services Division encourages student success by providing
programs and services that support students’ accomplishment of their
academic, student leadership, and social development goals. All student
services programs, initiatives, and services are proved in keeping with the
principles of good practice for student affairs and services.
2006-2008 Student Services Program Assessment The Enrollment Management Unit provides an organizational framework and
leadership that facilitates cohesion and coordination between and among its
component admissions, financial aid, orientation, registrar, and testing
Department: Orientation Services services. We intend to be reliable and effective partners in helping our faculty
Director: Brandon Branham and fellow staff members accomplish their work with our students from entry
Division: Student Services to exit. We will accomplish our work in a manner that causes other state and
regional two-year colleges to recognize us as an enrollment management unit
Dean: John Jamrogowicz worthy of benchmarking.
Orientation Services provides a comprehensive orientation program that
assists students in achieving both their academic and developmental goals
through a comprehensive orientation program. We encourage campus
involvement, academic success, and student retention. Our aim is to integrate
new students into campus life while easing the transitions and stresses
associated with starting college.
Assessment Summary
Key Findings Plan for Improvement Implementation
The assessment provided information on The department will work on improving Orientation Leaders are trained to instruct
student learning outcomes in the areas of students’ website knowledge and on gathering students on the importance of website
advising session preparation, TTC website accurate results for information retention in knowledge.
knowledge, and information retention. orientation sessions.
Areas of strength for the department are in
advising session preparation. Information
retention and website knowledge require follow-
up.
Davis-McFarland, E.

35. STUDENT LEARNING OUTCOMES FOR PROGRAM REVIEW
Department: Orientation Services Division: Student Services Year: 2006- 2007
A. Student B. Where C. Methods for D. Expected Level E. Data Collection F. Results G. Plan For Improvement
Learning Outcomes are Outcomes of Program
Outcomes Assessed Assessment Performance
What should Where do you see How does your What is the expected How and when will What are the results How will you use this information
students who evidence that the program evaluate level of student you collect the data of the evaluation? to improve the program
interact with your student can do student/graduate performance for the needed to evaluate
service area be these things? skills/abilities? program? the performance of
able to do? (1 the program?
outcome per
block)
Students Created new Matrix > 80% of the Review of pre/post- 100% of students Actions:
demonstrate an student matrix to administered to students will test scores from correctly answered
ability to be used by students prior to correctly answer student matrix post-test questions 1. During orientation sessions,
adequately Orientation and after individual post-test questions. administered emphasis will be placed
prepare for an Leaders for orientation Post-test scores will October 2007 - more heavily upon the
academic advising pre/post-test data sessions. improve ≥20%. November 2007. importance of preparing
session. collection (pre/post-test) adequately for an advising
regarding advisor session.
visits.
Advisor Feedback Advisee evaluation ≥60% of students Review of advisee 75% of advisees Eliminated student matrix for
matrix have acceptable evaluation matrices called or e-mailed to next cycle. Will use original
evaluations completed by 10 set up an matrix but will speak directly to
faculty advisors for appointment. Advisors and not to students.
Priority Registration
for Fall 2006 term. 69% of advisees Percentages were met or
brought necessary exceeded for Fall 2006. No
documents to their change is indicated.
advising sessions.
95% of advisees
communicated
course
requirements or
preferences.
Davis-McFarland, E. 66% of advisees
arrived on time for
advising sessions.

36. PROGRAM VITAL STATISTICS
Indicator Trend Analysis
Orientation Numbers by Calendar Year
3000
2500 2562
2416
2000 2204 2149 2039
1500
Mean of 2274 and standard deviation of 211
1000
Trend analysis indicates a very strong decreasing
500
linear trend in the number of Orientations per year.
0 The reported p-value is 0.003
2003 2004 2005 2006 2007
Davis-McFarland, E.

