golden west college n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Golden West College PowerPoint Presentation
Download Presentation
Golden West College

Loading in 2 Seconds...

play fullscreen
1 / 59

Golden West College - PowerPoint PPT Presentation


  • 97 Views
  • Uploaded on

Golden West College. Student Learning Outcomes: Implementation Strategies for Student Services. Presentation Workshop CACCRAO Annual Conference ~ April 29, 2008. Golden West College. Kerry Flynn MA Sociology, Applied Research & Evaluation

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

Golden West College


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
    Presentation Transcript
    1. Golden West College Student Learning Outcomes: Implementation Strategies for Student Services Presentation Workshop CACCRAO Annual Conference ~ April 29, 2008

    2. Golden West College Kerry Flynn MA Sociology, Applied Research & Evaluation Student Services Student Learning Outcomes Coordinator

    3. Discussion Topics • Institutional Effectiveness • Student Learning Outcomes • Integrating SLOs into Existing Procedures • Summary / Conclusion

    4. Golden West College Institutional Effectiveness What does institutional effectiveness mean to GWC?

    5. ACCJC / WASC 2002 Accreditation Standards An effective institution • “ensures that its resources and processes support student learning… • “continuously assesses that learning… • “pursues institutional excellence and improvement… • “maintains an ongoing, self- reflective dialogue about its quality and improvement.”

    6. Strategic Planning • Strategic planning is an ongoing, systematic cycle of • integrated planning for the future, and • implementation of that planning

    7. Institutional Effectiveness (IE) Institutional Effectiveness incorporates a current focus with the future focus of Strategic Planning. It’s an ongoing, systematic cycle of assessment of • student learning, • college processes, and • satisfaction

    8. Types of Measures and Levels of Assessment Source: GWC Institutional Effectiveness Committee 2007

    9. What We’ve Done in the Past • Process / Satisfaction Objectives • What services should be provided? • Will students receive services needed? • Will students be satisfied with services? • How can services be improved? • Should services increase or decrease?

    10. Golden West College Student Learning Outcomes What are SLOs?

    11. Student Learning Outcomes • “Knowledge, skills, abilities, and attitudes that a student has attained at the end (or as a result) of his or her engagement in a particular set of college experiences.” 2002 Accreditation Standards, Glossary

    12. Golden West College Integrating SLOs into Existing Procedures How Do SLO’s Apply to Student Services?

    13. ACCJC / WASC 2002 Accreditation Standards Standard II-B: Student Support Services “The institution systematically assesses student support services using student learning outcomes…”

    14. GWC Student Services Philosophy Student Services is a “Learning Community” within the college.

    15. A Learning Community • “Since students can learn many skills, attitudes, and behaviors outside the classroom, the role of Student Services staff becomes extremely important… “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez

    16. A Learning Community • “Students have to apply, register, add/drop classes, develop education plans, explain their goals to counselors, participate in student activities and apply for financial aid. “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez

    17. A Learning Community • “These procedures require a working knowledge of college policies and procedures. • “They also require certain skills…” “Re-thinking the Role of Student Services Staff in the Learning College,” Dr. Monte E. Perez

    18. How Do SLO’s Apply to Student Services? • Student Services staff • Teach process skills / knowledge • Teach life skills • Act as role models • Students acquire • Skills • Knowledge • Behaviors • Attitudes ~~~

    19. Expanded Statement of Institutional Purpose STRATEGIC PLAN STUDENT LEARNING Future Focused Current Focused Student Services UNIT GOALS Identify Measurable Learning Outcomes (SLO) Use Results— Develop Action Plan Dialogue Assess / Evaluate Student Learning Implement Teaching & Learning

    20. The Five-Column Model Adapted from Nichols and Nichols Five-Column Model

    21. The Five-Column Model SLO Cycle One Example: Outreach Adapted from Nichols and Nichols Five-Column Model

    22. Column I: ESIP: Mission Goals  START HERE ! Identify a specific Institutional Goal that relates to Student Learning in your Department or Unit. • College Mission / Institutional Purpose • Expanded Statement of Institutional Purpose (ESIP) • A Specific Institutional Goal 

    23. Column I: ESIP: Mission Goals “The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines” (Pathways, College Goal 2).

    24. Column I: ESIP: Mission Goals (Con’t) Identify aspecific Unit Goal that aligns with and supports the college goal that you identified Use terms and language that are similar to identified college goal Clearly link Unit Goal to Institutional Goal   

    25. Column I: ESIP: Mission Goals “The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines” (Pathways, College Goal 2). The Outreach Department will promote Golden West College enrollment through presentations and campustours.

    26. Column II: Intended Outcomes (SLOs) Link clearlyto Column I: Unit Goal • Use consistent terms / language • Examine relevant concepts 

    27. State what students will Do Know Think Feel As a result of having interacted with the Student Services Unit Column II: Intended Outcomes (SLOs) 

    28. Column II: Intended Outcomes Ensure Measurability—Outcomecan be observed or tested State in Clear and Precise Language • State Singular Outcomes • Use Action Verbs  

    29. Column II: Intended Outcomes (SLOs) The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines. After 1)presentations or 2) tours, prospective students will demonstrate a general knowledgeof Community College by identifying: demonstrate identifying: A. Costof attendance in comparison to CSU’s and UC’s The Outreach Department will promote Golden West College enrollment through presentations and campustours. B.Matriculation Process C. Educational Routes such as AA Degree, Certificates, and Transfer

    30. Column II: Intended Outcomes (SLOs) The College will develop and implement a comprehensive Enrollment Management Plan aimed at reaching and maintaining the preferred enrollment level within the adopted District guidelines. After 1)presentations or 2) tours, prospective students will demonstrate a general knowledgeof Community College by identifying: demonstrate identifying: A. Costof attendance in comparison to CSU’s and UC’s The Outreach Department will promote Golden West College enrollment through presentations and campustours. B.Matriculation Process C. Educational Routes such as AA Degree, Certificates, and Transfer through presentations and campustours.

