Slide 1
Using Learning Outcomes to Build a Transition Program for Incoming Freshmen with Disabilities
Postsecondary Disability Training Institute – 2014
Presented by Justin Lozano & Becca Terry
Disability Center – University of Missouri
Slide 2
What is Bridge to MU?
2 day transition program for incoming freshmen with disabilities
Started in 2012
The first year was REALLY good! (in a not at all sort of way)
Cover expenses for early move in and food
More in depth education regarding resources which are available
Slide 3
Bridge Participant Make-Up
7 students total
2-Physical disability
2-Learning disability
1-Cognitive
1-LD & Psychological
1-Autism spectrum
Slide 4
Program Sessions
Disability. What is it?
Advocacy in the Classroom
Academic Advising
Study Skills & The “3-Part Study Plan”
Stress and Time Management Strategies
Campus Scavenger Hunt
Slide 5
Background – The Foundation
“All programs, services, and even facilities should be structured to facilitate learning and enhance the
Mizzou student experience.”
Vice-Chancellor Dr. Cathy Scroggs
Building a Culture of Assessment
Slide 6
Background – About MU
34,658 students
26,965 undergraduates
Over 800 student organizations, 23 residence halls
Students registered with the Disability Center: 1,130
Slide 7
Background – About MU
Picture of a pie chart breaking down the demographics of students by disability registered with the
Disability Center
Cognitive (448)
Psychological (193)
Learning (185)
Health Related (111)
Temporary (73)
Physical (43)
Blind/Low-Vision (29)
Deaf/Hard of Hearing (22)
Developmental (16)
Neurological (8)
Speech/Language (2)
Slide 8
Background – About MU
Division of Student Affairs includes:
Student Life
Campus Dining Services
Residential Life
Disability Center
Counseling Center
MizzouRec
Student & Auxiliary Services
Parent Relations
Mizzou Store
“Enhancing the Mizzou Student Experience
Slide 9
Background – The Foundation
The goal: develop or evaluate a program that is centered around specific learning outcomes so that you
have a strong foundation of baseline expectations for learning.
Develop strong and specific learning outcomes…
Creates a purposeful program
Appraises the effectiveness of your program
Provides direct feedback about whether the students learned what you intended
Slide 10
Picture of the Columns of Student Learning & Development for the Division of Student Affairs at the
University of Missouri
In between each column is the University of Missouri’s Core Values: Respect, Responsibility, Enhancing
the Mizzou Student Experience, Discovery, Excellence
Column 1: Interpersonal Development
Effective Leadership
Collaboration & Team Work
Interdependence & Advocacy
Meaningful Relationships
Communication Skills
Sense of Belonging
Column 2: Humanitarianism & Civic Engagement
Social Responsibility
Recognizing & Valuing Cultural & Human Differences
Responsible Stewardship of Resources
Global Consciousness
Appreciation & Engagement in Mizzou
Column 3: Practical Competence
Maintaining Health and Wellness: Mind, Body, & Soul
Demonstrates Professionalism
Pursuing Goals
Managing Career Development
Managing Personal Affairs
Proactive & Preventive Harm Reduction
Column 4: Interpersonal Development
Resilience
Self-Awareness/Identity Development
Commitment to Ethics & Integrity
Taking Responsibility for Individual Choices & Actions
Column 5: Knowledge Acquisition & Integration
Gaining & Understanding New Knowledge
Relating Knowledge to Daily Life
Constructive Knowledge
Column 6: Critical & Reflective Thinking
Creativity
Informed Reasoning
Tolerance of Ambiguity
Reflection
Slide 11
Background – The Foundation
Focus on what students gain/learn/aspire to (the ends) as a result of what we do, NOT what we do (the
means)
Your department may not fit into every domain, and that’s okay!
This is a tool which will continuously provide feedback of student learning
This is not just for programs. It can be used on almost any function within your office
Slide 12
Writing Learning Outcomes
Slide 13
The 3 M’s
Meaningful: How does the outcome support the departmental mission or goal?
Manageable: What is needed to foster the achievement of the outcome? Is the outcome realistic?
Measurable: How will you know if the outcome is achieved? What is the assessment method?
