STOMP : On-line
“Edu-tainment” Modules For
First Year Students
©
Presented at the 26th Annual Conference on the First Year Experience
Addison, TX ~ February 16-20, 2007
From new student…
…to successful graduate.
Presented by:
Christy Metzger
&
Janet Spence
What is STOMP?
Why was STOMP created?
How was STOMP developed?
How have we assessed the project?
What lessons did we learn?
(The good, the bad, and the ugly!)
4 year public research
institution
22,000 students
40% residential
22% minority population
7 undergraduate units with
advising centers
Decentralized, satellite
model of advising
What is STOMP?
Student Tutorial On-line Module Program
Six distinct on-line modules:
Address & measure student learning
outcomes for advising
Content delivery when students need
it and want it
Frees up time for advisors to begin a
teaching/learning relationship
“We want to reduce the ‘checklist’ mentality
and help students understand why Gen Ed
is valuable to their education.”
Module Moment:
General Education
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Why develop STOMP?
History of student learning outcomes (SLOs)
Provost’s office: Advising is a priority
National Academic Advising Association
(NACADA) Administrator and Assessment
Institutes - Feb. 2005
Identify student learning outcomes (SLOs)
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
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Creating Student Learning Outcomes:
4 stages of development
• Acculturation (freshmen level)
• Crystallization (sophomore level)
• Immersion (junior level)
• Mastery and Completion (senior level)
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Creating Student Learning Outcomes:
4 categories of learning
• Technology
• Social Development
• Academic Development
• Personal Development
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Creating Student Learning Outcomes:
1. Assigned small groups to specific stages of
development to brainstorm what should be
learned in the 4 categories
2. Discovered there was duplication of SLOs in each
of the 4 stages of development
3. To avoid duplication, small groups were
reassigned to specific categories of learning
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
SLOs: Before
Technology Social
Dev.
Academic
Dev.
Personal
Dev.
Acculturation
Group
Crystallization
Group
Immersion
Group
Mastery &
Comp.
Group
© 2006, Spence, et al.
SLOs: After
Acculturation
Crystallization
Immersion Mastery &
Completion
Technology
Group
Social Dev.
Group
Academic
Dev. Group
Personal
Dev. Group
© 2006, Spence, et al.
End Result:
Large group reconciled overlaps and
duplications
98 Student Learning Outcomes
•
•
•
•
Acculturation: 42
Crystallization: 21
Immersion: 17
Mastery and Completion: 18
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
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?
Who will teach it? Professional advisors?
Orientation instructors? Faculty?
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
New Student Programs: Before
Information delivered to new student
through a variety of programs was…
• Inconsistent
• Incomplete
• Disjointed
New Student Programs: After
Experience needs to…
• Have consistent student learning outcomes
• Build on a teaching/learning culture
• Help to acculturate the student to the
university in a clear, meaningful way
“It’s not always as clear to students as we
might wish…”
Module Moment:
Faculty/Student Interaction
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
How was STOMP developed?
Identifying the best way to deliver the SLOs:
On-line modules selected as the mode of
delivery for Acculturation SLOs
STOMP development August 2005 through
October 2006 for Phase I implementation
Who were the major players?
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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
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
“Cross-campus collaboration is essential to
such an extensive process of development.”
Module Moment:
Technology Module
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
What are the elements of assessment?
Development:
Pre-launch module focus groups – students &
committee members
Implementation:
Student learning
Student interest and satisfaction with delivery
Post-launch focus groups – Instructors, unit
coordinators, module development teams
Assess the student learning:
How will you know if the students learned what
you intend for them to learn as a result of
viewing STOMP?
How will you measure their learning?
How often will you measure it?
What will you do with the results?
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
On-line quiz follows each module:
Purpose - Measures learning
Pre-test & post-test – Now only at post-test
Quiz format - Random question pool
Grading – 70% or higher is “passing” & re-takes OK
Benefits of using Blackboard – Easy for instructors
and students to see grades, track progress
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
STOMP On-line Student Survey
Purpose – Did we convey essential information in a
mode of delivery that is engaging?
Timing – Two weeks prior to the end of the class
Format – On-line, administered by course section
Preliminary results – 40% response rate, indication
that we met main goals
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Lessons Learned: 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: The Bad
Assessment – can be improved
Script Writing
FAQs for technical issues
Keeping the course development module up to
date
 More faculty involvement
 Needs student representation within work
groups (sometimes it got ugly…)
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Lessons Learned: The Ugly
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More student involvement on the front end
Timeline was too tight
Communications strategy
Comprehensive training plan
Need a full-time project manager
“It can’t be said enough: Be realistic about
your timeline!”
Module Moment:
Personal/Social Development
What ▪ Why ▪ How ▪ Assessment ▪ Lessons
Thank you!
Visit our STOMP Website:
 http://www.s4.louisville.edu/stomp
 Don’t forget that you will need a high-speed internet
connection and that you will need Flash Player 9 to
view the modules. (A free link is available on the
STOMP home page.)
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.
Contact Information
 Janet Spence, Director of Undergraduate Advising Practice
 502-852-0687
 [email protected]
 Christy Metzger, Coordinator of Special Projects
 502-852-3200
 [email protected]
Strickler Hall, University of Louisville, Louisville, KY, 40292