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Learning Outside the Classroom:

An Assessment Opportunity in the Division of
Student Support and Retention

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Introduction
The support of classroom learning is a principle focus of the Division of Student Support and Retention. We view our primary mission as improving student retention through innovative support programs that enhance academic, professional and personal growth. We describe below one learning outcome from the Syracuse Academic Improvement Program. SAIP has learned that most students understand the importance and value of mastering course content. However, they fail to realize that a crucial component of course mastery is the ability to demonstrate that understanding to instructors. In the study group environment, SAIP facilitators show students how to identify instructors' expectations and how to develop study plans that allow them to meet those expectations. Present resources have allowed us to assess the impact of this model at the end of each summer. The results show a clear relationship between study group attendance and grades. Likewise, qualitative data collected from study group sessions have both supported the value of the model as well as suggested interesting patterns of student perception of the learning process. Unfortunately, present resources have precluded continuing to track these students in the semester subsequent to their summer experience. Learning Outcome 1-2 is an effort to extend the scope of our assessment of the model to the fall semester after a student's SAIP participation to determine the extent to which their revised understanding of course mastery is applied.

Learning Outcomes, Activities and Assessment

Learning Outcome (LO) 1: Students will master course content

LO 1-1: Students will redefine and practice during the summer their understanding of what it means to master course content. This redefinition includes 1) understanding course content, and 2) demonstrating that understanding to the instructor's satisfaction.

Activities for LO 1-1: Facilitated study groups run by trained facilitators.

1. Understanding the instructor's expectations by examining past records of instructor's assessment tools (e.g., tests, study guides, homework, papers) to identify the instructor's Modus Operandi for assessing student performance.
2. Meeting the instructor's expectations by organizing a study plan that accommodates instructor's assessment techniques.

Assessment for LO 1-1: End of summer

1. Develop cross-tabulation of student course grades by their study-group attendance. Identify students in particular categories, e.g., students with high grades/low study-group attendance; students with low grades/high study-group attendance; students with high grades/high study-group attendance.
2. Examine reasons, i.e., why and under what conditions, that explain the student categories developed from the cross-tabular. Facilitators' twice-weekly session notes of study group activity support this examination. These qualitative data will be analyzed for patterns in student responses to the study group.



LO 1-2: Students will apply the new definition of mastering course content during the following fall term. This redefinition includes 1) understanding course content, and 2) demonstrating that understanding to the instructor's satisfaction.

Activities for LO 1-2: Facilitated study groups or student-initiated activities for learning instructor assessment preferences.

1. Examining past records of instructor preferences (e.g., tests, study guides, homework, papers) to identify the instructor's Modus Operandi for assessing student performance.
2. Meeting the instructor's expectations by organizing a study plan that accommodates instructor's assessment techniques.
3. Developing additional strategies/activities that use existing instructional-support resources, e.g., GA office hours, help sessions.

Assessment for LO 1-2: Fall Term - first two weeks and mid-semester

1. Conduct phone interview of summer students at two-week point of subsequent semester to learn whether or not they continue to employ new definition of mastering course content and commensurate learning strategies. Emphasize need to understand their rationale for pursuing or not pursuing a success strategy from the summer experience.
2. Conduct phone interview with summer students at mid-point of subsequent semester to learn whether they continue to employ new techniques and if so how and to learn the degree to which they have been successful. Emphasize need to understand their perspectives of usefulness of strategies and successful outcomes.