Slide 14
ABCD Method
(it does not have to be sequential)
Audience/Who
Who does the outcome pertain to?
Behavior/What
What do you expect the audience to know/be able to do?
Condition/How
Under what conditions of circumstances will the learning occur
Degree/How much
How much will be accomplished, how well will the behavior need to be performed, and to what level
Heinich, et al, 1996
Slide 15
Bloom’s Taxonomy
Sample Action Verbs using Bloom’s Taxonomy
Picture listing the categories of Knowledge, Comprehension, Application, Analysis, Synthesis, and
Evaluation with words listed below to use in your learning outcomes which relate to those categories.
Slide 16
Participants will be able to identify three university resources related to concerns they may face by the
end of the Bridge to MU program
Audience: Participants
Behavior: identify three university resources related to concerns they may face
Condition: by the end of the Bridge to MU program
Degree: three
Slide 17
Learning Outcomes
Interpersonal Development
Maintaining Health & Wellness: Mind, Body, & Soul
Practical Competence
Managing Personal Affairs
Collaboration & Team Work
Slide 18
Assessment Methods
Program Pre & Post Evaluations
Direct and indirect
Session Pre & Post Evaluations
What is disability?
Scavenger Hunt Checklist
Didn’t provide much profound data
Focus Group
Slide 19
Learning Outcome…
After completing the “What is Disability” portion of the Bridge to MU program, participants will be able
to discuss with mentors and peers to broaden their understanding of disability.
Slide 20
Collaboration & Teamwork
Evaluation: Pre/post evaluation & snowball discussion
Learning: Authentic assessment
Measures intellectual accomplishments that are worthwhile, significant, and meaningful
Activities can include:
Performance of skills or demonstration of knowledge
Simulations and role plays
Slide 21
Collaboration & Teamwork
Picture of thought bubbles showing what Bridge to MU participants wrote as what disability meant to
them before going through the “What is Disability” session
Something that is different and doesn’t really help you
Being impaired for example, you can use your legs. Your brain is not developed.
Lack of ability to do certain tasks.
Physical disability, mental disability, ADHD, dyslexic, math problems, reading problems.
Lack of ability, disadvantage.
Slide 22
Collaboration & Teamwork
Picture of thought bubbles showing what Bridge to MU participants wrote as what disability meant to
them after going through the “What is Disability” session
Having a disability is not a weakness or crutch
Being disabled isn’t a weakness. It can be a positive thing if you choose to make it so.
Change the environment, not the person.
People are different in the ways we learn, get around, and act. These differences do not put us in a
position of weakness, rather, a position of strength of these “disabilities” give us a different perspective.
Disabilities can be viewed as a positive thing, change the environment, not the person. They aren’t the
problem.
Slide 23
Learning Outcome
After completion of the “Advocacy” session of Bridge to MU, participants will be able to express selfadvocacy skills to provide equal access in the classroom if needed during their first year of college.
Slide 24
Managing Personal Affairs
Evaluation: pre/post evaluation and focus group
Learning:
The level of satisfaction declined but in this case it meant that learning occurred, not that the session
was inadequate.
Slide 25
Examples of Learning
Student D
Pre-evaluation:
“I never had a problem not get resolved in high school.”
Post-evaluation:
“I will talk to people about how to help myself. However, if it’s a difficult thing to talk about then I get
nervous and don’t really want to deal with it.”
Slide 26
Examples of Learning
Student G
Pre-evaluation:
“I am very independent about my disability, I know what I need to succeed.”
Post-evaluation:
“I can be independent but still can be lazy, so I have some work to do.”
Slide 27
Data
On a scale of 1-5, 1 being unsatisfactory and 5 being very satisfied, how would you rate your ability to
self-advocate? Please explain your selection.
Pre-evaluation: average overall satisfaction was 4.29 out of 5.
Post-evaluation: average overall satisfaction was 4.17 out of 5.
Negative results can equal learning!
Slide 28
Learning Outcome…
Participants will be able to identify three university resources related to concerns they may face by the
end of the Bridge to MU program.
