Indiana University Indianapolis
AC-2: Learning Outcomes

Geography B.A. Environmental Science B.S. Public Health B.S. Environmental Health Public Health B.S. Community Health Masters of Health Administration Graduate Certificate in Public Health Graduate Certificate in Health Policy Graduate Certificate in Health Systems Management Sustainable Policy and Management B.S. Urban Sustainability M.P.A. Sustainable Technologies Certificate

rogram Goals  To create learning environments which promote student engagement, retention, and graduation.  To support high impact learning experiences for undergraduate students. The PULs, which underpin an IUPUI students general education and permeate education in the major, tell our students and other stakeholders what an IUPUI undergraduate will know and be able to do upon graduation. The PULs provide the overarching learning outcomes for each students education at IUPUI, and these, in turn, are linked to the learning outcomes for each degree program and for courses in each degree program. Bachelor of Science • Health Services Management • Public Health (Community Health Major) • Public Health (Environmental Health Science Major) Certificates and Minors • Health Administration Certificate • Population Health Science Certificate • Environmental Health Science Minor For the most current information on Undergraduate Student Learning Outcomes in the Fairbanks School of Public Health, please visit our school's website at: pbhealth.iupui.edu. To partner across the division, IUPUI, and nationally to develop effective strategies for synergistic relationships for academic support services.  To use assessment and innovation for the continuous improvement of processes, programs, and services. Student Learning Outcomes Academic Mentoring  Students will be able to articulate and display knowledge of concepts that have been reviewed during mentoring sessions.  Students will be able to use the skills, strategies, and information received in order to study for the course in a productive manner. Tutoring  Students will become independent and self-regulated learners  Students will be able to demonstrate understanding of tutoring content.  Students will gain a better understanding of course concepts as a result of tutoring.  Students will develop confidence in their ability as a learner. Academic Success Coaching  Students will identify, discuss, and document their academic goals and needs.  Students will receive individualized one-on-one guidance in creating and implementing an action plan that aligns with their goals.  Students will learn to recognize and utilize their strengths Academic Performance, and Learning Academic Mentoring  Based on the student feedback, 97% (n=1,103) felt that the knowledge shared in the mentoring session was “helpful” to “very helpful.” Of the students in recitations with mentoring sessions, 80% passed with a “C-“ or higher, while 89% of students who voluntarily attended academic mentoring sessions passed with a “C-“ or higher.  Based on the observations of mentors, students were collaborating and exchanging ideas on average of 83% of the session. Of the feedback collected (n=1,103), 96% of students related collaboration with peers either as “helpful” or “very helpful” to their success in the course. Tutoring  In the Fall 2014 and Spring 2015 semester, 94.7% and 91% of students (respectively) suggested that they “agree” or “strongly agree” that tutoring stimulated their ability to become self-sufficient when solving similar problems after meeting with a tutor.  During the academic year, 89.5% of students in the Fall and 92.3% of students in the Spring indicated that they “agree” or “strongly agree” that they were given the opportunity to demonstrate their knowledge. Academic Success Coaching  During Fall 2014 semester, 100 students participated in success coaching, 43 of which (43.0%) completed both the Academic Success Assessment (ASA) form and utilized one of the outlined goal-setting strategies. Of the 100 students, 22 (22.0%) completed the coaching feedback survey. Of these students, 20 (90.9 %) indicated adequate to high levels of satisfaction in achieving both their short term and long term goals. In Spring 2015, 102 students participated in success coaching, 72 of which (70.6%) completed both the ASA form and utilized one of the outlined goal-setting strategies. Out of the 102 students, 15 (14.7%) completed the coaching feedback survey. All 15 (100%) indicated adequate to high levels of satisfaction in achieving both their short term and long to assist students with this important skill. Tutoring  Encouraging students to become independent and selfregulated learners is something that needs to continue. Using the criterion of having 80% of students reporting “agree” or “strongly agree” with this learning objective is still sufficient. Increasing the response rate needs attention. A potential way to improve the response rate is to administer surveys by paper at the end of the tutoring session.  