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“Using the Developmental Classroom to Teach and Assess Student Services”
Amy Garcia, Suzanne Hill, Marty Brooks, Michelle Guzman-Armijo, & Elizabeth Gamboa
New Mexico Academic Advising Association Conference (NMAAA)
Doña Ana Community College East Mesa Campus
Las Cruces, NM
March 6, 2015
Collaboration
Fall 2012, DACC Assessment Coordinator Dr. Susan Wood approached the Director of Financial Aid about a Financial Aid Department/Developmental Math pairing. Task piloted in Spring 2013.
Spring 2013, Dr. Wood approached the Director of Academic Advising about an Advising Department/Developmental English pairing. Task piloted in Fall 2013.
Student Population in Developmental Education
ProgramSpring 2014
Headcount: 1,819Full-time enrollment: 602.7Seat count: 2,277
Fall 2014
Headcount: 8,528 Full-time enrollment: 5,217.3 Seat count: 25,063
Spring 2015
Headcount: 7,325Full-time enrollment: 4,478.6Seat count: 21,919
Financial Aid/Math PairingPurpose of Assessment
Making connections to concepts studied in class to real-world applications:
- Weighted averages – GPA calculation- Place value and rounding skills
- Critical thinking – analyzing scenarios with multiple factors to determine student outcomes
Financial Aid/Math Presentation
Cumulative Number of hours you PASS and COMPLETE
Number of hours you attempt
F, I, RR, U, W
3 basic criteria to keep Financial Aid: Maintain a cumulative 2.0 GPA Maintain a minimum 70% completion rate Obtain a degree by the time you have attempted
99 credit hours
Grades that are attempted, but not completed:(a.k.a – Grades to Avoid! )
Course Credits Letter Grade
ENGL 111 4 F
PSY 201 3 W
C J 205 3 A
HNDS 251 3 A
Q: How many credits attempted?
A: 13
Q: How many credits completed?
A: 6
Q: What is the student’s completion rate?
A: 6/13 = 46%
NOT ELIGIBLE
Financial Aid/Math
Financial Aid/Math Pairing Student Benefits
Students apply concepts learned in class by completing the assessment
Better understanding of GPA calculation Better understanding of completion rate More knowledgeable about scholarship opportunities
(Scholar Dollar$) Stronger relationships between students and staff
Financial Aid/Math PairingReflection
Instructors more helpful in advising students regarding withdrawals, earning RR grades, etc.
Stronger relationships between faculty and staff
Academic Advising/English Pairing
Academic advisors from the center brainstormed a unique scenario
Scenario provides the opportunity for student to show examples of:
– critical thinking– creativity– ethical decision making– familiarization with tools supporting academic
advising
Academic Advising/English PairingNational Academic Advising Association (NACADA)
Core values of academic advising
Academic Advisors are responsible:
…for themselves, and their professional practices.
…to the individuals they advise.
…for involving others.
…to their institutions.
…to higher education.
…to their educational community.
Academic Advising/English PairingAppreciative Advising
Disarm: Make a positive first impression with the student, build rapport, and create a safe, welcoming space.
Discover: Ask positive open-ended questions that help advisers learn about students' strengths, skills, and abilities.
Dream: Inquire about students' hopes and dreams for their futures.
Design: Co-create a plan for making their dreams a reality.
Deliver: The student delivers on the plan created during the Design phase and the adviser is available to encourage and support students.
Don't Settle: Advisers and students alike need to set their own internal bars of expectations high
Academic Advising/English Pairing Student Benefits
Students more likely to know about their academic plan• Students more likely to plan ahead• Students more likely to take appropriate
coursework• Students more likely to avoid or successfully
navigate pitfalls• Students more likely to engage with student
success staff
Academic Advising/English PairingReflection
Assignment is an opportunity to teach as much as to assess learning
Using a performance task can reinforce concept for students of following an academic degree plan
Students in the role of peer advisors should connect the hypothetical experience to types of questions to ask academic advisors
Advisor stays to help students with task; reinforces for students the importance of building a relationship with an advisor
Next Steps
Increase participation in more developmental courses.
Increase consistency in how information is presented and administered in each class.
Data collection – look for trends.
Questions?Suzanne Hill, Associate Professor
Math & Physical Sciences Dept.
General Studies Division
Elizabeth Gamboa, Assistant Professor
Math & Physical Sciences Dept.
General Studies Division
Amy Garcia, Associate Professor
English & Communication Dept.
General Studies Division
Michelle Guzman-Armijo, Associate Professor
English & Communication Dept.
General Studies Division
Marty Brooks, Academic Advisor
Advising Department
Student Services Division
ReferencesBloom, Ed.D., J.L. (n.d.). Retrieved from the Appreciative Advising Online Web site: http://www.appreciativeadvising.net/
NACADA. (2005). NACADA statement of core values of academic advising. Retrieved from the NACADA Clearinghouse of Academic Advising Resources Web site: http://www.nacada.ksu.edu/Resources/Clearinghouse/View-Articles/Core-values-of-academic-advising.aspx