Student Services Meeting December 11, 2014

Accountability…  What gets measured gets done  If you can’t see success, you can’t evaluate it  If you can’t recognize failure, you can’t correct it (Brad Phillips, 2014)

 The institution evaluates student support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.

…We should be doing this systematically supported by processes!

The culture of compliance  Do we match what accreditation wants? …We forget about the students.  Accreditation should not be why we are doing it; it is for our students. The culture of intentionality  We are no longer worried about if ACCJC likes what we are doing, but how what we are doing is helping the student meet their goals and succeed. (David Marshall, 2014)

 How do we want students to be different as a result of what we are doing for them?  Help students understand the outcome. Make SLOs explicit and studies (all kinds) show students will meet the outcomes.  Outcomes offer students goals. (David Marshall, 2014)

Student Achievement Student Learning Institution-Set Standards

Student Achievement Data, something a student earns during his or her academic career, including:  Course completion  Term-to-term retention  Progression to the next level of sequenced courses  Program completion  Degree/certificate completion  Scores on licensure exams  Job placement  Transfer rates

 Student Learning Outcomes Data, what students have gained during the educational experience, such as knowledge, skills, experience, values, beliefs, and so forth.  Assess how well students are attaining intended learning outcomes.

Collecting data based on various goals set by the institution including:  Institution-Set Standards  Student Services program review data, such as financial aid, academic counseling, personal counseling, health service, etc., and whether these services are successfully meeting their self-assigned goals and/or mission statements.

 Should directly reflect what you do (actions) to support and achieve the mission of your program.  Are the primary measures of program effectiveness.  Allow for continuous improvement.

 Invaluable in the process.  Ask students first, and then plan.  Determine interventions that will be most effective in reaching our goals.  Prioritize actions that most directly impact students.

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 Mission  Educational Master Plan  Strategic Action Plan  Institution-Set Standards/Student Achievement  ISLOs  PSLOs/Program Effectiveness Measures  Student Learning

 Student Success  Orientation  Assessment  Couns, Adv, Ed Planning  Follow-up  Equity  Access  Course Completion  ESL/Basic Skills  Degree/Cert Completion  Transfer