2. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
3. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
4. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
5. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
6. University Learning Outcomes Assessment (UniLOA) Domains
Critical Thinking
Self-Awareness
Communication
Diversity
Citizenship
Membership & Leadership
Relationships
7. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
8. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
9. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
10. Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
11. Current Challenge: Adequately defining “student
success” in ways that lead to effective supports,
services, interventions, and processes (SSIPs)
The current definition of “student success”
appears to focus on:
Accessibility
Affordability
Retention/Persistence
Graduation
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
12. National Center for Education Statistics
6-year Graduation Rate%
55.5%
15%
30%
• 21 students million enrolled
• 14% increase through 2019
• Females are awarded 57%
of all undergraduate degrees
3%
Students at extremely
high risk
US Citizens with
Bachelor’s Degree
PhD or Professional
Degrees
• Normal distribution
theory
• 1% Research Doctorates
• 2% Professional Degrees
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
13.
14. Tinto’s Model of Student Departure
Input
Variables
GLD as a result
of inputs and
interaction
Interaction
with the
environment
Academic Integration
Individual
Attributes
Teaching and
Learning
Qualifications
Facilities
Preparation
Supports
Financial Assistance
Skills, qualities, attributes,
qualifications to manage
professional, personal,
interpersonal, and
intrapersonal experiences
Social Integration
15. Critical Thinking
Self-Awareness
Communication
Diversity
Citizenship
Membership & Leadership
Relationships
Evaluating, analyzing, assess, interpreting, questionin
g, and restating problems and challenges.
Conscious awareness of self and others; internally
and externally, and knowing one’s place in the
environment
Effectively conveying messages and information to
others through a variety of methods
Understanding and appreciating differences
in others.
Active participation in the external
environment to improve life for self and others
Working with and guiding others for the
common good
Effective interaction with others in a variety of
professional, personal and interpersonal settings
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
16.
17. The current higher education paradigm
appears to focus on STRUCTURE AND
THROUGHPUT which attend to the cognitive
and behavioral domains but largely ignore
the affective domain.
Yet, students’ decisions to remain in college
and the effort expended to do so are largely
grounded in the affective domain
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
18. A number of individual findings have been
made by the UniLOA Project.
Some of the findings are consistent with
those of other researchers of higher
education while other findings are novel as a
result of the unique nature of what and how
the UniLOA actually measures student
growth, learning, and development.
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
19.
20.
21. Fraternity and Sorority membership appears to improve GLD
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
22.
23.
24. The lowest scored item in 6 of the 7 UniLOA domains are
directly tied to oral communications skills
UniLOA Domain
Item Score
Lowest Scored Item
Critical Thinking
71.20
I am good at describing things in class. For example, I answer the teacher’s
questions when we are reviewing material.
Self-Awareness
55.68
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.
Communication
69.19
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.
Diversity
67.19
I can tell anyone what diversity is. For example, I have a “standard answer” when
someone asks me about diversity.
Citizenship
60.76
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
69.66
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
67.04
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
Membership and Leadership
Relationships
25.
26. Students’ engagement of an effective “goal-oriented
approach” appears to be lacking
Item
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.
Note:
2007-2008
National
Mean
2008-2009
National
Mean
2009-2010
National
Mean
49.4
52.4
55.68
The average UniLOA item score is approximately 72
Score differences of 3 points is considered significant.
Significance increases in a geometric as opposed to
arithmetic pattern
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
27.
28.
29. Indiana’s college students tend to function at a level higher
than that of the national average
80
78
76
74
72
70
68
66
64
62
60
National Means
Indiana Means
Note: The data used to generate Indiana results are influenced by a large number of fraternity/sorority members
which will drive scores somewhat in the positive direction
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
30. Consistent with human and student development theories
and supported by observations of students actively
participating in fraternities, sororities, and intercollegiate
athletics, it would appear that engagement in
MANAGED RELATION-RICH ACTIVITIES
supports higher levels of holistic growth, learning, and
development
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
31. A Dynamic Student Development Model
(DSDM)
Dependency
Independence
Interdependency
Entry Phase
Middle Phase
Nearing Graduation
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana
32. It is critical that individual institutions
better operationalize their definition of the
“Student Success” construct to better
inform the development and accurate
assessment of supports, services,
interventions and programs.
What college can and should be
What college presently “is”
Moving from what “is” to what it
“can” be (requires more accurate
operationalization
Commitment to constant
improvement
33. The WHAT or the HOW
Professional Identity
Professional Experience
Professional Skills
Center for Measuring College Student Behaviors and Academics – Bayh College of Education – Indiana State University – Terre Haute, Indiana