    31. Column III: Means of Assessment & Standard Align clearly with Column II: Intended Student Learning Outcomes • Use consistent terms / language • Address each outcome individually 

    32. Column III: Means of Assessment & Standard Identify Assessment Instrument • Survey / Questionnaire • Existing Data Collection System • Test / Exam Instrument actually measures stated outcomes  

    33. Column III: Means of Assessment & Standard Specify Evaluation Process • Identify who will evaluate data • Identify the data collection period • Name tools used for evaluation 

    34. Column III: Means of Assessment & Standard Set Standard for Student Success • Establish minimum level or score expected for student achievement • State % or fraction of students expected to achieve minimum level • Reasonable for student achievement 

    35. Column III: Means of Assessment & Standard During Fall and Spring 2005/2006, Survey will be administered to prospective students by Outreach staff following: 1. Presentations 2. Campus Tours • Survey questions will be designed to measure what students have learned regarding: A. Cost of Attendance B.Matriculation Process C. Educational Routes •The Supervisor of Outreach will collect, record, and evaluate the data using Microsoft Excel. • A standard of 90% correct responses is the expected level of student achievement for each of five survey questions.

    36. Column IV: Summary of Data Collected Align clearly withColumn III: Means of Assessment & Standard • Use consistent terms / language • Address each outcome individually 

    37. Column IV: Summary of Data Collected Indicate sample size • Total number of students who participated Report results in terms of “Standard” • Actual number who achieved Standard • Percent or fraction  

    38. Column IV: Summary of Data Collected 1) After presentations, data shows that: A. 76% (47/62) of the students identified the correct cost of attendance B.77% (48/62) of the students identified the correct process formatriculation C.86% (53/62) of the students identified the correct educational routes available at CCs 2) Aftertours, data shows that: Standard of 90% A.54% (34/63) of the students identifiedthe correct costof attendance B.49% (31/63) of the students identified the correct process formatriculation C.92% (58/63) of the students identified the correct educational routes available at CCs.

    39. Column V: Use of Results Align clearly withColumn IV: Summary of Data Collected • Use consistent terms / language • Examine each outcome individually 

    40. Column V: Use of Results Report whether or not the students were able to meet the set “Standard” Describe any action that was taken • What was the action? • How was it accomplished? • Who completed the action? • When was it completed?  

    41. Column V: Use of Results • If NO ACTION was needed, make a statement as to why. • Also, address: • further investigations or questions this study brought to attention • meaningful dialogue that took place as a result of this study …  

    42. Column V: Use of Results 1) Although the 90% standard was not met for presentation exit surveys, the results were excellent with an average of about 80% of the prospective students demonstrating knowledge of all information tested. 1) After Presen- tations A. 76% correct cost B. 77% correct process for matriculation C. 86% correct educational routes Therefore, after much discussion, Outreach staff decided to adjust the standard to a more reasonable expectation of 80% correct response overall. No further action is needed. 2) While prospective students surpassed the 90% standard of knowledge for educational routes (C)in the surveys for tours, only 54% and 49% demonstrated knowledge of (A) cost of attendance and (B) matriculation process. 2) AfterTours A. 54% correct cost B. 49% correct process for matriculation C. 92% correct educational routes Therefore, Outreach staff decided to focus on tours for SLO Cycle 2. In an effort to improve student learning, the supervisor of Outreach, Veronica Pizano: • created a check list of information to be covered during every tour (completed June 30, 2006), and • incorporated this check list into the staff / tour guide training for Sept. 2006.

    43. Column V: Use of Results • Notice that the use of results is written using “past tense” verbs. • Using “past tense” makes the final document much more convincing. • However, it could take as long as a year to actually use the results, and finalize the 5-column model. • Therefore, we use the “Planned Action Matrix” as a plan for using the results, keeping in mind that the “plan” is flexible.

    44. Column V Resource: Planned Action Matrix Note: If NO ACTION is needed, make a statement as to why.

    45. Column V Resource: Planned Action Matrix Copy Column IV from your 5-Column Model here—Address each piece of data collected. Note: If NO ACTION is needed, make a statement as to why.

    46. Column V Resource: Planned Action Matrix Based on this Data —WHAT needs to be done? Note: If NO ACTION is needed, make a statement as to why.

    47. Column V Resource: Planned Action Matrix HOW will you accomplish this Planned Action? Note: If NO ACTION is needed, make a statement as to why.

    48. Column V Resource: Planned Action Matrix WHO will complete the Planned Action? Note: If NO ACTION is needed, make a statement as to why.

    49. Column V Resource: Planned Action Matrix WHEN will the Planned Action be completed? Note: If NO ACTION is needed, make a statement as to why.

    50. Column V Resource: Planned Action Matrix Note: If NO ACTION is needed, make a statement as to why.