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Institutional Research and the Campus Commitment to a Culture of Assessment AIRPO Conference June 20, 2006 PowerPoint Presentation
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Institutional Research and the Campus Commitment to a Culture of Assessment AIRPO Conference June 20, 2006. James A. Anderson, Ph.D. Vice President for Student Success Vice Provost for Institutional Assessment and Diversity University at Albany JAANDERSON@UAMAIL.ALBANY.EDU.

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Institutional Research and the Campus Commitment to a Culture of AssessmentAIRPO ConferenceJune 20, 2006

James A. Anderson, Ph.D.

Vice President for Student Success

Vice Provost for Institutional Assessment and Diversity

University at Albany

JAANDERSON@UAMAIL.ALBANY.EDU

integrative assessment reporting
Integrative Assessment Reporting
  • Institutional Goals or Objectives
  • College/Division/Accreditation Goals and Objectives
  • Department/Program Goals/Objectives/Outcomes
  • Course-Bases Objectives/Outcomes
integrated assessment process means integrating
Integrated Assessment Process Means Integrating
  • Institutional Effectiveness
  • Program Review
  • Outcomes Assessment
  • Institutional Research
  • Enrollment Management
  • Survey Research
student centered learning environment
Student-Centered Learning Environment
  • Refers to a student success effort which is characterized by:
    • Clearly defined and measurable outcomes in the areas of teaching, learning, retention, and student social-psychological development
    • Front-loaded activities which engage the student, as soon as possible, to the academic and social expectations of the institution
    • An ongoing assessment effort associated with student and program improvement
    • Faculty and staff who are well-trained to deliver the appropriate services
profiling the student support clientele
Profiling the Student Support Clientele
  • What institutionally based information on student needs and characteristics is utilized by student support personnel?
  • What specific information about student subpopulations (women, students of color, non­traditional students, etc.) is utilized by student support personnel?
  • What information about student culture, Faculty concerns and campus climate is utilized by student support personnel?
  • Describe a profile of the students who utilize student support services the most/least?
  • Who benefits the most/least?
generate longitudinal database to monitor key indicators of student success
Generate Longitudinal Database to Monitor Key Indicators of Student Success

Examples

  • Overall course completion ratios
  • Successful completion of gatekeeper courses
  • Successful completion of developmental educational courses
  • Semester-to-semester retention
  • Year-to-Year retention
  • Degree and certificate attainment rates

From: “Achieving the Dream: Community Colleges Count” Lumina Foundation

& Pell Institute

retention scorecard
Retention Scorecard
  • Indicators of Institutional Effectiveness
  • Indicators of Program Effectiveness
  • Indicators of Student Academic/Social Integration
  • Indicators of Student Success/Achievement
  • Indicators of Student Learning
  • Indicators of Impact of/on Diversity
questions that may help you recast your services or delivery systems
Questions That May Help You Recast Your Services or Delivery Systems
  • What are the thinking tasks, intellectual experiences, and/or cocurricula experiences that need to be designed relative to the preparation level and diversity of the students at your institution?
  • What structures need to evolve to assure that students have the opportunity to enhance their academic self-concept and understand their role in the culture of learning at your institution?
  • What data sets do I need to access to generate the appropriate questions and answers about student engagement and student learning?
academic outcomes
ACADEMIC OUTCOMES
  • Grades (General)
  • Grades (By Course Type)
  • Retention (Semester to Semester)

1st to 2nd Year

  • Graduation Rates
  • Time to Degree (Calendar vs. Seat Time)
  • Changes in Academic Interests
  • Transfers to Four-Year Institutions
student outcomes
STUDENT OUTCOMES
  • Academic Adjustments/Integrations
  • Social Adjustments/Integration
  • Attitudes Towards Learning
  • Expectations for Success
  • Academic Self-Esteem
  • Utilization of Academic Supports
  • Non-Cognitive Factors
questions to ask yourself
Questions to Ask Yourself
  • Which outcome and assessment methods will help me understand what it is that I am doing that is leading to the outcome?
  • Which outcome and assessment methods help me understand why I am doing what I am doing?
  • Will this kind of evidence help me make the decisions I need to make?
components of an assessment plan
Components of An Assessment Plan
  • Mission
  • Objectives
  • Outcomes
  • Evaluation Methods
    • By Outcomes
  • Implementation of Assessment
    • Who is Responsible for What?
    • Timeline
  • Results
  • Decisions and Recommendations
clark college allied health program
Clark College (Allied Health Program)
  • Category A
    • SAT
    • HS Transcript
    • Personal Interviews
    • Recommendations
  • Category B
    • California Study Test
    • Coop Eng. Test
    • Watson-Glaser Critical Thinking
    • Appraisal
  • Category C
    • Basic Information Sheet

