Student Learning Analysts Build Campus Interest and Investment in Assessment Students (Lessons from the Field–Volume 4)
Using assessment data innovatively at Bowling Green State University (BGSU) has become a priority in the last few years. To aid in this effort, in 2016, the Office of Academic Assessment created the Student Learning Analysts (SLA) position, “in which undergraduate students take an active role in gathering information on student learning experiences,” to help ensure student voices are truly represented in the assessment of student learning—including in the interpretation of the data and the recommendations for practice. Students in the SLA position learn to design assessment projects, collect and analyze data, and present findings to various members of the BGSU community. The Vice Provost of Institutional Effectiveness and Associate Director of Academic Assessment, who work with these students, believe the SLAs support the larger data-driven philosophy on campus and increase investment by campus units in institutional assessment work. Incorporating students’ interpretation of data and recommendations for practice can have a significant impact on campus unit decisions.
Students hired for the SLA program were drawn from a variety of majors, class standings, and experience levels—but all demonstrated an interest in assessment and student learning. After receiving training in assessment techniques, the SLAs started their projects. In their first semester, they conducted focus groups related to students’ expectations about learning and engagement in the classroom (see Figure 9). In their second semester, as they developed assessment projects directly related to NSSE, they learned about engagement and the types of data NSSE provides—and used these new skills to craft focus group questions related to three NSSE Engagement Indicators: Learning Strategies, Higher-Order Learning, and Reflective and Integrative Learning. One of the focus group questions related to Learning Strategies was “How do you study and review your notes?” Another question, related to Higher-Order Learning, was “How is critical thinking applicable in other aspects, such as internship, organizations, etc.?” In a question related to Reflective and Integrative Learning, the SLAs asked “Explain how your classes help you look at issues or topics with a new perspective.” Following the focus groups, the SLAs analyzed and coded their data and began to identify findings to share with various groups on campus (e.g., Teaching and Learning Fair, General Education Committee, Faculty Administrator groups, etc.). The SLAs are also committed to finding unique visual ways to share their findings to make them as accessible as possible.
Although still new, the SLA program has already seen some unintended—but positive—outcomes. Students who participated in the focus groups, for example, have expressed interest in the SLAs’ assessment work and are thinking about how they can use assessment to inform their own experiences (e.g., activities with student organizations). To build on this growing interest, the Office of Academic Assessment at BGSU is considering ways to expand the SLA program in the future after ensuring its short-term success.
