FROM STUDENT SUCCESS COURSE TO COLLEGE COMPLETION: MAKING ASSESSMENT CONNECT Amy Baldwin Chair of College Studies Pulaski Technical College Brian Tietje Vice Provost of International, Graduate and Extended Education Cal Poly State University, San Luis Obispo 35 th Conference on Teaching and Leadership Excellence Austin, TX May 28, 2013

FACULTYADMINISTRATOR WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?

FACULTY Engagement Learning/mastery Course progression ADMINISTRATOR Persistence Completion/graduatio n Job placement WHAT STUDENT SUCCESS GOALS DO YOU WANT STUDENTS TO ACHIEVE?

A TALE OF TWO GOALS WHAT FACULTY WANT WHAT ADMINISTRATORS WANT

PULLING IT ALL TOGETHER Course goal/topic Course assignment/assessment Institutional goal Institutional assessment Student learning/college completion

GOAL SETTING

CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALS COURSE LEVEL Students will be able to identify realistic academic and career goals for themselves. INSTITUTIONAL LEVEL The institution will score at the cohort average or better on student graduation and transfer rates from the IPEDS report.

ASSESSING GOAL SETTING AT THE COURSE LEVEL QUICK ASSESSMENT Minute paper ASSIGNMENT Mission statement and goals

What does the acronym SMART stand for in relation to goal setting? GOAL SETTING: MINUTE PAPER

Write a mission statement Create two long-term academic goals with three short-term academic goals to support each long-term goal. GOAL SETTING: ASSIGNMENT

ASSESSING GOAL SETTING AT THE INSTITUTIONAL LEVEL Integrated Postsecondary Education Data System (IPEDS) Community College Survey of Student Engagement (CCSSE) College Scorecard

GOAL SETTING: CCSSE

GOAL SETTING: IPEDS

CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATA COURSE LEVEL Proportion of students who can develop SMART academic goals INSTITUTIONAL LEVEL Retention and graduation rates

FACULTY-STUDENT INTERACTION

CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALS COURSE LEVEL Students will be able to actively engage with their instructors both within and outside the classroom. INSTITUTIONAL LEVEL The institution will score at the cohort average or better on The faculty-student interaction benchmark from the CCSSE report.

ASSESSING FACULTY-STUDENT INTERACTION AT THE COURSE LEVEL QUICK ASSESSMENT Muddiest point Think-Pair-Share ASSIGNMENT Who’s in your circle/relationship- building assignment

What challenges are you experiencing with making connections with faculty and staff at the college? FACULTY/STUDENT INTERACTION: MUDDIEST POINT

Identify three people in your network who are clearly supporting your academic goals. Include at least one faculty. Describe a plan for strengthening your relationship with all three people. FACULTY/STUDENT INTERACTION: ASSIGNMENT

ASSESSING FACULTY-STUDENT INTERACTION AT THE INSTITUTION LEVEL Community College Survey of Student Engagement (CCSSE) Student evaluations of faculty

FACULTY-STUDENT INTERACTION: CCSSE

CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATA COURSE LEVEL Proportion of students who can identify a faculty member in their support network and describe a plan for using that person a a resource INSTITUTIONAL LEVEL Proportion of students reporting that they discuss grades or assignments with an instructor often or very often (via CCSSE)

FINANCIAL LITERACY

CONNECTING COURSE-LEVEL GOALS TO INSTITUTIONAL GOALS COURSE LEVEL Students will be able to calculate the cost of their education, compare that cost to their available resources, and develop a plan for closing the gap. INSTITUTIONAL LEVEL The institution will maintain a student loan default rate below 10% as reported by the Department of Education Statistics.

ASSESSING FINANCIAL LITERACY AT THE COURSE LEVEL QUICK ASSESSMENT Directed response Pre-test/post-test ASSIGNMENT Financial aid literacy assignment

FINANCIAL LITERACY: PRE- AND POST-TESTS PRE-TESTPOST-TEST

This is Rodney. He is a new student in college. He just started college this semester. He will be a full-time student with a part-time job. Help Rodney decrease his dependency on loans, graduate more quickly, and fulfill his goal of transferring to UALR. FINANCIAL LITERACY: ASSIGNMENT

ASSESSING FINANCIAL LITERACY AT THE INSTITUTIONAL LEVEL Integrated Postsecondary Education Data System (IPEDS) Department of Education Statistics

FINANCIAL LITERACY: DEPT OF EDUCATION

CONNECTING COURSE-LEVEL DATA TO INSTITUTIONAL DATA COURSE LEVEL Proportion of students who can identify strategies for decreasing their dependence on student loans INSTITUTIONAL LEVEL Institutional student loan default rate

PULLING IT ALL TOGETHER Course goal/topic Course assignment/assessment Institutional goal Institutional assessment Student learning/college completion

THANK YOU FOR ATTENDING Amy Baldwin Chair of College Studies Pulaski Technical College Brian Tietje Vice Provost of International, Graduate and Extended Education Cal Poly State University, San Luis Obispo 35 th Conference on Teaching and Leadership Excellence Austin, TX May 28, 2013 itsinthesyllabus.com