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FROM STUDENT SUCCESS COURSE TO COLLEGE COMPLETION: MAKING ASSESSMENT CONNECT
Amy BaldwinChair of College StudiesPulaski Technical [email protected]
Brian TietjeVice Provost of International, Graduate and Extended EducationCal Poly State University, San Luis [email protected]
35th Conference on Teaching and Leadership ExcellenceAustin, TXMay 28, 2013
FACULTY ADMINISTRATOR
WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?
FACULTY• Engagement• Learning/
mastery• Course
progression
ADMINISTRATOR• Persistence• Completion/
graduation• Job placement
WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?
A TALE OF TWO GOALS
W H A T F A C U LT Y W A N TW H A T A D M I N I S T R A T O R S W A N T
PULLING IT ALL TOGETHER
Course goal/topic
Course assignment/assessment
Institutional goal
Institutional assessment
Student learning/college completion
GOAL SETT
ING
CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALSC O U R S E L E V E L
Students will be able to
identify realistic
academic and career
goals for themselves.
I N S T I T U T I O N A L L E V E L
The institution will
score at the cohort
average or better on
student graduation and
transfer rates from the
IPEDS report.
ASSESSING GOAL SETTING AT THE COURSE LEVEL
Q U I C K A S S E S S M E N T
• Minute paper
A S S I G N M E N T
• Mission statement and goals
What does the acronym
SMART stand for in relation to
goal setting?
GOAL SETTING: MINUTE PAPER
• Write a mission statement• Create two long-term
academic goals with three short-term academic goals to support each long-term goal.
GOAL SETTING: ASSIGNMENT
ASSESSING GOAL SETTING AT THE INSTITUTIONAL LEVEL
• Integrated Postsecondary Education Data System (IPEDS)
• Community College Survey of Student Engagement (CCSSE)
• College Scorecard
GOAL SETTING: CCSSE
GOAL SETTING: IPEDS
CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATAC O U R S E L E V E L
Proportion of students who can develop SMART academic goals
I N S T I T U T I O N A L L E V E L
Retention and graduation rates
FACULT
Y-STU
DENT
INTE
RACTION
CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALS
C O U R S E L E V E L
Students will be able to
actively engage with
their instructors both
within and outside the
classroom.
I N S T I T U T I O N A L L E V E L
The institution will
score at the cohort
average or better on
The faculty-student
interaction benchmark
from the CCSSE report.
ASSESSING FACULTY-STUDENT INTERACTIONAT THE COURSE LEVEL
Q U I C K A S S E S S M E N T
• Muddiest point
• Think-Pair-Share
A S S I G N M E N T
• Who’s in your circle/relationship-building assignment
What challenges are you
experiencing with making
connections with faculty and
staff at the college?
FACULTY/STUDENT INTERACTION: MUDDIEST POINT
• Identify three people in your network who are clearly supporting your academic goals. Include at least one faculty.
• Describe a plan for strengthening your relationship with all three people.
FACULTY/STUDENT INTERACTION: ASSIGNMENT
ASSESSING FACULTY-STUDENT INTERACTIONAT THE INSTITUTION LEVEL
• Community College Survey of Student Engagement (CCSSE)
• Student evaluations of faculty
FACULTY-STUDENT INTERACTION: CCSSE
CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATAC O U R S E L E V E L
Proportion of students who can identify a faculty member in their support network and describe a plan for using that person a a resource
I N S T I T U T I O N A L L E V E L
Proportion of students reporting that they discuss grades or assignments with an instructor often or very often (via CCSSE)
FINANCIA
L LIT
ERACY
CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALS
C O U R S E L E V E L
Students will be able to
calculate the cost of
their education,
compare that cost to
their available resources,
and develop a plan for
closing the gap.
I N S T I T U T I O N A L L E V E L
The institution will
maintain a student
loan default rate below
10% as reported by the
Department of
Education Statistics.
ASSESSING FINANCIAL LITERACY AT THE COURSE LEVEL
Q U I C K A S S E S S M E N T
• Directed response
• Pre-test/post-test
A S S I G N M E N T
• Financial aid literacy assignment
FINANCIAL LITERACY: PRE- AND POST-TESTS
P R E - T E S T P O S T - T E S T
This is Rodney. He is a new student in
college. He just started college this
semester. He will be a full-time student
with a part-time job.
Help Rodney decrease his dependency
on loans, graduate more quickly, and
fulfill his goal of transferring to UALR.
FINANCIAL LITERACY: ASSIGNMENT
ASSESSING FINANCIAL LITERACYAT THE INSTITUTIONAL LEVEL
• Integrated Postsecondary Education Data System (IPEDS)
• Department of Education Statistics
FINANCIAL LITERACY: DEPT OF EDUCATION
FINANCIAL LITERACY: DEPT OF EDUCATION
CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATAC O U R S E L E V E L
Proportion of students who can identify strategies for decreasing their dependence on student loans
I N S T I T U T I O N A L L E V E L
Institutional student loan default rate
PULLING IT ALL TOGETHER
Course goal/topic
Course assignment/assessment
Institutional goal
Institutional assessment
Student learning/college completion
THANK YOU FOR ATTENDING
Amy BaldwinChair of College StudiesPulaski Technical [email protected]
Brian TietjeVice Provost of International, Graduate and Extended EducationCal Poly State University, San Luis [email protected]
35th Conference on Teaching and Leadership ExcellenceAustin, TXMay 28, 2013
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