Student Learning Outcomes:Student Learning Outcomes:You You CanCan Make A Difference Make A Difference

From the context of From the context of Learning Reconsidered 2Learning Reconsidered 2

““A Practical Guide to Implementing a Campus-A Practical Guide to Implementing a Campus-Wide Focus on the Student Experience”Wide Focus on the Student Experience”

Copyright 2006 by the ACPA, ACUHO-I,ACUI, NACADA, NACA, NASPA, Copyright 2006 by the ACPA, ACUHO-I,ACUI, NACADA, NACA, NASPA, NIRSANIRSA

July 30-31July 30-31stst Texas A&M Disability Training Network (DTN) Symposium Texas A&M Disability Training Network (DTN) Symposium

Ralph McFarland & Rachel Cox, Disability Services at TAMU-CCRalph McFarland & Rachel Cox, Disability Services at TAMU-CC

Learning Outcomes for Today:Learning Outcomes for Today:

Introduction to the concepts of Introduction to the concepts of Learning Learning Reconsidered 2Reconsidered 2

Identification of how we make a difference in Identification of how we make a difference in Student Learning OutcomesStudent Learning Outcomes

Identification of how we can make More of a Identification of how we can make More of a difference in Student Learning Outcomesdifference in Student Learning Outcomes

How do we currently support How do we currently support Student Learning Outcomes?Student Learning Outcomes?

Indirectly by providing services:Indirectly by providing services: We meet with students w/disabilities to discuss our We meet with students w/disabilities to discuss our

program and servicesprogram and services We recommend and authorize academic adjustmentsWe recommend and authorize academic adjustments We provide an environment and accommodations for We provide an environment and accommodations for

examsexams We provide access to information in alternate formatWe provide access to information in alternate format And, we raise awareness via presentations to faculty, And, we raise awareness via presentations to faculty,

staff & administratorsstaff & administrators

Traditionally…Traditionally…

Student Affairs Practitioners,” support student Student Affairs Practitioners,” support student learning by delivering services that smooth learning by delivering services that smooth the student’s path on campus and keep the student’s path on campus and keep obstacles out of the way of learning. Part of obstacles out of the way of learning. Part of our role is to provide effective services so that our role is to provide effective services so that students do not focus on service problems.”students do not focus on service problems.”

(Learning Reconsidered 2(Learning Reconsidered 2,page 14),page 14)

For Example:For Example:

““Health and counseling services, advocacy Health and counseling services, advocacy and intervention services for students with and intervention services for students with disabilities, and programs that support disabilities, and programs that support minority students are all examples of student minority students are all examples of student affairs interventions that support learning by affairs interventions that support learning by removing or modifying barriers”removing or modifying barriers”

((Learning Reconsidered 2Learning Reconsidered 2 , page 14) , page 14)

Keep in Mind…Keep in Mind…

““Engaged pedagogy is not necessarily a Engaged pedagogy is not necessarily a new skill for practitioners; however, new skill for practitioners; however, describing our work in the context of describing our work in the context of

learning outcomes or student learning learning outcomes or student learning isis.”.”

((Learning Reconsidered 2Learning Reconsidered 2, Page 14), Page 14)

How can we make How can we make more more of a of a directdirect difference in student learning difference in student learning

outcomes?outcomes?

By Reconsidering Learning:By Reconsidering Learning:

Consider Learning as a “complex, holistic, Consider Learning as a “complex, holistic, multi-centric activity that occurs multi-centric activity that occurs through-out through-out and across the college experienceand across the college experience””

(American College Personnel Association and National Association of Student Personnel (American College Personnel Association and National Association of Student Personnel Administrators, 2004, p.5)Administrators, 2004, p.5)

We can make more of a difference We can make more of a difference in student learning outcomes…in student learning outcomes…

By Reconsidering Ourselves: By Reconsidering Ourselves:

Not just as Service or Assistance Providers but Not just as Service or Assistance Providers but as Educators.as Educators.The classroom is not the only arena for Learning:The classroom is not the only arena for Learning:Student intake sessions and subsequent contacts are Student intake sessions and subsequent contacts are opportunities for Learning.opportunities for Learning.Learning occurs all across & throughout the campusLearning occurs all across & throughout the campusSo…So…Map out the Learning Environment !!!Map out the Learning Environment !!!

