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?

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 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

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