Updates for Advisenet50708 Cheryl L' Ney , Academic Programs

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Updates for Advisenet-5/07/08 Cheryl L. Ney ,
Academic Programs

• Update on WASC
• 1. Current status of the self study
• 2. Two results from Fall Academic Senate
  retreat CFR 1.2 and 1.5
• Update on NSSE 2008/FSSE 2008
• Introduction to YFCY 2005 data

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Fall Academic Senate Retreat Institutional Self
Review of WASC Standards

• 44 Retreat Participants
• 10 Administrators, 26 Faculty, 7 Staff members
  and 1 Student
• 39 items (termed criteria for review-CFRs)
  from the WASC Institutional Self Review were
  examined
• Items were rated for how well we do on them as an
  institution
• 1 we do this well
• 2 aspects of this need our attention
• 3 this item needs significant development
• 4 does not apply or not enough evidence to
  address
• Items were ranked for the importance of the need
  to address the item 1 high priority
• 2 lower priority
• 3 does not need to be addressed at this time
• Responses were tallied to provide a mean rating
  and a mean ranking.

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Criteria for review items where rating/ranking
align or nearly align

• CFR 1.2 received the highest rating of needs
  significant development as well as the highest
  priority ranking to address the item.
• CFR 1.2 Educational objectives are clearly
  recognized throughout the institution and are
  consistent with stated purposes. The institution
  has developed indicators and evidence to
  ascertain the level of achievement of these.

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Criteria for review items where rating/ranking
align or nearly align

• CFR 1.5 received the second highest rating of
  needs significant development and was the
  fourth highest priority ranking to address the
  item.
• CFR 1.5 The institution demonstrates an
  appropriate response to the increasing diversity
  in society through its policies, its educational
  and co-curricular programs, and its
  administrative and organizational practices .

• Aligns with WASC Self-Study
• Outcome 2 Institute mechanisms to become a more
  diverse, respectful and inclusive community.
• Theme 1 Learn-by-doing
• Theme 3 Integration of Educational Experience
• Theme 4 Our institutional Identity

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Examples of WASC CFRs related to student support

• CFR 2.3 The institutions expectations for
  learning and student attainment are clearly
  reflected in its academic programs and policies.
  These include the organization and content of the
  institutions curricula admissions and
  graduation policies the organization and
  delivery of advisement the use of its library
  and information resources and (where applicable)
  experience in the wider learning environment
  provided by the campus and/or co-curriculum.

• CFR 2.13. Student support servicesincluding
  financial aid, registration, advising, career
  counseling, computer labs, and library and
  information servesare designed to meet the needs
  of the specific types of students the institution
  serves and the curricula it offers.

This item was in the top 10 does not to be
addressed at this time.
This item was in the top 10 of Priority to
address.
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Our Educational Effectiveness tied to our
Learning Objectives

• UNIVERSITY LEARNING OBJECTIVES
• All students who complete an undergraduate or
  graduate program at Cal Poly should be able to
• Think critically and creatively
• Communicate effectively
• Demonstrate expertise in a scholarly discipline
  and understand that discipline in relation to the
  larger world of the arts, sciences, and
  technology
• Work productively as individuals and in groups
• Use their knowledge and skills to make a positive
  contribution to society
• Make reasoned decisions based on an understanding
  of ethics, a respect for diversity, and an
  awareness of issues related to sustainability
• Engage in lifelong learning
• -Approved by President Baker January 23, 2007

• Diversity Learning Objectives
• All Students who complete an undergrad grad
  program should be able to make reasoned decisions
  based on a respect and appreciation for diversity
  (as defined in the Cal Poly Statement on
  Diversity)
• They should be able to
• Demonstrate an understanding of relationships
  between diversity, inequality, and social,
  economic, and political power both in the U.S.
  and globally
• Demonstrate knowledge of contributions made by
  individuals from diverse and/or underrepresented
  groups to our local, national, and global
  communities
• Consider perspectives of diverse groups when
  making decisions
• Function as members of society and as
  professionals with people who have ideas,
  beliefs, attitudes, and behaviors that are
  different from their own
• -Academic Senate Resolution 663-08, approved by
  President Baker March 24, 2008

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Venn Diagram
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National Survey of Student Engagement (NSSE) An
Institutional Measure of Effectiveness

• Survey addresses
• What students do time, energy devoted to
  educationally purposeful activities
• What institutions do using effective
  educational practices to induce students to do
  the right things.
• Based on sound research about student engagement
• Quality of effort (Pace)
• Student involvement (Astin)
• Social/academic integration (Tinto
• Good practices in UGE (Chickering and Gammon) and
  
• Learning and development model of Pascarella

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About the NSSE survey

• Initiated in AY 2000.
• Project director George Kuh
• National design team chaired by Peter Ewell,
  National Center for Higher Education Management
  Systems
• Survey Administered by Indiana University Center
  for Postecondary Research
• AY 2007 Administration 275,000 students at 600
  institutions
• For more information http//nsse.iub.edu/index.cf
  m