From the results of the survey taken by students who have attended tutoring sessions, increasing the goal of students indicating that they “agree” or “strongly agree” that they are becoming independent and self-regulated learners to 80% seems appropriate. Academic Success Coaching  For future semesters, the staff will reevaluate established goal tracking methods to ensure that outcome related data can accurately and consistently be captured. Additionally, staff will ensure that student leaders and success coaches are better trained on how to accurately and consistently document student goal progress in alignment with the student learning outcomes. Lastly, the department will adjust the target metric for successful goal identification and documentation. Specifically, the metric should not be set up as a double-barrel measure; looking only for students who completed both the Academic Success Assessment (ASA) and another goals setting strategy. 44 Additional reports on the effectiveness of UC programs can be found at http://irds.iupui.edu/ Website. Bepko Learning Center (peer mentoring programs) Goals and Student Learning Outcomes Assessment Findings Highlights Changes Made Based on Assessment based on their interests/goals.  Students will develop skills-based knowledge about their own learning habits and campus resources.1. compare and contrast the range of diversity and universality in human history, societies, and ways of life; 2. analyze and understand the interconnectedness of global and local communities; and 3. operate with civility in a complex world. PUL 6: Values and Ethics The ability of students to make sound decisions with respect to individual conduct, citizenship, and aesthetics. A sense of values and ethics is demonstrated by the student's ability to: 1.make informed and principled choices and to foresee consequences of these choices; 2.explore, understand, and cultivate an appreciation for beauty and art; 3.understand ethical principles within diverse cultural, social, environmental and personal settings...PUL 3: Integration and Application of Knowledge Integration and Application of Knowledge: The ability of students to use information and concepts from studies in multiple disciplines in their intellectual, professional, and community lives. Integration and application of knowledge are demonstrated by the student's ability to: 1. enhance their personal lives; 2. meet professional standards and competencies; 3. further the goals of society; and 4. work across traditional course and disciplinary boundaries. Intellectual Depth, Breadth, and Adaptiveness: The ability of students to examine and organize disciplinary ways of knowing and to apply them to specific issues and problems. Intellectual depth, breadth, and adaptiveness are demonstrated by the student's ability to: 1. show substantial knowledge and understanding of at least one field of study; 2. compare and contrast approaches to knowledge in different disciplines; 3. modify one's approach to an issue or problem based on the contexts and requirements of particular situations. Goals and Student Learning Outcomes Assessment Findings Highlights Changes Made Based on Assessment Annual Highlights  The cluster model officially began with the 2014-2015 school year. Goals of this structural change are 1. Decrease the time frame to certification/application to degree-granting school for continuously enrolled FTFT students, 2. Decrease the number of students on probation, 3. Increase the # of reinstated students who are successful in the first semester after reinstatement, 4. Increase the number of opportunities for students to engage with ACD, 5. Decrease the amount of time a student is exploratory, 6. Decrease the number of students in UCOL with 60 or more credit hours, 7. Use data and technology in meaningful ways to develop and/or deliver services, and 8. Decrease number who return to UCOL after certification to degree-granting school  For the 2014-2015 academic year, a set number of student success advisors (SSA) and one career consultant (CC) are assigned to each major cluster. 1. Arts, Humanities, and Human Services: 3 SSA and 1 CC 2. Enterprise, Policy, and Planning: 5 SSA (includes 2 graduate assistants) and 1 CC 3. Exploratory: 5 SSA and 1 CC 4. Health and Life Sciences: 8 SSA (includes 2 graduate assistants) and 1 CC 5. STEM: 6 SSA (includes 2 graduate assistants) and 1 CC

some of this data is from Student Orientation Report Page 40 http://irds.iupui.edu/Portals/SDAE/Files/Documents/2014-2015%20UCOL%20PRAC%20Final.pdf General requirements that meet the Earth Charter Definintion for all Students Attending IUPUI Specifice Sustainability Outcomes for Departments and Schools within IUPUI http://bulletins.iu.edu/iupui/2014-2016/schools/dept-public-health/Public_Health.pdf