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Assessing Student Services: Getting Started at a Community College Bradley Custer, MA Coordinator, Code of Conduct Moraine Valley Community College
Goals Assessment terms Types Methods Applied examples Strategies for getting started Steps of the assessment process
Review of Terms Research – diligent and systematic inquiry or investigation into a subject in order to discover or revise facts, theories, applications, etc. Assessment – any effort to gather, analyze, and interpret evidence which describes institutional, departmental, divisional, or agency effectiveness Evaluation – any effort to use assessment evidence to improve institutional, departmental, divisional, or agency effectiveness
Types and Methods of Assessment • Tracking • Outcomes • Needs • Satisfaction • Environmental • Others • Selecting the appropriate type and method • Surveys • Program Evaluations • Focus Groups • Statistics • Writing Samples • Interviews
Tracking • Who uses programs, facilities and services? • Demographics • How many? • When? • Methods: database, spreadsheets, tallies
MVCC - Tracking • Excel spreadsheet • Online Database: Conduct Manager by Maxient • Referrals • Sanctions • Violations • Deadlines • Demographics
Outcomes Assessment • Impact of service/program on student learning or development • Learning Outcomes • What was learned? (skills, knowledge) • How will behavior or thoughts change as a result? (civic responsibility, inter/intra-personal development) • Programmatic Outcomes • Did you do what you said you would do? • What did the student complete? • Methods: tests/exams, surveys, pre/post analysis
MVCC - Outcomes • Learning Outcomes (Objectives) • Each student who participates in the student conduct process will learn about the legal, academic, emotional, and/or physical consequences of his/her behaviors. • Each student who participates in the student conduct process will understand how his/her conduct affects him/herself and others. • Programmatic Outcomes (Objectives) • Each student charged with a violation of the Code will be given proper notice and will have a fair hearing.
MVCC- Outcomes • National Assessment Student Conduct Adjudication Project (NASCAP) • Student Conduct Adjudication Process Questionnaire (SCAPQ) • Email survey • Annual study • “As a result of my hearing, I learned one or more skills to help me avoid violating institutional policy in the future.” • “I better understand the academic consequences related to my alleged misconduct.” • Ethics Workshop Evaluation • Pre-post analysis
Satisfaction Assessment Are student experiences with programs, services, or learning opportunities of high quality? Were needs met? Did students enjoy the program? Did students get what they wanted? What could have been better? “I was treated in a respectful manner.” Methods: program evaluations/surveys
Needs Assessment “conditions, resources, services, and learning opportunities that students need in order to meet their educational goals” What do students need vs. want? What problems do students have? Methods: focus groups, surveys, written comment cards
Environmental Assessment “Elements and conditions of the college campus affect student learning and growth” How would they describe the climate or culture? Do students feel supported? Do employees/students know about your service/program? What is the climate like for women? “Administrators, faculty members, and coaches at this institution demonstrate high moral character.” Methods: Survey, focus groups
Dropout Assessment RETENTION Why don’t students come back? Where do they go? How can you get them back? Methods: phone conversations, surveys
Others • Resource Assessment • Time • Personnel • Cost effectiveness • Comparative Institution Assessment • Benchmarking • Regional/ national studies • Public data • Internal Audit • Council for the Advancement of Standards (CAS)
Reporting Results • Evaluate data • Implications of data • Calls for action • Revisions to programs/policies • Addition of services • Additional studies • Reporting the results effectively • Prepare multiple reports for multiple audiences • Reader friendly • Short • Transparency
Steps in the Assessment Process Define the problem Determine the purpose of the study Determine where to get the information needed Determine the best assessment methods Determine whom to study Determine how the data will be collected Determine what instruments will be used Determine who should collect the data Determine how the data will be analyzed Determine the implications of the study for policy & practice Report the results effectively
General Tips Start small One project at a time Write learning outcomes Avoid large committees Remember to evaluate! *Accreditation bodies want to see assessment of student services
Resources Upcraft, M. L., & Schuh, J. H. (1996). Assessment in student affairs: A guide for practitioners. Schuh, J. H., Upcraft, M. L., & Associates. (2001). Assessment practice in student affairs: An applications manual. Schuh, J. (2009). Assessment methods for student affairs. Moraine Valley Code of Conduct Assessment Website
Contact Bradley Custer, MA (708) 608-4272 Email Linkedin Website