Using Student Learning Outcomes in Disability Services Conference Overview

1 USING STUDENT LEARNING OUTCOMES IN DISABILITY SERVICES AHEAD 2018 Conference, Albuquerque, NM

Presenters 2 Ann Knettler, M.A. AHEAD Standing Committee for Professional Development AHEAD representative to CAS Delaware State University, Coordinator of Student Accessibility Services aksmith@desu.edu Jean Ashmore, M.S. Past President AHEAD AHEAD representative to CAS Rice University Disability Director Emerita jean@ahead.org

Agenda 3 History of CAS Overview of Disability Resources and Services (DRS) Standards Student Learning Outcomes Use in DRS Creation Examples Application Assessment

Council for the Advancement of Standards in Higher Education 4 Founded in 1979 Consortium of 43 member organizations CAS Council of Representatives comprised of reps from member associations Consensus-oriented, collaborative approach 45 standards and self-assessment guides (SAGs) Standards are designed to be achievable by any program or service, at any institution type Threshold, not aspirational; standards, not goals Guidelines are added to indicate what good practice beyond the threshold looks like

Twelve Parts in all CAS standards 5 Mission Diversity, Equity, and Access Program Internal and External Relations Organization and Leadership Financial Resources Human Resources Technology Ethics Facilities and Equipment Law, Policy and Governance Assessment

Disability Resources & Services Standards & Guidelines (DRS) 6 Revised by CAS in 2013 with major input from AHEAD Board, experts in DS Contextual Statement precedes standards and gives history and current practice trends Key Elements Part 1 Mission The primary mission of DRS is to provide leadership and facilitate equal access to all institutional opportunities for disabled students.

Three duties to accomplish DRS mission 7 1. Provide institution-wide advisement, consultation, and training on disability-related topics, including legal and regulatory compliance, universal design, and disability scholarship 2. Collaborate with partners to identify and remove barriers to foster an all-inclusive campus 3. Provide individual services and facilitate accommodations to students with disabilities

DRS Standards Part 2: Program 8 Scope of DRS must include five components 1. appropriate and relevant office policies, procedures, and practices 2. individual consultation, accommodation, and service 3. proactive dissemination of information 4. institution-wide education, consultation, and advocacy 5. guidance and technical assistance to the institution on disability-related laws and regulations CAS Program Section incorporates Student Learning and Development Outcomes

Student Learning Outcomes 9

SLOs integral with Program Outcomes 10 What should be the result of our work? Program outcomes (e.g., percentage of students reached) Operational outcomes (e.g., reduced wait-list time to appointment) Student Learning Outcomes (e.g., intrapersonal development/integrity/ethical decision- making) Important to link student learning and development outcomes with defined program outcomes. Example Program outcome expected from an orientation program would be that X% of SWD attend; SLO linked to the program would be student understands need to register with DS within first 2 weeks of term (measured by percentage of those who register and who attended can evaluate need for program element by seeing how many register and have not attended orientation) Are our programs and services organized and run effectively to achieve the intended outcomes? Are the intended outcomes achieved?

Rationale for using SLOs 11 Higher education adopting evidence-based practices that link to program accountability & funding SLO perspective embraced by accreditors Learning Reconsidered and Learning Reconsidered 2, edited by Richard Keeling Ask the question across student affairs units, What does the student learn and develop as a consequence of interaction/services you provide?

What are Learning and Development Outcomes? Six CAS Domains & Dimensions of SLOs 12 Knowledge acquisition, integration, construction, and application Dimensions: understanding knowledge from a range of disciplines; connecting knowledge to other knowledge, ideas, and experiences; constructing knowledge; and relating knowledge to daily life Cognitive complexity Dimensions: critical thinking; reflective thinking; effective reasoning; and creativity Intrapersonal development Dimensions: realistic self-appraisal, self-understanding, and self-respect; identity development; commitment to ethics and integrity; and spiritual awareness

CAS Learning and Development Outcome Domains & Dimensions 13 Interpersonal competence Dimensions: meaningful relationships; interdependence; collaboration; and effective leadership Humanitarianism and civic engagement Dimensions: understanding and appreciation of cultural and human differences; social responsibility; global perspective; and sense of civic responsibility Practical competence Dimensions: pursuing goals; communicating effectively; technical competence; managing personal affairs; managing career development; demonstrating professionalism; maintaining health and wellness; and living a purposeful and satisfying life

2 Ways to Develop SLOs 14 Program element leads to SLO PO Educate student about accommodation use process during one-on-one meeting; SLO student will understand the accommodation use process. Concept/goal leads to SLO that is then mapped back to program elements Goal: to have students successfully use testing accommodations; SLO: student will demonstrate appropriate exam sign up processes.

