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Do We Dare Slow Down? Taking the Time to Assess

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How aligned are you to the university's learning paradigms? ... Instruction is an academic enhancement program that utilizes peer-assisted study ... – PowerPoint PPT presentation

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Title: Do We Dare Slow Down? Taking the Time to Assess


1
Judith Olson-Fallon Lori Young James Eller
Do We Dare Slow Down? Taking the Time to Assess
2
Why Do We Assess in Student Affairs?
  • 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

3
Basic Assessment To-Do List
  1. Departmental assessment leader
  2. Assessment vocabulary
  3. University, division, and department mission
  4. Demographic information in an unobtrusive manner
  5. Buy-in from staff
  6. Format for reporting data
  7. Assessment decisions
  8. Assessment calendar

4
Some Basic Assessment Terms
  • Assessment
  • Evaluation
  • Formative Assessment
  • Summative Assessment
  • Qualitative versus Quantitative Data
  • Goals/Outcomes/Objectives/KPIS

5
What Are Student Affairs Goals?
  • Are we supporting the academic community?
  • 2. Are we working on helping students develop
    outside the classroom?
  • 3. Are we providing basic services?

6
Student Affairs Assessment Outcomes
  • Program Outcomes Meaningful, Measurable,
    Manageable
  • Student Outcomes
  • Reflect-Indirect Datastudents show how to
  • handle situations
  • Demonstrate-Direct Datastudents show how their

  • behavior changed

7
Questions to Spur on Student Affairs Assessment
  • What do you expect students to know when they
    leave your services/programs?
  • How aligned are you to the universitys learning
    paradigms?
  • Which students are you targeting for your
    services/programs?
  • Are your services/programs helping students to
    make the connection in and out of the classroom?
  • Are your goals building on your staffs
    individual goals and departmental goals?

8
Mission Statements
  • Universitys Mission
  • to strive to be the most powerful learning
    environmentto have a transformative impact on
    all that teach, learn
  • Student Affairs Mission
  • to provide programs, facilities, and services to
    extend and enhance students, faculty, and staff
    experiences
  • ESS Educational Services for Students
  • to empower students to maximize their learning
    experiences at Case.

9
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.
10
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

11
Why We Need to Assess and Evaluate the SI Program?
  • High profile program
  • SI Leaders work autonomously
  • Continued university funding and support

12
What We Need to Assess
  • Student Satisfaction
  • SI Leader performance
  • Program effectiveness
  • Student demographics and usage

13
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

14
Outcomes of Assessment Efforts
  • Ideas for program improvement
  • Quality control of program delivery
  • Statistics and data to secure funding support

15
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.

16
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

17
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

18
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

19
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

20
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)

21
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

22
Do We Dare Slow Down? Taking Time to Assess
  • Questions?

23
Thank You!
24
Judith Olson-Fallon Lori Young James Eller
Do We Dare Slow Down? Taking the Time to Assess
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