Mapping the Learning Mapping the Learning EnvironmentEnvironment

Begin the map by:Begin the map by: ““Recognizing, identifying, and documenting the Recognizing, identifying, and documenting the

sites for learning activities on campus: sites for learning activities on campus: The map… “provides the framework within The map… “provides the framework within

which student affairs educators can link their which student affairs educators can link their programs and activities to learning programs and activities to learning opportunities”opportunities”

Learning Reconsidered 2Learning Reconsidered 2 ,page 11 ,page 11

Relationships Make the Map Come Relationships Make the Map Come AliveAlive

““Successful learning happens in relationships – Successful learning happens in relationships – relationships with new ideas, new people, relationships with new ideas, new people, and new ways of achieving. In mapping the and new ways of achieving. In mapping the learning environment, identifying key learning environment, identifying key relationships is critical.”relationships is critical.”

((Learning Reconsidered 2Learning Reconsidered 2, Page 14), Page 14)

Your University & ProgramYour University & Program“Mission influences the Map”“Mission influences the Map”

““Understand what gets counted as Understand what gets counted as learning in a particular environment. The learning in a particular environment. The mission of an institution greatly influences mission of an institution greatly influences the type of programs and activities that the type of programs and activities that count as learning.”count as learning.”

((Learning Reconsidered 2Learning Reconsidered 2 , Page 12) , Page 12)

DS Office is on the Map of the DS Office is on the Map of the Learning Environment!Learning Environment!

Recognize that DS Recognize that DS isis on the Map on the Map Realize what can “count” as learning from Realize what can “count” as learning from

within your office/programwithin your office/program Identify your program Learning Outcomes Identify your program Learning Outcomes (based (based

upon your program & University Mission)upon your program & University Mission)

Identify other departments on the campus Identify other departments on the campus learning map that DS can collaborate withlearning map that DS can collaborate with

Reconsider your program Mission to include a Reconsider your program Mission to include a learning outcome philosophylearning outcome philosophy

Review your Program Mission Review your Program Mission StatementStatement

Is your Mission Statement modeled after Is your Mission Statement modeled after your University Mission Statement?your University Mission Statement?

Is your Mission Statement all about Is your Mission Statement all about services and accommodations?services and accommodations?

Or…Or… Does it blend services and access Does it blend services and access

statements with a learning motif?statements with a learning motif?

West Texas A&M University West Texas A&M University 

Welcome to Student Disability ServicesWelcome to Student Disability Services  

The purpose of Student Disability Services is to The purpose of Student Disability Services is to provide assistance and accommodations to provide assistance and accommodations to students with disabilities.  West Texas A&M students with disabilities.  West Texas A&M University is committed to providing all students University is committed to providing all students with equal access to a quality education.  In with equal access to a quality education.  In addition to serving as an advocate for students with addition to serving as an advocate for students with disabilities, disabilities, the office also works very closely with the office also works very closely with faculty and staff members in order to monitor faculty and staff members in order to monitor students' progress and encourage a positive students' progress and encourage a positive educational experience.educational experience.

Prairie View Prairie View

Disability ServicesDisability ServicesThe Office for Disability Services (DS) is The Office for Disability Services (DS) is responsible for achieving and maintaining responsible for achieving and maintaining program accessibility for all students who self-program accessibility for all students who self-identify as having an officially documented identify as having an officially documented disability (Rehabilitation Act, Section 504 and disability (Rehabilitation Act, Section 504 and Americans with Disability Act). Students are Americans with Disability Act). Students are encouraged to become self-advocates; however, encouraged to become self-advocates; however, the Office for Disability Services the Office for Disability Services provides provides leadership in advocating for removal of leadership in advocating for removal of attitudinal and physical barriers that may impede attitudinal and physical barriers that may impede successful progression toward achievement of successful progression toward achievement of the student's educational objectives.the student's educational objectives.

TAMU-CC Disability ServicesTAMU-CC Disability Services

Disability Services (DS) is committed to providing Disability Services (DS) is committed to providing Texas A&M University-Corpus Christi student's with Texas A&M University-Corpus Christi student's with disabilities equal access and opportunity to disabilities equal access and opportunity to discover, discover, communicate, and apply knowledgecommunicate, and apply knowledge and abilities. We and abilities. We foster a philosophy that encourages independence foster a philosophy that encourages independence and assist students in and assist students in realizing their academic realizing their academic potentialpotential. We facilitate the elimination of physical and . We facilitate the elimination of physical and attitudinal barriers that may encumber the academic attitudinal barriers that may encumber the academic success of a student with a disability. Our continued success of a student with a disability. Our continued goal is to maintain an accessible community where goal is to maintain an accessible community where students are challenged and diversity is celebrated.students are challenged and diversity is celebrated.

