Assessment to ActionAssessment to Achievement A Comprehensive Approach to Assessing Academic Advising Gwen Spencer Ed.D Kevin Kildun M.ED. Highline Community College www.highline.edu
What We’ll CoverI. Overview of Highline Community CollegeII. Assessment Challenges and RewardsIII. Brief History of Assessment Task ForceIV. Mission to MeasurementV. Group Project and SharingVI. Assessment of learning and service outcomesVII. Post Assessment: Action Steps, Achievement ResultsVIII. Questions
Highline Community College∗ Mid-way between Tacoma ∗ 42% male students and 58% and Seattle female students∗ Over 10,000 students ∗ Average age 24 of degree∗ Of degree and certificate seeking students seeking students: ∗ 65% multicultural students ∗ 60% are transfer ∗ 73% first generation ∗ 40% are Prof Tech and/or ∗ 2000+ ELL students High School degree
Challenges to Assessment at a Community College∗ Transient nature of students.∗ Professional staff advising is done primarily using a drop-in model so continuity is compromised. ∗ 2008 survey of Washington community colleges indicates that ∗ 5%+ use appointments only ∗ 20% use drop-in almost exclusively ∗ 75% use mix of drop-in and appointments
Challenges to Assessment∗ Students receive advising from a variety of sources. When we ask students how satisfied they are with advising, they have different ideas about who we are referring to ∗ Faculty ∗ Counselors ∗ Educational Planning and Advising Center (EPAC) ∗ Special service offices such as Athletics, International, TRIO, Access Services, Washington Achievers, Work First, Worker Retraining, Foster Youth Services
Challenges to Assessment ∗ Community college’s mission to provide student “access” challenge the focus on persistence and assessment. ∗ Traditionally, national surveys and research has come from baccalaureate institutions.
Assessment Task Force (ATF)∗ Some “hit or miss” departmental assessment efforts until Accreditation Review challenged both Instruction and Student Services to utilize assessment to inform practice.∗ Assessment Task Force (ATF) Launched in Spring 2008.∗ Eight member task force charged with developing an assessment process, training and review for all Student Services Departments.
ATF Guiding Principles∗ To build a process that is sustainable, manageable, and systemic∗ To identify learning outcomes grounded in Education and Student Development theory and practice∗ To develop a process that informs self-improvement of staff, policies, programs and services (creating a culture of evidence)∗ To develop a process that engages and educates all Student Services staff and faculty
Principles continued∗ To incorporate multiple measures and sources for each outcome measured∗ To support assessment measures that are meaningful and not simply “bean counting”∗ To have fun!
The Assessment Process∗ Trained assessment liaisons to guide their department’s process∗ ATF provided departmental and individual consultations∗ Hosted “exchange of ideas ” meetings for liaisons∗ Provided timely, clear feedback to each liaison so they could refine their department’s assessment submission .∗ Posted the departments’ submissions on the Student Services website for transparency and accountability.
Starting Point – Student Services Mission ∗ Supports the college mission and the Student Services mission and vision ∗ Articulates concisely and clearly the department’s unique role and what it provides for students/campus ∗ Expresses mission in a way that someone could understand who is not from the department (no abbreviations or “edu-speak”)
Primary and Secondary Functions∗ Primary ∗ Activities take up 75% of weekly time ∗ Activities that may be quarterly or annually but is key to department’s contribution (packaging financial aid, notification of academic probation, major statewide or federal reporting, new student orientation)∗ Secondary ∗ Activities that take up less than 25% of weekly time ∗ Activities that happen periodically but are not critical to services ∗ Value enhanced – not expected of department but is a contribution the college (i.e. teaching a College 100 class)
Primary and Secondary Service Populations∗ What campus populations do you serve?∗ What government, agency, education institutions do you serve?∗ What community populations do you serve?
Learning Outcomes∗ Primarily focused on the learning that has occurred because of your department’s contact with students∗ Examples of learning outcomes ∗ Student understanding or knowledge – types of degrees ∗ Student learns a new skill – register online ∗ Student develops self-advocacy skills – requests accommodations from an instructor ∗ Student develops a personal awareness/belief– cultural diversity
Service Outcomes∗ Benchmarking – how does our college compare to others?∗ Customer satisfaction – not only students but agencies, high school counselors, faculty, etc.∗ Return customers∗ Number of projects completed∗ Time to response (i.e. phone calls returned within 24 hours)
Service Outcomes continued∗ Few or no complaints∗ Better than competition∗ Professional development – all staff know how to do a certain skill such as degree audit by a certain date∗ Results of our services – more students have an assigned faculty advisor∗ Attendance – numbers who attend New Student Orientation∗ Over serving or under serving any student population
Educational Planning Center and High School Programs Mission∗ The Educational Planning and Advising Center (EPAC) and High School Programs (HSP) advisors are committed to working with faculty and staff to: ∗ Assist students in planning a realistic educational and career pathway ∗ Provide students with accurate and clear information about academic programs, policies, resources and procedures ∗ Empower students to take responsibility for monitoring their progress and achieving their goals.
