key communities and objectives outcomes- based assessment telling the story results closing the loop
Post on 19-Dec-2015
213 views
TRANSCRIPT
Taking Evidence Seriously: Assessment as a Tool to Tell a Story
Taé Nosaka, Assistant DirectorLory Ann Varela, Research Coordinator
Key Learning CommunitiesCenter for Advising & Student
Achievement
Key Communiti
es and Objectives
Outcomes-Based
Assessment
Telling the
Story
Results
Closing the
Loop
CLUSTER COURSES
RESIDENTIAL COMMUNITY
(Braiden Hall)
FEEDBACK/ CONNECTION
Peer Mentors
Key Communities Structure
Social Integration
Academic Integration
Intrusive Advising
EARLY
ORIENTATION
Objectives of Key Develop a strong community with an
academic focus Provide opportunity for shared learning Provide access to feedback, information,
and opportunities Foster a healthy, diverse communities
in which learning and academic achievement are encouraged and respected
Offer enriched opportunities for involvement and leadership development
Objectives (cont’) Promote high academic
performance (GPA) Promote high retention and
graduation rates Promote academic engagement and
campus involvement Promote student satisfaction with
their university experience
Outcomes-Based Assessment Outcome
› What do we want Key to accomplish? Strategy
› What is in place to achieve that outcome? Assessment Method
› How are we going to measure that outcome?
Criteria› How will you know if the “numbers” are
“good”?
Key Outcome Example #1
Key Communities Outcome #1› Students in the Key Communities will have higher
retention rates then similar students not participating in Key
Strategy› Students meeting 1:1 with Key Mentors three times per
semester, Mid-Semester Academic Progress Conferences, Taking Stock at Mid-Semester Early Warning, Academic Success Workshops (2 mandatory), Referrals to campus resources, Co-enrollment in cluster classes.
Assessment Method› First-Year Retention Data
Criteria› Key students will have higher first-year retention rates
Key Outcome Example #2
Outcome› Students in the Key Communities will have an increased
awareness of diversity in terms of: 1) Opportunities to learn about other cultures by participating in Key 2) Interacting with students from backgrounds different from their own, 3) Having a greater understanding of people different from self because of experience in Key 4) Attending cultural events outside of their own culture.
Strategy› Living in a diverse community, discussing topics around diversity
in KEY 192 classes, requiring students to attend at least 1 cultural activity per semester
Assessment Method› Student reports on Fall and Spring Program Evaluations
Criteria› At least 80% of students on all four goals
Key Outcome Example #3 Outcome
› Determine the components of the Key Academic Community that students find most beneficial in the fall semester in order to develop a structure for the spring semester that will help alleviate the “spring semester slump” that has been experienced
Strategy› 1) Co-enrolling in Cluster Classes with Key students› 2) Having a Key Mentor› 3) Living in Braiden Hall with Key students› 4) The Key Seminar Class› 5) The Plan for Excellence filled out during Key Orientation› 6) Key Academic Success Workshops (Time Management, Study Skills, etc)› 7) Moving in early› 8) Mid semester Academic Progress Conferences› 9) Resident Assistant› 10) Key Orientation
Assessment Method› Fall Program Evaluations for 2 years
Criteria› Determine top three most beneficial components
Telling the Key Story
Key
Student’s Experienc
e
Faculty Experienc
e
Key Mentor
Experience
Retention and Academic
Performance Data
Program Evaluations: the Students’ Story
Every Fall and Spring Semester Paper Copy given in Seminar Classes
(fall) Student Voice (spring) Specific questions addressing
outcomes Sample What do we learn from these?
Highlights from Fall 2007 Program Evaluations
92% response rate 82% of Key students were satisfied
with their decision to participate in Key
30% said that Key was a large factor in their decision to stay at CSU (retention)
Highlights from Fall 2007 Program
Evaluations 90% indicated that Key was
welcoming of students of their background and experience (sense of belonging)
89% noted that they had the opportunity to interact with students from backgrounds different from their own (diversity)
Online Survey: The Story of our Faculty
Fall 2007 using Student Voice Highlights
› 100% satisfied with their experience teaching
› Motivated by students, being asked, extra salary
› Most positive experience: class discussions, students in smaller groups, students’ growth
› Challenges: motivating students› Incentives: higher compensation
Key Mentor Focus Groups: The Mentors’ Story
Fall 2007 using 2 Focus Group with 17 staff (20 total) Highlights
› 94% indicated they would return to position› Valuable experiences include meaningful connections
with people, skills in relationship and advising, and personal growth and development
› Skill development reported with counseling, organizational, communication, balance, boundaries and expectations
› Challenges included a disconnect with T.A. position› Recommendations on training, advice for new staff on
developing relationship, and the meaningfulness of Peer Mentor role
Key Academic Community First Year Retention FA03-FA06 Cohorts
All FA03 FA04 FA05 FA06
83.16%
86.34%
83.24%85.14%
77.98%
81.57% 82.14% 82.03%81.03% 81.06%
Key Academic CSU
Key Academic Community First Year Retention, Students of Color
All FA03 FA04 FA05 FA06
84.93%88.24%
85.42% 86.05%
80.00%78.82% 77.48%
82.98%
77.44% 77.41%
Key Academic CSU
Key Service Community First Year Retention, Non-Residents
All FA05 FA06
79.98%81.82%
78.13%
73.92% 73.87% 73.97%
Key Service CSU
Key Plus Community
Persistence to 3rd FallAverage rates for Key Plus 2001-2003 Entering Classes and CSU
1998-2001 Entering Classes
95.3%
85.6%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
Persistence from 2nd Fall to 3rd Fall
Key Plus CSU
Key Academic and Service GPA Compared to CSU
22.12.22.32.42.52.62.72.82.9
3
FA05 FA06 FA07
2.9 2.92
2.842.78
2.69 2.66
Key
CSU
Examples of Program Improvement or Change
Key Academic Community = Spring Seminar
Key Plus Community = Options “Office Hour” to “Administrative Hour” Stool in the Key Mentor Office TA Training for Mentors Consolidating Key Communities in
Braiden Hall
Other sources for assessing Key
Taking Stock at Mid-Semester
National Study of Living Learning Programs (NSLLP)
Key Alumni Survey