The Center for Learning Outcomes Assessment A Portrait

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student The University Learning Outcomes Assessment Measuring college students’ holistic growth, learning, and development Pietro Sasso, Ph. D and Mark Frederick, Ph. D Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment First to Second Year Retention Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment 6 -Year Graduation Rates Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Graduation Rates: What is Possible? 84% - 55. 5% = 28. 5% increase in potential capture (USA) Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Differentiating between Constructs and Operational Definitions Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Question to Ponder… What is the purpose of college? Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment And Another… How should college success be defined? Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment According to a Nationwide Sampling What qualities, skills, and attributes should a student possess when receiving a diploma? Critical Thinking Self-Awareness Communication Diversity Membership & Leadership Citizenship Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Learning Outcomes Comparisons Uni. LOA NACE LEAP Critical thinking Critical Thinking/Problem Solving Inquiry and Analysis – Critical and Creative Thinking Self-Awareness Career Management Communication Oral/Written Communication Written and Oral Communication Diversity Global/Intercultural Fluency Intercultural Knowledge and Competence Membership & Leadership Teamwork and Problem Solving Relationships Teamwork/Collaboration Citizenship Civic Knowledge and Engagement Digital Technology Professionalism/Work Ethical Reasoning and Action Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment The Uni. LOA Instrument • • • 70 behaviorally-based, self-report questions Demographics questions allow for drilling-down 10 -point Likert-like scale to invite variance Presented as a behavioral question with an exemplar stem n = >500, 000 Because of a negatively-skewed distribution of scores at the item and domain levels, standard deviation is not a valid indicator of variance. Scores of 3+ are considered significant and increases are geometrically rather than arithmetically sequenced Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student No single or “small set” of demographic variables or experiential phenomena can be considered “primary or elemental” in the support of holistic student growth, learning, and development (GLD). Student GLD is the result of multiple phenomena, which requires higher education to re-orient itself from its present paradigm of “simple fixes” to the development of more elaborate and complex “matrices” of supports, services, interventions, and programs (SSIP’s) designed to promote holistic student GLD. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student GLD follows a stable and consistent course of growth along all Uni. LOA domains throughout students’ college years. This finding might suggest that normal maturation processes are primarily responsible for GLD rather than the impact of the collegiate experience itself. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Academic Lifespan GLD 18 – 25 Years Old 26 Years Old and Over Communication Skills Diversity Citizenship 0 -1 2 05 10 6 Relationships Membership and Leadership 0 5 31 -4 0 015 16 -3 10 6 91 -1 76 -9 61 -7 45 -6 31 -4 16 -3 -1 20 55 Membership and Leadership 05 55 0 60 5 60 0 65 5 65 0 70 015 70 91 -1 75 Self Awareness 76 -9 75 Self-Awareness 5 80 Critical Thinking 61 -7 80 Critical Thinking 0 85 46 -6 85 Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student The Citizenship domain falls a full 4. 59 points lower than the average overall domain score. Items within the Citizenship domain that are particularly alarming include students having low levels of unawareness of current events and issues within their community, actually voting, and of serious concern, their extremely low levels of engaging in the political process by voicing viewpoints. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Students fail to actively engage an effective goal-oriented approach to managing their own GLD outcomes. While they report fairly high degrees of behavior consistent with having aspirational goals in terms of “what they want to be when they grow-up, ” they may fail to effectively manage day-to-day goal-oriented behavior that would increase the probability of achieving their aspirational goals. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Students with higher grade point averages score higher on all seven of the Uni. LOA’s domains. 90 Critical Thinking 85 Self-Awareness 80 75 Communication 70 Diversity 65 Citizenship 60 55 Membership and Leadership. 0 51 -4 Relationships 3. . 5 01 -3 . 0 3. 51 -3 2. 50 2. 01 - 51 -2 1. . 5 01 -1 1. 0. 51 -1 . 