STOMP : On-line
“Edu-tainment”
Modules Focused on
Student Learning
Outcomes
Nora Allen
©
Christy Metzger
Janet Spence
University of Louisville
http://www.s4.louisville.edu/stomp/index.html
STOMP© University of Louisville
STOMP
© University of Louisville
► Getting
Started
 What is STOMP?
 Module Moment: General Education
STOMP
© University of Louisville
► What





we will cover today
Why STOMP?
Student Learning Outcomes (SLOs)
STOMP Development (Broad overview)
Assessment
Lessons learned: The good, the bad and
the ugly
STOMP
© University of Louisville
►
Institution description
4 year public research institution
22,000 students
40% residential
7 undergraduate units with advising
centers
 Decentralized, satellite model of advising
 22% minority population




Why STOMP
© University of Louisville
► History
(SLOs)
of student learning outcomes
 Provost’s office: Advising is a priority
 National Academic Advising Association
(NACADA) Administrator and Assessment
Institutes - Feb. 2005
Why STOMP
© University of Louisville
►Identify
(SLOs)
student learning outcomes
 What do students need to value/appreciate,
know, and be able to do as a result of
participating in the University experience?
 The SLOs need to be consistent with the
university’s mission and support the
institution’s goals and objectives for
student learning and development
Why STOMP
© University of Louisville
►Creating
Student Learning
Outcomes
 Created 4 stages of development
►Acculturation
(freshmen level)
►Crystallization (sophomore level)
►Immersion (junior level)
►Mastery and Completion (senior level)
Why STOMP
© University of Louisville
►Creating
Student Learning
Outcomes
 Created 4 Categories of Learning:
►Technology
►Social
Development
►Academic Development
►Personal Development
Why STOMP
© University of Louisville
►Creating
Student Learning
Outcomes
 Assigned small groups to specific stages of
development to brainstorm what should be
learned in the 4 categories
 Discovered there was duplication of SLOs in
each of the 4 stages of development
 To avoid duplication, small groups were
reassigned to specific categories of learning
Why STOMP
© University of Louisville
Technolog Social
y
Dev.
Academic
Dev.
Personal
Dev.
Acculturatio
n Group
Crystallizati
on Group
Immersio
n Group
Mastery &
Comp.
Group
© 2006, Spence, et al.
Why STOMP
© University of Louisville
Acculturatio Crystallizatio Immersio
n
n
n
Mastery
&
Completi
on
Technolog
y Group
Social
Dev.
Group
Academic
Dev.
Group
Personal
Dev.
© 2006, Spence, et al.
Why STOMP
© University of Louisville
► End
Results:
 Large group reconciled overlaps and
duplications
 98 Student Learning Outcomes
►Acculturation:
42
►Crystallization: 21
►Immersion: 17
►Mastery and Completion: 18
Why STOMP
© University of Louisville
► After
identifying the SLOs, map the
learning:
 Where will the learning take place?
 It is already in place or does it need to be
created?
 When will the learning take place?
Freshmen year, etc.?
 Who will teach it? Professional advisors?
Orientation instructors? Faculty? Career
counselors?
Why STOMP
© University of Louisville
► Information
delivered in new student
experience programs was…
 Inconsistent
 Incomplete
 Disjointed
► New
student experience needs to…
 Have consistent student learning outcomes
 Be a teaching/learning culture
 Be a bridge to acculturate student to university
Why STOMP
© University of Louisville
► How
do we teach students appropriate
faculty-student interaction?
► Module
Moment:
Faculty/Student Interaction Module
Developing STOMP
© University of Louisville
► How
did we change delivery of SLOs?
 Mode of delivery of SLOs planned for
freshmen
(Aug. 05) -- on-line modules
 STOMP development August 2005 to
October 2006 for Phase I implementation
Developing STOMP
© University of Louisville
► Who
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

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


were the major players?
Provost and Associate Provost
Director of Campus-Wide Advising Practice
Faculty
Advising Center Directors and Advisors
Student Affairs Staff
Student Services Staff
Library Faculty and Staff
IT Staff
Developing STOMP
© University of Louisville
► Cross-campus
essential.
► Module
collaboration is
Moment:
Technology Module
Why STOMP
© University of Louisville
► Assess
the learning
 How will you know if the students
learned what you intend for them to learn
as a result of academic advising?
 How will you measure their learning?
 How often will you measure it?
 What will you do with the results?
Assessment of STOMP
© University of
Louisville
► Mandatory
component of freshman
Academic Orientation Courses
► Student quiz following each module
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
Purpose
Pre-test & post-test
Quiz format
Grading
Benefits of using Blackboard for student
assessment
Assessment of STOMP
© University of
Louisville
► STOMP

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

Student Survey
Purpose
When
Format
Preliminary results
Lessons Learned: STOMP
© University of
Louisville
► The
Good
MUST have top-down commitment
Opportunity to unite the campus
Consistent content
Measurable SLOs
Freeing up time to allow for more student
engagement
 Setting expectations and creating a culture
before students arrive on campus
 We actually did build in assessment

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
Lessons Learned: STOMP
© University of
Louisville
► The
Bad
Assessment – can be improved
Script Writing
FAQs for technical issues
Keeping the course development module
up to date
 Needs student representation within work
groups
 More faculty involvement

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
Lessons Learned: STOMP
© University of
Louisville
► The




Ugly
Timeline
Communications strategy
Comprehensive training plan
Need a full-time project manager
Developing STOMP
© University of Louisville
► Be
realistic about your timeline.
► Module
Moment:
Personal/Social Development
STOMP
© University of Louisville
► Thank
► Visit
you!
our STOMP Website:
 http://www.s4.louisville.edu/stomp/index.html
► Additional
Questions?
No parts of this presentation or its attachments may be borrowed,
copied or adopted without the written permission of the University of
Louisville.
STOMP
© University of Louisville
► Contact
Information
 Janet Spence, Dir. of Undergraduate Advising
Practice
► 502-852-0687
► [email protected]
 Nora Allen, Asst. Director of Advisor Development
► 502-852-1892
► [email protected]
 Christy Metzger, Coordinator of Special Projects
► 502-852-3200
► [email protected]