STUDENT AFFAIRS &
ENROLLMENT MANAGEMENT
SAEM Assessment Training
June, 2012
ASSESSMENT TRAINING OBJECTIVES
 Participants
will define student success.
 Participants
will define student learning.
 Participants
will identify how their office
impacts student learning.
WHAT DOES STUDENT SUCCESS LOOK LIKE?
WHY ASSESSMENT?
WHY DO IT?

Assessment will allow us to:
Demonstrate how SAEM contributes to student
learning and student success
 Showcase our strengths
 Identify areas where we can improve
 Strategically align ourselves with
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 Campus
Strategic Plan
 Indiana University Blue Print for Student Attainment
 Reaching Higher, Achieving More Indiana Commission for
Higher Education Initiative
Modified from Sacramento State
SAEM MISSION STATEMENT
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As educators within the Division of Student Affairs
and Enrollment Management
We strive to foster academic and intellectual
development, and create a climate that supports
learning in all aspects of student life.
Through collaboration, we cultivate and promote
responsibility, accountability and excellence in our
students. We mentor and empower students to
develop to their highest potential and to become
leaders in their communities.
SAEM DIVISION GOALS
1.
In partnership with the university community, develop and facilitate
innovative programs and services that improve student retention and
progress beginning with their transition from high school to college and
continuing throughout their college careers.
2.
Offer transformational experiences to foster the growth and development of
successful college students.
3.
Demonstrate responsible resource utilization based upon sound datainformed decision making.
4.
Build and support a campus culture that values and fosters diversity and
inclusion.
5.
Invest in professional development across the division, finding new ways to
develop staff as Student Affairs and Enrollment Management professionals
WHAT ARE STUDENT LEARNING OUTCOMES?

Are statements that specify what students will know, be able to do or
be able to demonstrate when they have completed or participated in
a program, activity, course, or project.

Can be expressed as knowledge, skills, attitudes, or values .

Specify actions by students that are observable, measurable, and
able to be demonstrated.

Are specific, focused, and clear as possible.

Are not assessment of student satisfaction, program evaluation, and
process measures (such as attendance).
MT. SAN ANTONIO COLLEGE:

“Student Learning Outcomes is a means to determine
what students know, think, feel or do as a result of a
given learning experience. In this process, the outcomes
are determined by the department, program, or unit
members. Assessment of the outcomes allows them to
discover if the students are, in fact, learning what they
are expected to learn. The use of assessment results
stimulates discussion and directs activities that can
improve instructional delivery and/or support systems.”
Source: http://www.mtsac.edu/instruction/outcomes/
WE ARE NOT TALKING ABOUT PROCESS
OUTCOMES
OR ASSESSMENT
EXAMPLES OF STUDENT LEARNING OUTCOMES
The Council for the Advancement of Standards in Higher Education SelfAssessment Guide for Registrar Programs and Services includes a statement on
the role of registrar programs.
“The overarching role of the registrar is increasingly that of an educator, defining
student needs through learning outcomes and identifying assessment strategies
that involve innovative learning techniques including those provided through
distance education. The registrar wears multiple hats and must juggle many roles
on a daily basis, serving as collaborator, connector, initiator, and a prominent
leader within the institution. The standards that follow, in addition to providing
basic functional guidelines, are designed to assist the registrar to navigate and
respond to the complexity of issues and ever-challenging assigned duties.”
LEARNING OUTCOMES: OFFICE OF THE REGISTRAR
At the conclusion of the Office of the Registrar primary interventions:
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Students will know the deadlines and fees required for graduation.
Students will know the CSUMB degree requirements (ULR, GLO, MLO).
Students will know the documentation required to apply for graduation.
Staff will know the limitations to the Withdrawal policy.
Staff will know the petitioning process.
Staff will know the limitations to the Repeat policy.
Students will know how to access and produce a degree progress report.
Staff will have the ability to effectively communicate with students, faculty, and all other
stakeholders.
Staff will have the ability to process EO 1037 exceptions.
Staff will have the ability to utilize available resources.
Students will be more likely to apply for graduation on time.
Staff will be more likely to make suggestions for improved business practices.
CSU – Monterey Bay
GROUP ACTIVITY

What does your office do?

In what ways do you interact with students?

What are some things you would want students
to learn as a result of interacting with your
office?
NEXT STEPS
1.
Each office is responsible for writing an assessment
plan . Final Submission by August 1, 2012
2.
Directors will be responsible for meeting with their staff
to write their assessment plan.
3.
Forms and supporting information can be found on the
SAEM Assessment Website
ASSESSMENT QUIZ