do we dare slow down? taking the time to assess judith olson-fallon lori young james eller
TRANSCRIPT
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Do We Dare Slow Down? Taking the Time to Assess
Judith Olson-FallonLori YoungJames Eller
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• Celebrate success• Find what students need versus what they want• Determine which programs to keep and which
to eliminate• Reallocate resources• Compare programs/services across time• Determine student utilization• Improve existing programs
Why Do We Assess in Student Affairs?
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Basic Assessment To-Do List
1. Departmental assessment leader2. Assessment vocabulary3. University, division, and department mission4. Demographic information in an unobtrusive
manner5. Buy-in from staff6. Format for reporting data7. Assessment decisions8. Assessment calendar
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Some Basic Assessment Terms
Assessment
Evaluation
Formative Assessment
Summative Assessment
Qualitative versus Quantitative Data
Goals/Outcomes/Objectives/KPI’S
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What Are Student Affairs Goals?
1. Are we supporting the academic community?
2. Are we working on helping students develop outside the classroom?
3. Are we providing basic services?
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Student Affairs Assessment Outcomes
Program Outcomes: Meaningful, Measurable, Manageable
Student Outcomes: Reflect-Indirect Data—students show how to
handle situations
Demonstrate-Direct Data—students show how their
behavior changed
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Questions to Spur on Student Affairs Assessment
1. What do you expect students to know when they leave your services/programs?
2. How aligned are you to the university’s learning paradigms?
3. Which students are you targeting for your services/programs?
4. Are your services/programs helping students to make the connection in and out of the classroom?
5. Are your goals building on your staff’s individual goals and departmental goals?
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Mission Statements
University’s Missionto strive to be the most powerful learning environment…to have a transformative impact on all that teach, learn…
Student Affairs’ Missionto provide programs, facilities, and services to extend and enhance students, faculty, and staff experiences
ESS Educational Services for Studentsto empower students to maximize their learning experiences at Case.
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Assessing Existing/Established Programs
SUPPLEMENTAL INSTRUCTION (SI)Supplemental Instruction is an academic enhancement program that utilizes peer-assisted study sessions led by SI Leaders, former students who have succeeded in the course and trained by ESS. SI sessions are regularly-scheduled, informal review sessions in traditionally difficult courses.
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SI Data – Fall 2005
Total students enrolled in courses with SI sessions: 1834
Total students attending at least one SI session: 1677
Percentage of students attending SI sessions: 91.4%
Total number of sessions: 385
Total number of visits by students to SI sessions: 7410
Average attendance at each session: 19.2
Average visits per student: 4.42
Number of SI Leaders: 23
Number of courses supported by SI Sessions 11
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Why We Need to Assess and Evaluate the SI Program?
• High profile program
• SI Leaders work autonomously
• Continued university funding and support
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What We Need to Assess
•Student Satisfaction
•SI Leader performance
•Program effectiveness
•Student demographics and usage
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WHEN and HOW We Assess the SI Program
• On-going (formative)Meetings, bi-weekly reports, attendance sheets
• Mid-term (formative)Supervisor/mentor observations and student
surveys
• End-of-semester (summative)Student surveys, individual supervisor meetings,
end-of-semester report, and data summary/analysis
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Outcomes of Assessment Efforts
• Ideas for program improvement
• Quality control of program delivery
• Statistics and data to secure funding support
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Using Assessment to Enhance or Expand Services and Programs
Peer Tutoring
Students nominated by professors and trained to assist students in undergraduate courses at Case.
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Peer Tutoring at Case
Current Format
• Face-to-face
• Appointments scheduled using TutorTrac
• TutorTrac accessible via the Interent
• Tutors create availabilities
• Students select appointment times
• Limited use of Instant Messaging (“Office Hours”)
Previous Uses of Technology in Peer Tutoring
• BlackBoard
• Instant Messaging
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Benefits of an Intentional Approach
• Save Time• Time required to supervise program or service • Train students and supervisors to use the technology
• Save Money• Software• Training• Contracts
• Preserve Other Resources• Technology that may be used in other areas• Expertise that may be required to maintain technology
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Process for Assessing the Expansion of an Existing Services and Programs
•Advances in technology• Can limit or benefit program or service
• Avoid novelty of technology• Technology alone is not justification for change• Assess service to determine need for change
• Research existing technology and its uses• Similar institutions with similar student
population and demographics• Commercial services
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Using Assessment to Enhance or Expand Services and Programs
• Assess effectiveness of current program • Needs-based assessment• Include users of program• Can be expanded to include non-users
• Create and implement a trial of the technology• Limit trial participation initially• Progressively expand trial to include potential
users• Implement on limited basis
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Using Assessment to Enhance or Expand Services and Programs
• Evaluate trial
• Compare trial results with needs assessment data
• Recommendations for implementation
• Consideration of other applications– Supplemental Instruction (SI)
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Do We Dare Slow Down? Taking the Time to Assess
Wrap Up
• Next steps in assessment for ESS
• Next steps for assessment within Student Affairs
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Do We Dare Slow Down? Taking Time to Assess
Questions?
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Thank You!
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Do We Dare Slow Down? Taking the Time to Assess
Judith Olson-FallonLori YoungJames Eller