0 50 Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Higher Uni. LOA domain scores are observed as students engage in more hours of study per week. Students reporting that they study more than 18 hours per week experience an appreciable spike in scores as well. 85 Critical Thinking 80 Self-Awareness 75 Communication 70 65 Diversity 60 Citizenship 55 Over 18 18 16 14 12 10 8 6 4 2 or less 50 Membership and Leadership Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Students pursuing undergraduate degrees in pre-medicine, predentistry, and social sciences score consistently higher along all domains than other academic majors. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student The highest Uni. LOA scores are by those students reporting they hold 2 leadership positions. Those holding three or more score lower than even those students holding no leadership positions. 85 Critical Thinking 80 Self-Awareness 75 Communication 70 Diversity 65 60 Citizenship 55 Membership and Leadership 50 0 1 2 3 4 5 6 Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Uni. LOA domain scores are consistently higher for students belonging to 4 formal organizations or activities 85 Critical Thinking Self-Awareness 80 Communication 75 Diversity 70 Citizenship 65 Membership and Leadership 60 0 1 2 3 4 5 6 7 Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Scores based on military experience. 80 75 70 65 60 55 Discharged from active service I serve/served in the Reserve Se Cr iti ca l. T hi nk lf. Aw ing ar Co en m e m un ss ica tio M n Di em v er be sit rs Ci y hi tiz p en an sh d Le i ad p er Re sh i la tio p ns hi ps 50 I have never served Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Scores along all seven domains of the Uni. LOA decrease as more hours are spent watching television or engaging in online entertainment at a rather consistent rate. 78 Critical Thinking 76 74 Self-Awareness 72 Communication 70 68 Diversity 66 64 Citizenship 62 60 Membership and Leadership 58 2 or less 4 6 8 10 12 14 Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student As has been reported in previous years, Uni. LOA scores tend to be highest in students reporting either they do not work at all or that they work 18 or more hours per week. 78 Critical Thinking 76 74 Self-Awareness 72 Communication 70 68 Diversity 66 64 Citizenship 62 60 Membership and Leadership 58 2 or 4 less 6 8 10 12 14 16 18 Over 18 Relationships Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Students serving in some amount of volunteer work score higher than those not engaging in volunteer work 88 Critical Thinking 83 Self-Awareness 78 Communication 73 Diversity 68 Citizenship 63 Membership and Leadership Relationships 58 1 or less 2 3 4 5 6 7 8 9 9 or more Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Engagement in highly organized activities over the collegiate lifespan seems to impact the overall growth, learning, (i. e. , fraternities and intercollegiate athletics teams). Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student Means Comparisons Item Average Number of Hours in Study /Week Cumulative Grade Point Average (GPA) Number of Organizational Memberships Number of Leadership Positions Held Number of Hours per Week Watching Television or Online Entertainment Student Exemplar Average Student 18 + 9 3. 5 and above 3. 14 4 1. 83 2 . 63 2 or less 6 Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Domain Scores – National Means Critical Thinking Self-Awareness Communication Diversity Citizenship Membership & Leadership Relationships 72. 7 71. 4 73. 5 70. 8 66. 8 72. 4 72. 1 (n= > 500, 000) Negative skew of data makes standard deviation impractical for analysis Score differences over 3 points are considered to have practical significance Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Lowest Scored Items by Domain Uni. LOA Domain Critical Thinking Self-Awareness Item Score 71. 20 55. 68 Communication 69. 19 Diversity 67. 19 Citizenship 60. 76 Membership and Leadership Relationships 69. 66 67. 04 Lowest Scored Item I am good at describing things in class. For example, I answer the teacher’s questions when we are reviewing material. I list my personal goals for a class or activity. For example, I list my learning goals for a class beyond the learning outcomes listed in the syllabus, as well as my goal for a grade. I make sure that when I am talking with someone I change my communication style to be consistent with their world view. For example, when speaking to someone who is devoutly religious I take that into account when I speak with them. I can tell anyone what diversity is. For example, I have a “standard answer” when someone asks me about diversity. I engage in the political process through voicing viewpoints. For example, I write letters to the editor, engage in debate with others, or contact political leaders to voice my opinion I engage in constructive dialog rather than arguments. For example, when I confront others I focus on minimizing a negative emotional response from people I’m confronting I use effective networking skills. For example, I go out of my comfort zone to introduce myself to and establish and maintain an appropriate relationship with others, such as my professors and supervisors Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Dynamic Student Development Metathodel (Frederick, Sasso, & Barrat, 2015) • The DSDM operationalizes each of the seven functional areas with 10 individual behavioral sets defined by the University Learning