TAMU-CCTAMU-CCFrom Momentum 2015From Momentum 2015

TAMU-CC Students to:TAMU-CC Students to: ““Become engaged in problem solving in the Become engaged in problem solving in the

classroom and the community”classroom and the community” ““Achieve Leadership”Achieve Leadership” ““Develop higher order thinking”Develop higher order thinking” ““Contribute to their communities”Contribute to their communities” ““Develop richer international experiences”Develop richer international experiences” ““Participate in a global community”Participate in a global community” ““Capably manage global change”Capably manage global change” ““Lifelong learning and discovery”Lifelong learning and discovery”

TAMU-CCTAMU-CC

TAMU-CC Institutional Principles include: TAMU-CC Institutional Principles include:

““Providing an active campus life that extends Providing an active campus life that extends teaching and learning beyond the classroom”teaching and learning beyond the classroom”

Beyond the classroom can include: Residence Beyond the classroom can include: Residence Life, Student Activities, Career Services, Life, Student Activities, Career Services, Counseling Center, Women’s Center, Counseling Center, Women’s Center, Recreation & Wellness, Orientation & New Recreation & Wellness, Orientation & New Student Programs, and, Disability Services.Student Programs, and, Disability Services.

Here are some things to consider:Here are some things to consider: View your students with disabilities as students first- more so than as View your students with disabilities as students first- more so than as

recipients of services or academic adjustments.recipients of services or academic adjustments. View your self as an educator first, more so than as a Disability View your self as an educator first, more so than as a Disability

Services ProviderServices Provider Get re-acquainted with your Institutional Vision, Mission, Goals, and Get re-acquainted with your Institutional Vision, Mission, Goals, and

Principles. Principles. Review your program Mission Statement and reconsider it in the Review your program Mission Statement and reconsider it in the

context of your Institution’s statement.context of your Institution’s statement. Read Read Learning Reconsidered 2Learning Reconsidered 2 If not already, become familiar with the CAS standards.If not already, become familiar with the CAS standards. Review and determine what may already count as student learning Review and determine what may already count as student learning

and development outcomes in your area.and development outcomes in your area. Get more acquainted with faculty syllabi and corresponding course Get more acquainted with faculty syllabi and corresponding course

objectives.objectives. Identify what more you can contribute to learning both within your area Identify what more you can contribute to learning both within your area

and to the extent possible and acceptable, other areas across and to the extent possible and acceptable, other areas across campus.campus.

Build relationships and dialogue with your campus community Build relationships and dialogue with your campus community members. members.

Ways to make a difference…Ways to make a difference…With Students:With Students: Recommend your students to write personal & educational mission Recommend your students to write personal & educational mission

statements.statements. Provide your students with academic success strategies such as Provide your students with academic success strategies such as

“How to do really well in college”. Copyright (1996 – 2002) SUNY “How to do really well in college”. Copyright (1996 – 2002) SUNY Oswego Honors program, State University of New York, College at Oswego Honors program, State University of New York, College at Oswego. Oswego.

See: See: http://www.oswego.edu/academics/opportunities/honors/program/http://www.oswego.edu/academics/opportunities/honors/program/

dowell.htmldowell.html Continue to expand your outreach and campus wide presentations Continue to expand your outreach and campus wide presentations

to faculty, staff, and administrators. And, identify at the beginning of to faculty, staff, and administrators. And, identify at the beginning of your presentations several learning outcomes that you want your presentations several learning outcomes that you want attendees to come away with in support of your students. *A very attendees to come away with in support of your students. *A very effective approach is to include a panel of students with disabilities effective approach is to include a panel of students with disabilities in a discussion format. This has immediate impact on faculty and in a discussion format. This has immediate impact on faculty and provides a self-advocacy opportunity for students with disabilities.provides a self-advocacy opportunity for students with disabilities.

Continue to engage yourself in your students’ course progress by Continue to engage yourself in your students’ course progress by offering a mid-semester academic progress report to assess areas offering a mid-semester academic progress report to assess areas to address to address beforebefore the end of semester GPA’s come in. the end of semester GPA’s come in.