37. The Student Services Division encourages student success by providing programs and
services that support students’ accomplishment of their academic, student leadership,
and social development goals. All student services programs, initiatives, and services
are proved in keeping with the principles of good practice for student affairs and
services.
2007-2008 Student Services Program Assessment
The Enrollment Management Unit provides an organizational framework and
Department: Financial Aid
leadership that facilitates cohesion and coordination between and among its
Director: Ellen Green component admissions, financial aid, orientation, registrar, and testing services. We
Division: Student Services intend to be reliable and effective partners in helping our faculty and fellow staff
Dean: John Jamrogowicz members accomplish their work with our students from entry to exit. We will
Number of awards FY 2008: 37,189 accomplish our work in a manner that causes other state and regional two-year
Total amount awarded for FY 2008: $43,522,825 colleges to recognize us as an enrollment management unit worthy of benchmarking.
Default Rate: 5.5%
Assessment Summary
Key Findings Plan for Improvement Implementation
The assessment provided information on Investigate the hiring of a loan default Requested and received approval for the
student learning outcomes in the areas of coordinator to work with data from the National position and hired a Loan Default Coordinator.
student’s financial responsibility and Student Loan Data System (NSLDS) to educate The coordinator is using resources from NSLDS,
demonstrates an understanding of the students on their financial rights and ELM, and national data to provide students with
importance of academic progress. responsibilities regarding loan borrowing. information regarding Financial Aid rights and
responsibilities in addition to how to borrow
Areas of strength are in the financial Review the data to determine if the expected responsibly.
responsibility of students who are affected by level of performance should be adjusted in light
Return to Title IV (R2T4). The data indicates the of the expanded loan limits from the The department is offering workshops both in
need for additional resources regarding loan Department of Education. classes and during day/evening hours to explain
eligibility and borrowing responsibilities. both the financial responsibilities of students
and the importance of academic progress for
continued eligibility for financial aid.
Davis-McFarland, E.

38. STUDENT LEARNING OUTCOMES FOR PROGRAM REVIEW
Department: Financial Aid Division: Student Services Year: 2007 - 2008
A. Student B. Where C. Methods for D. Expected Level E. Data Collection F. Results G. Plan For Improvement
Learning Outcomes are Outcomes of Program
Outcomes Assessed Assessment Performance
What should Where do you see How does your What is the expected How and when will What are the How will you use this information to
students who evidence that the program evaluate level of student you collect the data results of the improve the program
interact with your student can do student/graduate performance for the needed to evaluate evaluation?
service area be these things? skills/abilities? program? the performance of
able to do? the program?
Students Default Rates Review default rates The loan default Review of 5.5% of TTC Actions:
receiving rate for the college Department of borrowers are 1. More aggressively contact
financial aid is ≤5%. Education default in default. students regarding their
demonstrate rate, March 2007. status
financial 2. Utilize national data to track
responsibility. students
3. Update data on website to
help with understanding
borrowing rights and
responsibilities
Loan Exit Students ≥85% of students Students who 3.5% of Actions:
Counseling successfully successfully received loan exit students 1. Increase access to national
complete loan exit complete loan exit counseling completed data.
counseling. counseling within 2 notifications during required 2. Notify students earlier of exit
months of the Fall 2007 term counseling requirements
notification. completed the within 2 3. Provide direct contact with
counseling by months students when they apply for
2/28/08. graduation
Borrowing Rates Review average Average loan debt Review Datatel Average Actions:
student loan debt of for the graduating reports which borrowing 1. Review and adjust average
the graduating class. class does not identify the average per graduate loan borrowing rates due to
exceed $5250. loan debt for the is $6898 changes in maximum limits.
(Note: The $5250 Spring 2008 2. Review rules regarding
was based on graduates packaging of student loans.
average four-year 3. Conduct individualized
eligibility for loan) counseling to discourage
Davis-McFarland, E. excessive borrowing

39. VITAL STATISTICS
Indicator Trend Analysis
Total Financial Aid Disbursed by Award Type Loans: Trend analysis indicates a strong increasing
(by fiscal year ending June 30) linear trend with a p-value of 0.015. The total loan
$20,000,000 amount has increased by 86.6% since 2004.
$15,000,000 Grants: Trend analysis indicates a rebounding cubic
trend with a p-value of 0.10. The total grant amount
has decreased by 4.7% since 2004.
$10,000,000
Lottery: Trend analysis indicates a weak decreasing
$5,000,000 quadratic trend with a p-value of 0.22. The total
lottery amount has increased by 5.6% since 2004.
$- Scholarship: Trend analysis indicates a strong
2004 2005 2006 2007 2008
increasing linear trend with a p-value of 0.01. The
Loan $11,662,833 $13,454,167 $19,584,212 $19,153,743 $21,774,304
total scholarship amount has increased by 59.4%.
Grant $13,618,677 $13,467,035 $12,770,029 $12,100,065 $12,977,851
Lottery $6,900,605 $7,426,861 $7,553,574 $8,182,811 $7,292,341 Work-Study: Trend analysis indicates a weak
Scholarship $677,768 $654,815 $802,125 $953,854 $1,080,503 increasing linear trend with a p-value of 0.16. The
Work-Study $348,031 $376,733 $400,213 $449,859 $397,826 total work-study amount has increased by 14.3%.
Source: TTC Office of Finance and Administration: Comprehensive Annual Financial Report June 30, 2008
Updated: March 3, 2009
Davis-McFarland, E.