Outcomes Assessment (Uni. LOA). • Focuses on students’ affective domain; the dominate domain for decision-making • Meets students “where they are” and moves them from dependency through independence, and finally, to interdependence • Encourages student self-authorship through self-agency, affinity for the institution, and focused intentionality Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment DSDM – Basic Terms Meta-the-odel - Multiple Theories and Models SSIP’s – Supports, Services, Interventions, and Programs GLD – Student Growth, Learning, and Development Student Success – Holistic GLD in all arenas of a student’s life. Goes beyond simple measures of GPA, persistence, and graduation SO – The Significant Other serving as mentor Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment DSDM – Theoretical Base The DSDM is deeply grounded in multiple theories which attend to student, human, and personality development theories: Astin: Theory of Student Involvement Tinto: Theory of Student Departure Pascarella: General Model for Assessing Change Bandura: Social Learning Baxter-Magolda: Theory of Self-Authorship Schlossberg: Theory of Marginality and Mattering Glasser: Belonging Kegan: Human Developmental Theory Rogers: Interpersonal Theory Maslow: Hierarchy of Need Chickering: Vectors of Student Development Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment DSDM – Progression of Development Dependency Independence Interdependency Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment DSDM – A Disruptive Model Domain DSDM Traditional Models Cognitive Affective Behavioral Intersectionality Programming Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment DSDM – A Disruptive Model Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Role of the Significant Other The role of the significant other (SO), a term used by Kegan (1982) Evolves from highly directive in the early portion of a student’s academic years to that of a mentor/guide in the middle portion of the academic lifespan, Each stage of the DSDM calls for the SO to manage different overarching goals in students’ lives. The critical importance of a significant other on campus Moves from highly directive mentor/guide sounding board/informal advisor Upper class students would be no different than older faculty or staff members as it relates to the support given to mentees because the elements of relationship management are just the same. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment Implications for Intrusive Advising Professional staff- 3 -8 meetings (Schee, 2007) Relationship building (Miller & Murray, 2005; Schwebel, Walburn, Klyce, and Jerrolds, 2012) Minimal power differential (Stuart, 2010) Flexible to students (Swecker, Fifolt, and Searby, 2014) Early intervention (Fowler and Boylan, 2010) Focus on affective, cognitive, and behavioral dimensions (Miller & Murray, 2005) Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment A Portrait of Today’s College Student The University Learning Outcomes Assessment Measuring college students’ holistic growth, learning, and development Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment References Fowler, P. R. , & Boylan, H. R. (2010). Increasing student success and retention: a multidimensional approach. Journal Of Developmental Education, 34(2), 2 -10. Frederick, M. Sasso, P. A. , & Barratt, W. (2015). Towards a relationshipcentered approach in higher education: The dynamic student development metatheodel (DSDM). New York Journal of Student Affairs, 15(2), 1 -26. Frederick, M. Sasso, P. A. & Maldonado, J. (2017). The dynamic student development meta-theory: A new model for student success. New York, NY: Peter Lang Publishing. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment References Miller, M. A. & Murray, C. (2005). Advising academically underprepared students. Retrieved from NACADA Clearinghouse of Academic Advising Resources Web Site: http: //www. nacada. ksu. edu/Resources/Clearinghouse/View-Articles/Academicallyunderprepared-students. aspx. Schee, B. V. (2007). Adding insight to intrusive advising and its effectiveness with students on probation. NACADA Journal, 27(2), 50 -59. Schwebel, D. C. , Walburn, N. C. , Klyce, K. , & Jerrolds, K. L. (2012). Efficacy of advising outreach on student retention, academic progress and achievement, and frequency of advising contacts: a longitudinal randomized trial. NACADA Journal, 32(2), 36 -43. Stuart, R. (2010). Early detection. Diverse: Issues in Higher Education, 27(18), 22 -24. Swecker, H. K. , Fifolt, M. , & Searby, L. (2014). Academic advising and first-generation college students: a quantitative study on student retention. NACADA Journal, 34(1), 46 -53. Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana

The Center for Learning Outcomes Assessment For More Information Center for Learning Outcomes Assessment www. uniloa. com Mark Frederick, Ph. D: mfrederick@indstate. edu or mark@uniloa. com Pietro Sasso, Ph. D: psasso@siue. edu Detailed Overview of the Uni. LOA and DSDM http: //journals. canisius. edu/index. php/CSPANY/article/view/452 Center for Learning Outcomes Assessment | Indiana State University | Bayh College of Education | Terre Haute, Indiana