• 2007 83 items on the survey
• Items have content validity
• Designed and tested for validity and reliability
• Relatively stable over time
• Student will participate
• Paper or web mode
• Survey is centrally administered by third party
  in Spring term
• Data for Cal Poly is benchmarked with 8 of the
  CSUs (in 05), Masters I and all NSSE takers
• (in 01, 02, 03, 05)

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Preliminary NSSE Data Report Significant Items
Academic Challenge Institutional Emphasis
FY and SR all years
Significant for FY in AY 05
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Preliminary NSSE Data Report Significant
ItemsActive and Collaborative Learning
FY and SR all years
Significant for SR in AY 05
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Preliminary NSSE Data Report Significant
ItemsEnriching Educational Environment
Significant for SR in AY 05
FY and SR all years
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Preliminary NSSE Data Report Significant Items
Student Faculty Interaction
Significant for FY in AY 05
FY and SR all years
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Preliminary NSSE Data Report Significant Items
Enhancing Cultural Competence
Significant for FY in AY 05
FY and SR all years
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Preliminary NSSE Data Report Significant
ItemsEnhancing Cultural Competence
Significant for FY and SR in AY 05
FY and SR all years
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Preliminary NSSE Data Report Significant
ItemsStudent Satisfaction
FY and SR all years
Significant for FY in AY 05
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Evidence of Educational Effectiveness NSSE 2008
Update

• Active campaign this spring to drive FY and SR to
  email from wdurgin_at_calpoly.edu and take the
  online survey.
• Facebook ad, stall talk, met with hall councils
• 2800 responses, up from 1400 in 2005.
• We will have the results back to us next fall.
• Please let me know if you NSSE data in
  combination with other types of data for any
  planning!

• FSSE 2008 Faculty perceptions of student
  responses to NSSE questions
• 42 response rate, about 400 respondents
• Active discussion in fall

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YFCY 2005 Draft Report

• Your First College Year (YFCY) was developed as
  a comprehensive assessment tool for the
  first-year experience
• In 2005 at Cal Poly
• The survey was administered as a paper one,
  offered in a proctored environment. A letter was
  sent from the Provost and VP of Student Affairs
  inviting students to participate.
• 409 Male FY students and 446 Female FY students
  completed the survey in May 2005.

• Significance of the YFCY findings
• This report presents those items where Cal Poly
  FY responses were statistically significantly
  different than the national cohort (difference
  between means is significant at the 99
  confidence level). In addition, statistically
  significant differences between Cal Poly male and
  female responses are also provided.
• Please let me know if youd like to know more.
  There are 237 survey items!
• Please let me know if the data makes sense and/or
  if you use it to inform plans.

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YFCY 2005 Examples

• QUESTION 1
• Since entering this college, how successful have
  you felt at the following
• 1Unsuccessful 2Somewhat successful
  3Completely successful
• CP FY feel less successful than FY at all other
  institutions at understanding what professors
  expect academically, developing effective study
  skills, adjusting to the academic demands of
  college, managing their time, and getting to know
  faculty.

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YFCY 2005

• QUESTION 3
• Since entering this college, how often have you
  felt
• 1Not at all 2Rarely 3Occasionally
  4Frequently

CP FY feel the following less often than FY at
all other institutions isolated from campus
life, inspired by courses, they let jobs,
family, and social life interfere with school,
and concerned with life after college but feel
intimidated by their professors more than FY at
all other institutions. CP Female FY feel the
following more often than CP Male FY
intimidated by professors, inspired by courses,
and they let job, family, and social life
interfere with school.
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YFCY 2005

• QUESTION 3
• Since entering this college, how often have you
  participated in the following activities
• 1Not at all 2Rarely 3Occasionally
  4Frequently
• CP FY participate in the following less than FY
  at all other institutions turn in assignments
  late, speak up in class, worked on professors
  research project, date, receive educational
  advice or emotional support from professor, work
  with advisor to select courses, receive advice
  from junior/senior, and read the newspaper as
  part of class. CP Female FY date more than CP
  Male FY.

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YFCY 2005

• CP FY participate in the following more often
  than FY at all other institutions discuss
  courses with students outside of class, turn in
  assignments that do not reflect their best work,
  receive negative feedback about academic work,
  read a newspaper, witness academic cheating, and
  have difficulty getting into needed courses. CP
  Female FY discuss courses more and turn in
  assignments that do not reflect best work less
  than CP male FY.

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YFCY agreement with NSSE

• QUESTION 2
• If choosing again, would you still choose to
  enroll at this college?
• 1Definitely no 2Probably not
• 3Not sure
• 4Probably
• 5Definitely yes

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Evidence of Educational Effectiveness the WASC
self study years

• How do the university learning objectives inform
  your work with students?
• What kind of evidence does your unit have on
  educational effectiveness?
• What are the processes by which your unit works
  to improve the quality of what we offer to
  students for the benefit of their learning?