EPAC/HSP Service Populations∗ New and continuing degree and certificate seeking students∗ Undecided students∗ Work Force students∗ Students on Financial Aid∗ Evening students and students who cannot get to campus
EPAC/HSP Functions Some Examples∗ Provide New Student Orientation programs∗ Notification of students on academic probation∗ Train faculty advisors∗ Advise students on degrees and programs∗ Provide transfer information∗ Assist students on financial aid suspension with the petitions
Learning Outcome A∗ A student is able to develop and implement a clear academic/career pathway (mapping) ∗ Understands the general purpose of the different degrees and certificates offered at Highline (orientation or first advising session) ∗ Can identify the degree, certificate or courses that will meet his/her educational goal (end of first quarter or two) ∗ Can explain the classes, GPA, internships, etc needed for his/her degree or certificate (beginning of second year) ∗ Submits a graduation evaluation when 50-60% of degree or certificate is completed (mid-way through second year)
Learning Outcome B∗ A student is knowledgeable about academic and registration policies and procedures so he or she can successfully navigate college ∗ Student knows how to register online and can use the registration tools on the web (i.e. registration appointment time, entry codes, dropping classes, etc.) ∗ A student know how to read the quarterly schedule
Learning Outcome C∗ A student takes responsibility to monitor and achieve his/her education and career goals ∗ Knows how his/her GPA is calculated and know his/her current GPA at Highline ∗ A student comes prepared for advising session ∗ Transfer student understands the concept of Major Ready and can identify classes, GPA, etc. to successfully transfer into the major ∗ Running Start student knows the classes he/she needs to complete high school diploma
Service Outcomes∗ Increase attendance at New Student Orientation Programs by 10% for 2009-10 and another 10% but 2010-2011∗ Assign a faculty or staff advisor to 65% of all students who have completed three quarters at Highline in 2009-10 and then to 75% in 2010-11.∗ Monitor student satisfaction with services and programs
Group Project∗ Brainstorm some assessment methods for the following outcomes:Service outcome:∗ “How would you assess a student’s success in the navigation of a school’s system from when they first apply as a student to when they register for classes?”Learning outcome:∗ “How would you assess a student’s understanding of what their particular degree requirements are?”∗ In other words, how do we measure if students know what courses and other requirements are needed to successfully complete their degree?
EPAC/HSP Assessment Strategies for our Learning Outcomes ∗ Pre and Post “Clicker” assessment at Orientations ∗ Pre and Post Assessment online assessment at Running Start Orientations with program developed by one of our Computer classes ∗ Follow-up phone calls after student was placed on academic probation and when a student got “off” academic probation ∗ GPA prediction mid-way through quarter ∗ Students attempt to fill out degree planning sheet themselves
Learning Outcome TemplateIdentification of classes Understanding of pre- Understanding of GPA Knowledge of Awareness of theneeded and completed requisite needed to pursue application need to apply forfor intended degree requirements for specific major or deadlines and graduation intended degree or program degree expectations major Able to identify classes Able to identify pre- Correctly identified GPA Understands very Has already applied forcompleted and needed very requisite classes needed clearly the deadlines graduationaccurately completed and needed and application very accurately procedureAble to identify 75 to 90% of Able to identify most Generally understands Has general Has not applied butclasses completed and pre-requisite classes the GPA needed understanding of knows this must beneeded for degree/programs needed and completed application deadlines completed and procedureUnclear about classes Unclear about classes Is uncertain what GPA is Has very limited Does not know that anneeded and completed needed and completed needed understanding of application for application deadlines graduation must be and procedure completed
Service Outcome Assessments∗ Orientation attendance ∗ Criterion for what should be included in a meaningful Orientation ∗ Base line – how many degree/certificate seeking students that had never attended college prior to coming to Highline? ∗ 70% had attended the CORE, Running Start, International or Athletes Orientation ∗ Track attendance based on new offerings and interventions (up 9% in first year)
Service Outcomes Assessment∗ Satisfaction Surveys ∗ On our web site ∗ Follow up to e-advising ∗ Focus Groups ∗ Cards after advisor session ∗ Satisfaction with Orientation ∗ Satisfaction after a specific programs such as Transfer Fair – college reps and student participants∗ Advisor assignments (track number for first two years and then we will track utilization of assigned faculty or staff advisor)∗ Collect Student ID numbers to gather demographic data
Policy and Program Perspectives∗ Assessment can also be a powerful tool in revising and improving policies, programs and procedures ∗ Students on Probation taking over 18 credits ∗ Running Start students with HS GPA of less than 2.00 ∗ Running Start student applying to college 2 weeks prior to quarter ∗ Online Class success
Results and Recommendations∗ Change in policies and procedures∗ New specialized orientation programs – Nursing, Human Services, Vets, Work Force∗ “How To” Camtasia Videos online∗ New methods for presenting orientation material – case study approach with Ken D. Moines∗ Share the news – Division Chairs, faculty meetings, have a website
How do you keep staff motivated to conduct assessment ? ∗ “Stump the Stars” ∗ Everyone on staff has at least one “piece of the assessment” ∗ Assessment Template – keeping the records and the focus ∗ Periodic “Pep” Rallys at Division-wide meetings – “Olympics” theme
Assessment – Looking at where we have been to determine where we are going ∗ “Assessment is not valuing what we measure but measuring what we value.” (Astin, 1991) ∗ “…Assessment can help us understand which students learn best under what conditions” (AAHE, 1992) ∗ “Assessment itself is a strong factor in pushing institutions toward clarify of purpose.” (Nichols, 1995)