from student success course to college completion: making assessment connect amy baldwin chair of...

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FROM STUDENT SUCCESS COURSE TO COLLEGE COMPLETION: MAKING ASSESSMENT CONNECT

Amy BaldwinChair of College StudiesPulaski Technical Collegeabaldwin@pulaskitech.edu

Brian TietjeVice Provost of International, Graduate and Extended EducationCal Poly State University, San Luis Obispobtietje@calpoly.edu

35th Conference on Teaching and Leadership ExcellenceAustin, TXMay 28, 2013

Amy Baldwin
Definitely should keep this! :)

FACULTY ADMINISTRATOR

WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?

Amy Baldwin
If I read my notes right:1) Ask this question.2) Direct them to handout with the two-column sheet.3) Ask them to fill in first what their goals are by their roles.4) Ask them to ask a neighbor who has a different role. and have them share their goals.5) Ask them to share out.6) Populate this slide with our own common goals.

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

Amy Baldwin
Not sure if we want to keep this or not.

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.

Brian Tietje
Following this slide, we could show some of the CCSE questions about goal setting: CCSE sample survey items 4m, 12n, 17 a through f
Amy Baldwin
For each topic, I propose the following:1) Quick Classroom Assessment Technique2) More involved classroom assignment3) College-level assessment4) Connective slide that shows how the two assessments connect

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

Brian Tietje
Following this slide, we could show some of the CCSE questions about goal setting: CCSE sample survey items 4m, 12n, 17 a through f
Amy Baldwin
For each topic, I propose the following:1) Quick Classroom Assessment Technique2) More involved classroom assignment3) College-level assessment4) Connective slide that shows how the two assessments connect

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)

Brian Tietje
Following this slide, we could show some of the CCSE questions about goal setting: CCSE sample survey items 4m, 12n, 17 a through f
Amy Baldwin
For each topic, I propose the following:1) Quick Classroom Assessment Technique2) More involved classroom assignment3) College-level assessment4) Connective slide that shows how the two assessments connect

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

Brian Tietje
Following this slide, we could show some of the CCSE questions about goal setting: CCSE sample survey items 4m, 12n, 17 a through f
Amy Baldwin
For each topic, I propose the following:1) Quick Classroom Assessment Technique2) More involved classroom assignment3) College-level assessment4) Connective slide that shows how the two assessments connect

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 Collegeabaldwin@pulaskitech.edu

Brian TietjeVice Provost of International, Graduate and Extended EducationCal Poly State University, San Luis Obispobtietje@calpoly.edu

35th Conference on Teaching and Leadership ExcellenceAustin, TXMay 28, 2013

itsinthesyllabus.com

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