Slide 29
Managing Personal Affairs
Evaluation: pre/post assessment and focus group
Learning:
One student provide basic knowledge of learning according to our rubric. Although this may seem
disappointing, responses still reflected that learning occurred.
e.g. During the focus group, a student discussed that he/she utilized the Student Success Center to help
with barriers regarding time management. The post-evaluation in regards to this question did not have
a response that mentioned time management. We hope this means that although not immediately
reflected, learning occurred as he/she knew who to utilize for support.
Slide 30
Focus Group
Graduate assistant led the focus group
Intern was the notetaker
Asked a series of six questions, did not try to interpret or clarify the meaning of the questions
Refrained but did ask a few follow-up questions
Focus group was recorded. Both split up transcribing. It was a pain, but helpful!
Slide 31
Focus Group
Color coded each student’s response and made notes in the margins to summarize response
Highlighted repetitive words/topics, then counted how many times each were brought up
After listing and noting frequency, together they came up with a list of themes
Organized into 5 themes: Major, Minor, Ordinary, Expected, Unexpected
Slide 32
Findings – Major Themes
The transition from High School to College was impactful
Tutoring is a popular accommodation
Students wish they had better Time Management strategies
Students would all like early registration as an accommodation
Slide 33
Findings – Major Themes
Students would like a “Wellness Program” (sleep, health, alcohol, stress)
Disability Center staff is friendly, helpful, and approachable
Professors can be difficult to approach/ impersonal
Slide 34
Findings – Minor Themes
The Tour of Campus was a memorable experience
Students prefer to submit applications online
The Student Success Center is an important hub to be familiar with
Multiple Small Groups could increase # of students while retaining intimacy
TAs are more accessible
Slide 35
Findings – Other Themes
Social Membership is important to identity: (Sororities, football, wheelchair basketball, FIG)
The Program could use more marketing / advertisement
15 participant maximum de-incentivizes application
Slide 36
Findings – Other Themes
“So I think that definitely just a little side thing on how to spend money wisely so you don’t just go
spending. Especially if you’re not rich you can’t afford to spend money all the time and I still have to stop
myself. Oh I want some more chicken! But no I have to save money on my card. I’m going to be poor if I
go everyday just to get chicken.”
Money Management is an important skill students want to learn
Gina & Chemistry professor were notable speakers
Slide 37
Program Planning
Change in program
New topics – money management / sleep
Change in speakers
Even though “3-Part Study Plan” was not a success there was a real benefit – sign up for tutoring/study
plan consultant.
Change in marketing
“A maximum of 15 participants will be selected!”
Was a deterrent not an encouragement
Slide 38
Plans for 2014
Changed instructors for “Advocacy in the Classroom”
Removed the “3-part study plan” and made it more general
Added “money management” session
Changed marketing
Verbiage and look
Slide 39
How does this apply to you?
Choose a new program…
Don’t reinvent the wheel (i.e., columns of learning)
Keep it simple
Start with one or two learning outcomes.
Slide 40
Lessons Learned – The Process
Need 2 people
Get away from the office!
Need to devote time (bi-weekly at minimum)
Define roles and expectations between all involved
Slide 41
Lessons Learned – The Process
Map out a timeline and set due dates
Block out time in your calendar and advocate for that time
Keep all handouts/webinar materials organized and handy.
Slide 42
Lessons Learned – The Process
Set expectations/parameters
Utilize a variety of tools available
For us, a dry-erase board was a blessing
Slide 43
Lessons Learned – Evaluations
Ask questions the exact same way so you get a statistical analysis – Pre/Post Evaluations
Utilize as many resources that you can
Delegate to grad assistants and interns
Rely on campus colleagues
An appearance of dissatisfaction does not always equate to a lack-luster session/program
Slide 44
Lessons Learned – Evaluations
Just because a student did not exceed expectations does not mean the student did not learn.
e.g. Student came in not meeting basic expectations prior to the program and now has achieved basic
understanding. STILL A VICTORY!
Slide 45
Questions & Information
Justin Lozano, M.S.
Access Advisor
lozanoj@missouri.edu
Becca Terry, B.A.
Exams Coordinator
terryrs@missouri.edu
University of Missouri
Disability Center
S5 Memorial Union
Columbia, MO 65211
573-882-4696
VP: 573-234-6662
Website: disabilitycenter.missouri.edu
Email: disabilitycenter@missouri.edu