Access Center: Student Learning Objectives
In 2014, the Access Center identified the following student learning objectives (SLO):
- Students will demonstrate self-advocacy by providing an ADA notification letter to their professors.
- Students will demonstrate their ability to use the exam scheduling system.
- Students will submit their alternative format text requests each semester (when applicable).
To collect data on these outcomes, the Access Center created a “Case Management” tab in our ClockWork database, which includes the following questions related to the Access Center’s SLOs: (1) Did the student attend a case management/initial follow-up appointment (if yes, a date is recorded); (2) Was the student able to demonstrate self-advocacy by having provided an ADA accommodation notification letter to his/her professors by the date of the initial follow-up appointment?; (3) Was the student able to demonstrate that he/she could use the exam scheduling system?; and (4) Had the student submitted his/her alternative format text request for the current semester? Following the accommodations eligibility appointment with an accessibility coordinator to get approved for accommodations, newly registered Access Center students are scheduled for an initial follow-up with their accessibility coordinator 1-2 weeks after the first appointment and the above mentioned SLO-related questions are assessed. This assessment/data collection method was basic attempt to gather data regarding student behavior that would indicate the student had met Access Center student learning objectives.
Supporting data/examples of data:
- Data from SLO measures from reports generated in ClockWork Database – organized and summarized by semester.
- Sample items/questions from Graduation Exit Survey and Testing Survey that provide student reports on their ability to schedule exams, along with self-report data on impact of Access Center on possible measures of student learning (e.g. use of resources, self-advocacy, etc.)