FrOM STUDENT SUCCESS COURSE TO COLLEGE COMPLETION: MakING ASSESSMENT CONNECT
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Transcript of FrOM STUDENT SUCCESS COURSE TO COLLEGE COMPLETION: MakING ASSESSMENT CONNECT
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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
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FACULTY ADMINISTRATOR
WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?
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FACULTY• Engagement• Learning/
mastery• Course
progression
ADMINISTRATOR• Persistence• Completion/
graduation• Job placement
WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?
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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
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PULLING IT ALL TOGETHER
Course goal/topic
Course assignment/assessment
Institutional goal
Institutional assessment
Student learning/college completion
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GOAL SETTI
NG
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CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALSC O U R S E L E V E L
Students will be able to
identify realisticacademic and
careergoals for
themselves.
I N S T I T U T I O N A L L E V E L
The institution willscore at the cohortaverage or better onstudent graduation
andtransfer rates from
theIPEDS report.
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ASSESSING GOAL SETTING AT THE COURSE LEVELQ U I C K A S S E S S M E N T
• Minute paperA S S I G N M E N T
• Mission statement and goals
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What does the acronym
SMART stand for in relation to
goal setting?
GOAL SETTING: MINUTE PAPER
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• 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
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ASSESSING GOAL SETTING AT THE INSTITUTIONAL LEVEL
• Integrated Postsecondary Education Data System (IPEDS)
• Community College Survey of Student Engagement (CCSSE)
• College Scorecard
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GOAL SETTING: CCSSE
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GOAL SETTING: IPEDS
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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
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FACULTY-STU
DENT
INTERACTIO
N
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CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALSC 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 willscore at the cohortaverage or better onThe faculty-studentinteraction
benchmarkfrom the CCSSE
report.
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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
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What challenges are youexperiencing with
makingconnections with faculty
andstaff at the college?
FACULTY/STUDENT INTERACTION: MUDDIEST POINT
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• 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
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ASSESSING FACULTY-STUDENT INTERACTIONAT THE INSTITUTION LEVEL• Community College Survey of Student
Engagement (CCSSE)• Student evaluations of faculty
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FACULTY-STUDENT INTERACTION: CCSSE
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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)
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FINANCIAL L
ITERACY
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CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALSC O U R S E L E V E L
Students will be able to
calculate the cost oftheir education,compare that cost totheir available
resources,and develop a plan forclosing the gap.
I N S T I T U T I O N A L L E V E L
The institution willmaintain a studentloan default rate
below10% as reported by
theDepartment ofEducation Statistics.
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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
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FINANCIAL LITERACY: PRE- AND POST-TESTSP R E - T E S T P O S T - T E S T
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This is Rodney. He is a new student incollege. He just started college thissemester. He will be a full-time studentwith a part-time job.
Help Rodney decrease his dependencyon loans, graduate more quickly, andfulfill his goal of transferring to UALR.
FINANCIAL LITERACY: ASSIGNMENT
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ASSESSING FINANCIAL LITERACYAT THE INSTITUTIONAL LEVEL
• Integrated Postsecondary Education Data System (IPEDS)
• Department of Education Statistics
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FINANCIAL LITERACY: DEPT OF EDUCATION
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FINANCIAL LITERACY: DEPT OF EDUCATION
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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
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PULLING IT ALL TOGETHER
Course goal/topic
Course assignment/assessment
Institutional goal
Institutional assessment
Student learning/college completion
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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
itsinthesyllabus.com