(Personal Information & Personal/Social Adjustment)

program outcomes
Program Outcomes
  • Students in your program will develop a positive attitudes towards learning and increase their commitment and responsibility for their own learning
    • Pre-post gains or comparison with matched pair cohort on dimensions like academic skills, critical thinking, values toward learning, etc.
    • Develop a plan of study
    • Develop a learning portfolio
    • Learning environment preferences Survey (Perry Scheme)
reasons for learning style assessments that incorporate diversity
Reasons for Learning Style Assessments that Incorporate Diversity
  • Self-assessment feedback
  • Cohort comparisons
  • Cluster analysis of behaviors
  • Development of effective cooperative clusters
  • Matching of learning styles/teaching styles
  • Correlation with other dimensions
  • Identification of critical dimensions
meaningful use of data from peggy maki ph d
Meaningful Use of Datafrom Peggy Maki, Ph.D.
  • Collect data from different sources to make a meaningful point (for example, program samples and other samples of student work).
  • Collect data you believe will be useful to answering the important questions you have raised.
  • Collect data that will help you make decisions for continuous improvement.
  • Organize reports around issues, not solely data.
  • Interpret your data so that it informs program improvement, budgeting, planning, decision-making, or policies.
some methods that provide indirect evidence from peggy maki ph d
Some Methods That Provide Indirect Evidencefrom Peggy Maki, Ph.D.
  • Alumni, Employer, Student Surveys
  • Focus groups
  • Exit Interviews with Graduates
  • Graduate Follow-up Studies
  • Percentage of students who go on to graduate school
  • Retention and Transfer Studies
  • Job Placement Statistics
indirect evidence cont
Indirect EvidenceCont.
  • Courses selected or elected by students
  • Faculty/Student ratios
  • Percentage of students who study abroad
  • Enrollment trends
  • Percentage of students who graduate within five-six years
  • Diversity of student body
  • CAS Standards
some methods that provide direct evidence
Some Methods That Provide Direct Evidence
  • Student work samples
  • Collections of student work (e.g. Portfolios)
  • Capstone projects
  • Course-embedded assessment
  • Observations of student behavior
  • Internal juried review of student projects
  • Evaluations of performance
direct evidence cont from peggy maki ph d
Direct EvidenceCont.from Peggy Maki, Ph.D.
  • External juried review of student projects
  • Externally reviewed internship
  • Performance on a case study/problem
  • Performance on problem and analysis (Student explains how he or she solved a problem)
  • Performance on national licensure examinations
  • Locally developed tests
  • Standardized tests
  • Pre-and post-tests
  • Essay tests blind scored across units
building an assessment website
Building an Assessment Website
  • Easy to navigate
  • Definitions
  • Principles of Student Learning
  • Resources and Tool Kits
  • Projects and Portfolios
  • Presentations and Papers
  • Contact Information
community college assessment challenges
Community College Assessment Challenges
  • Academic programs
  • Administrative services
  • Student development programs
  • Integrate/connect proposed and ongoing assessment efforts across units and levels
  • Developing a culture of evidence
  • Emphasize link between MACRO-LENS and MICRO-LENS of assessment
  • Helping faculty see link between institutional effectiveness, aggregate data gathering, and outcomes–based assessment
community college assessment challenges24
Community College Assessment Challenges
  • Questions pertaining to the creation and improvement of an “Effective Academic Learning Environment” cannot be answered by
    • Admissions/enrollment data
    • Persistence/attrition data
    • Survey data
    • Demographic comparisons
community college assessment challenges25
Community College Assessment Challenges
  • Global teaching evaluations
  • Department comparisons
  • Teaching loads and credit hours
  • Entering first year student statistics
  • Transfer rates
how can we support faculty work and impact academic and student development
How Can We Support Faculty Work and Impact Academic and Student Development?
  • Lead the discussion that illuminates critical questions/concerns/issues
  • Provide initial sources of data and documentation directly to departments and programs
  • Keep the focus on measurable objectives and outcomes
  • Neutralize political concerns
  • Do all necessary programming
  • Facilitate the development and implementation of an assessment web site
  • “Champion” the development of assessment plans
  • Partner in assessment with your other providers of the service