Ways to Make a Difference Cont’d:Ways to Make a Difference Cont’d:

Review and modify your Student Intake process to include an Review and modify your Student Intake process to include an intake questionnaire or Application for Services that contains intake questionnaire or Application for Services that contains personal, learning & development questions such as: personal, learning & development questions such as:

What do you want out of your college experience?What do you want out of your college experience?Do you have a personal and educational mission Do you have a personal and educational mission

statement?statement?Do you have a clear understanding of your learning Do you have a clear understanding of your learning

strengths strengths and weaknesses?and weaknesses?How comfortable are you in utilizing faculty office hours?How comfortable are you in utilizing faculty office hours?How comfortable are you in asking for academic How comfortable are you in asking for academic

adjustments adjustments from your faculty?from your faculty?How proficient are you in the use of Assistive Technology?How proficient are you in the use of Assistive Technology?

And, Offer your students supplemental advising and training And, Offer your students supplemental advising and training corresponding to the above areas.corresponding to the above areas.

You can also:You can also: Send your students an end of the year Student Send your students an end of the year Student

Evaluation Survey to document their progress in Evaluation Survey to document their progress in meeting personal, learning & educational outcomesmeeting personal, learning & educational outcomes

Send your faculty a satisfaction survey to include a Send your faculty a satisfaction survey to include a query of how your program can make more of a query of how your program can make more of a difference in supporting student learning outcomes.difference in supporting student learning outcomes.

Review and revise your program staff job descriptions Review and revise your program staff job descriptions and job announcements to include a learning outcomes and job announcements to include a learning outcomes statement.statement.

Explore where and with who across campus you and Explore where and with who across campus you and your program can collaborate with in contributing to your program can collaborate with in contributing to learning outcomes. Then, build, enhance, and sustain learning outcomes. Then, build, enhance, and sustain those relationships!those relationships!

Ways to make a difference…Ways to make a difference…

With Faculty:With Faculty: Provide on-going training including New Faculty Provide on-going training including New Faculty

orientationorientation Engage in campus committees, attend open Engage in campus committees, attend open

campus forums: Faculty Brown bags, Faculty campus forums: Faculty Brown bags, Faculty Senate meetingsSenate meetings

Host an annual Faculty Recognition CeremonyHost an annual Faculty Recognition Ceremony Provide Faculty with a Academic Adjustment Provide Faculty with a Academic Adjustment

statement for Syllabistatement for Syllabi Outreach and explore ideas for collaboration and Outreach and explore ideas for collaboration and

partnership in learning outcomespartnership in learning outcomesAnd, keep building Relationships!And, keep building Relationships!

More Ideas:More Ideas:

Get acquainted with Professor’s Syllabus and corresponding Get acquainted with Professor’s Syllabus and corresponding Learning Outcomes when discussing and determining Learning Outcomes when discussing and determining semesterly academic adjustments with our studentssemesterly academic adjustments with our students

Introduce our students to other campus resources (TLC, Introduce our students to other campus resources (TLC, Career Center, Trio/SSS, Counseling Ctr., Rec Sports/Health Career Center, Trio/SSS, Counseling Ctr., Rec Sports/Health & Wellness)& Wellness)

Provide students with supplementary learning strategies (i.e. Provide students with supplementary learning strategies (i.e. “How to do really well in college”)“How to do really well in college”)

Promote and provide Self Advocacy strategiesPromote and provide Self Advocacy strategies Introduce students to the University’s MissionIntroduce students to the University’s Mission Encourage our students to develop a personal academic Encourage our students to develop a personal academic

mission (“Guide to Personal Success” mission (“Guide to Personal Success” See our TAMU-CC PlannerSee our TAMU-CC Planner)) Consider implementing a Mid-Semester Evaluation CheckConsider implementing a Mid-Semester Evaluation Check

Discussion Discussion

What could count as learning in your area? What could count as learning in your area? (Identify Learning outcomes)(Identify Learning outcomes)

What places and people (Relationships) on the What places and people (Relationships) on the Map of the Learning Environment can we Map of the Learning Environment can we

collaborate with to make more of a difference collaborate with to make more of a difference in the learning outcomes of our students?in the learning outcomes of our students?

Thank You for Making Thank You for Making a Difference!a Difference!

Be sure to take a Be sure to take a complimentary copy of complimentary copy of

Learning Reconsidered 2Learning Reconsidered 2