Learning Outcomes

The First Year Student Mentoring Program (FYMP), a program through the Division of Student Affairs at Southern Oregon University, is a peer-to-peer mentoring program that matches first year students with upper class students. The FYMP created learning outcomes to better understand what is working and what is not, to identify curricular and pedagogical weaknesses, and to use this information to improve performance. Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity.

Align Learning Outcomes with University Planning

• The Division of Students Affairs’ Five Year Plan (2008 – 2013) was used to create a solid plan and foundation for the FYMP that aligns with the goals of Student Affairs and Southern Oregon University. The Five Year Plan was established using the National Survey of Student Engagement (NSSE) Benchmarks of Effective and Educational Practice. The benchmarks are based on 42 key questions from the survey that capture many vital aspects of the student experience.

Use SMART Goals

• Effective learning outcomes should follow the SMART goal: specific, measurable, attainable, realistic and time bound. The learning outcome should provide a clear vision of how to achieve program goals. The FYMP suggests practicing writing learning outcomes. The creation of outcomes can take anywhere between 20 and 40 hours to complete.

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FYMP is Southern Oregon University's First Year Mentoring Program.

Utilize Learning Outcomes

• Learning Outcomes are a “living” document and should be utilized and assessed throughout the program lifecycle.
• Organize outcomes in an annual timeline outlining tasks and deadlines. This will assist in the implementation of the outcomes and tracking the progress of achieving the outcomes.
• Program supervisors should be checking in on how learning outcomes are being incorporated in activities, including, training and retreats, communications, and social activities.
• Incorporate outcomes in mentor training. Include outcome goals in training agenda each term. Include outline in mentor handbook for the coordinator and mentors to reference when they meet to demonstrate how their position responsibilities align with outcomes.

Assess Learning Outcomes

• Create an assessment schedule.
• FYMP gathered data on participants by pulling the student names and identification numbers from their institutions database. Data included the number of class credits obtained and graduation rates.
• Be realistic that 100% of learning outcomes may not be achieved. Data gathered from assessment should be utilized to make adjustments throughout the program lifecycle.
• Use assessment to communicate needs and solicit funding from institution. Evidence of program’s success can be leveraged to obtain funding from funders.

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related resources

• The Division of Students Affairs’ Five Year Plan
• The First Year Student Mentoring Program Learning Outcomes (draft)
• NSSE Benchmarks 101 Presentation
• Kuh, G., & Ikenberry, S. (2009). More than you think, less than we need: Learning outcomes assessment in American Higher Education. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).