I.D.E.A. Information from the Division of Educational Affairs

Volume Two - Issue Three OCTOBER 2012

Faculty Organization Day on August 18, 2012 was a great opportunity to showcase innovative methods that inspire student success. Faculty were engaged with special interest sessions about using technology in the classroom, different teaching styles that engage students to be successful, building critical thinking skills, and additional sessions centered on a commitment to increasing student success.

As we move into the 2012-2013 academic year, we will continue to engage faculty around the Completion Agenda through conversations around evidence-based strategies that increase student success. To stimulate these conversations, we will focus on eight topics in the Assessment of Evidence Series provided by the Community College Research Center (CCRC) at Teachers College, Columbia University in the upcoming issues of I.D.E.A. (see topics below).

We have an essential role to play in the lives of our students and our nation’s economy. Feel free to continue to email me at sbulger1@wcccd.edu with your thoughts and feedback on these critical topics.

Sincerely,

Dr. Stephanie BulgerVice Chancellor of Educational Affairs and Distance Learning

Dear Colleagues:

UpcomingEvents

Open Hours of AvailabilityMondays 4-5:30pm Thursdays 3-5pmFridays Noon-2pm

Dr. Stephanie Bulger

WCCCD Downriver Campus21000 Northline Road Taylor, MI 48180Phone: 734-946-3500

WCCCD Downtown Campus1001 W. Fort St.Detroit, MI 48226 Phone: 313-496-2758

WCCCD Eastern Campus/Corporate CollegeWCCCD University Center5901 Conner Detroit, MI 48213 Phone: 313-922-3311

WCCCD Northwest Campus 8200 West Outer Drive Detroit, MI 48219 Phone: 313-943-4000

WCCCD Western Campus 9555 Haggerty Road Belleville, MI 48111 Phone: 734-699-7008

District Educational AffairsOctober 19, 2012 Advisory Committee Breakfast

November 2, 2012 Assessment Awareness Day

November 30, 2012 Faculty Appreciation Luncheon

November 30, 2012 Phi Theta Kappa Ceremony

December 7, 2012 Allied Health and Nursing Pinning Ceremony

I.D.E.A. Information from the Division of Educational Affairs

Campus PresidentsDownriver Campus: Anthony Arminiak, MSA

Downtown Campus: Annette Black, MBA

Eastern Campus: Denise Shannon, MA

Northwest Campus: Letitia Uduma, Ph.D.

Western Campus: Michael Dotson, MBA

By: Katherine L. Hughes & Judith Scott-Clayton

February 2011. New York: Community College Research Center, Teachers College, Columbia University.

Division of Educational Affairs Key Staff

Jeff Anderson, MBA, District Associate Vice Chancellor of Educational Affairs

Stephanie Coffer, MLIS, District Dean of Learning Resource Centers

Ron Harkness, Ph.D., District Provost of Career Programs

CharMaine Hines Ed.S., District Associate Vice Chancellor of Adjunct Faculty and Curriculum

Clarence Madison, MM, District Dean of Learning Technology and Accountability

The Assessment of Evidence Series provided by theCommunity College Research Center (CCRC) at Teachers College, Columbia University focuses oneight topics: Developmental Acceleration and Placement, Developmental Mathematics Peadagogy, Contextualization of Basic Skills Instruction, Online Learning, Non-Academic Support, Institutional and Program Structure, and Organizational Improvement.

Let’s begin our conversation with Developmental Assessment and Placement. The brief article below describes the various assessment methods used to identify a learners’ level of competency.

Placement exams are high-stakes assessments that determine many students’ college trajectories. The majority of community colleges use placement exams—most often the ACCUPLACER, developed by the College Board, or the COMPASS, developed by ACT, Inc.—to sort students into college-level or developmental education courses in math, reading, and sometimes writing. More than half of entering students at community colleges are placed into developmental education in at least one subject as a result. But the evidence on the predictive validity of these tests is not as strong as many might assume, given the stakes involved—and recent research fails to find evidence that the resulting placements into remediation improve student outcomes.

Assessing Developmental Assessment in Community Colleges

While this has spurred debate about the content and delivery of remedial coursework, it is possible that the assessment process itself may be broken; the debate about remediation policy is incomplete without a fuller understanding of the role of assessment. This Brief examines the role of developmental assessment, the validity of the most common assessments currently in use, and emerging directions in assessment policy and practice. Alternative methods of assessment—particularly those involving multiple measures of student preparedness—seem to have the potential to improve student outcomes, but more research

is needed to determine what type of change in assessment

and placement policy might improve

persistence and graduation rates. The Brief concludes

with a discussion of implications for policy and research.

A full-length version of CCRC Working Paper No. 19 is also available for download, please click link - http://ccrc.tc.columbia.edu/Publication.asp?UID=856.

(CCRC Brief No. 50)