Key to remember for all SLOs: Focus on the Learner 15 As a result of our services, what do we want students to demonstrate that they Know (cognitive SLO) Do (behavioral SLO) Value and appreciate (affective SLO)

SLO Example What Students will KNOW 16 Program to SLO DS will educate students about their rights under the ADA Concept to SLO Students benefit from an understanding of their rights SLO As a result of information provided by DS, students can express understanding of their right to an accessible experience on campus Domains: Intrapersonal development; knowledge acquisition; practical competence Potential Measurement Survey response, eliciting of verbal affirmation, use of grievance process, rating of understanding by DS Staff, % of desired achievement

SLO Example What Students will DO 17 Program to SLO DS educates students, faculty, and administrative to ensure approved accommodations are implemented appropriately Concept to SLO Students understand their responsibilities when using accommodations SLO Students notify professors when accommodations are needed using DS guidelines Domains: Practical competence; interpersonal competence; intrapersonal development Potential Measurement return of professor acknowledgment forms, survey of faculty and student responses regarding when notification is given,

SLO Example What Students will APPPRECIATE/VALUE 18 Program to SLO DS creates an environment for empowering students with disabilities by educating students and the campus community Concept to SLO Students will benefit from a deeper understanding about the overall concept of disability SLO Students endorse I think differently about disability as a result of interaction/information from DS Domains: Cognitive complexity; knowledge acquisition; intrapersonal development Potential Measurements survey responses, eliciting student response, rating by DS Staff

Tips on Developing SLOs 19 Avoid compound SLOs, e.g., students understand and value the purpose of our services As you are developing each SLO, think about where and when the opportunities for student learning may occur for that desired SLO When writing an SLO, think about how you might measure whether or not the SLO has been achieved

Refresh - For all SLOs 20 Identify applicable Domains & Dimensions Identify the where and when for opportunities to learn what is stated in SLO Define outcome measures & data instruments to be used remember to have multiple means to measure Following collection of baseline data (perhaps a semester) establish SLO success criteria Know what you ll do with your SLO data, i.e. use in program review, program/practice modifications, development of new SLOs

SLO Template 21 Refer to DS SLO example provided in separate Word document Template developed for use by NACADA Team with Academic Advising on SLO work If use the template remember to credit NACADA, per our provided example

SLOs examples - inherently difficult 22 DS services will enable registered students to achieve their goals What services? Goals undefined, short/long term? How measured? DS students will self advocate Is this really a suitable goal of services? How define, measure? Universal outcome for ALL students not just DS.

Trends using SLOs 23 Spring 2016 AHEAD SLO survey data Widespread (70%) use of SLOs in other departments DS use less than 30% Campus Labs Interface with CAS standards makes assessment using standards & SLOs smooth AHEAD Webinar Series on CAS/SLOs/POs/Assessment available free as a member benefit Anecdotal reports from AHEAD members urgent need to understand concepts, use, measurement of SLOs

SLOs often confused with Program Outcomes 24 From a Spring 2016 AHEAD Survey X percent of first year students who attended monthly meetings with DS staff will demonstrate higher GPAs and use of services compared to those students who did not This outcome is really a program outcome rather than a student learning outcome. It could be rewritten as an SLO consistent with CAS standards. This outcome describes what the program is doing, not what a student has come to know, do, or value

SLO an institution wide example 25 An example of an institution-wide SLO where achievement by DS constituents (and other student groups) can be individually evaluated As a result of my experiences at X, I have become comfortable initiating conversations with my professors Not, Somewhat, Very Domains of Interpersonal Competence, Practical Competence, Intrapersonal development

Long-term Values of SLOs 26 Guide program goals, procedures & practices Sources of useful data that validate efforts Critical Program Review component Contribute to rationale regarding resources Bolster evidence based practices

Approaching Assessment 27

CAS as Part of an Ongoing Planning and Assessment Cycle 28 If an action plan already is in place, then CAS just becomes part of that process CAS Program Review Prep for Strategic/ CAS Program Review Strategic/Program Action Plan Maintaining timely, consistent and accurate data is crucial to having good results Data Gathering Interim Reviews Action Plan Enabled

Results from Effective Program Assessment 29 Measure program and service effectiveness Enhance institutional self-studies Prepare for accreditation Establish credibility and accountability Design new programs and services Framework for effective programs Commonly identified set of learning outcomes Devise staff development Inform budget allocation Guide strategic planning

Why are DS Self-Assessment and Program Review Critically Important? 30 Gathering formative and summative data (metrics) is a primary means of: Understanding how our programs are working well (Program Outcomes) Evidencing impact on student learning (Student Learning Outcomes) Zeroing in on how to improve services Justifying additional resources Providing a common language for communication with colleagues and administration

Apply and Try 31 In your groups, think about an element of your program. How will you know that you have accomplished that program element? What metrics can be used to evaluate that? What is a potential Student Learning Outcome that could be derived from your program element? What would you have students know, do, or value as a result of your program element? What metrics can be used to evaluate that SLO?

What could you do with all that data? 32

Questions? 33

Thank you! 34