Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 5 of The Illinois Commitment Assessment and Transformation of MCC101: The College Experience McHenry County College What issue or need is addressed by the effective practice? It is part of the College’s mission to provide an opportunity for all students to become successful. Through participation in MCC101: The College Experience, students have the opportunity to hear about campus resources, study the best practices for success in college, learn online by using Distance Education technology, use interpersonal communications respectfully, develop self-management practices, and meet other students. It is important to us to be available to new students early in their college career to answer their questions, discuss their expectations, and provide them with tools appropriate for college. To this end, the MCC101 course must be continually improving to meet student needs. Description of the effective practice: The end of program assessment of the MCC101: The College Experience, showed that students did receive benefit from the course. The assessment also highlighted the need: a) to develop hybrid and online courses to augment the traditional course delivery method; and b) to revise the course content. Beginning Fall 2006, the majority of MCC101 courses will be either hybrid or online. The course content will have four core areas of concentration that all sections must have: time management, diversity, information literacy, and student responsibility. Students will be given the opportunity to tailor the course to their own individual needs by selecting three elective seminars (from a list of eighteen seminars) to attend. The seminars are: academic advising, financial management, partner violence, distance education, campus safety, effective communication within student organizations, financial aid, exploring the job market, interviewing skills, communication and conflict resolution, Sleep!, stress management and relaxation techniques, healthy relationships, building self esteem, working with difficult people, choosing a career, balancing work, life and having a social life too, and math anxiety How does this practice achieve sustainability? The College has been selected to participate in the Foundations of Excellence process. The Foundations of Excellence is a comprehensive, guided self-study and improvement process for the first year that will enhance the College’s ability to realize its goals for student learning, success, and persistence. The Foundation of Excellence will provide the bulwark upon which future MCC101: The College Experience courses will be built. Specifically, the Foundation of Excellence process will: • link academic and student affairs in a collegial process • engage faculty, student services, institutional research, and resource development professionals in first-year reform efforts • focus on institutional behavior rather than student behavior • focus the retention conversation on intentionality and educational quality • use qualitative assessment supported by quantitative data and external support • help the College to move away from a piecemeal approach to the first year toward an intentional comprehensive approach • be integrated with accreditation-related assessment measurements • result in a plan for change leading to significant first-year improvement What are the results/measurable outcomes? A quantitative survey was administered in all sections to measure student awareness of the content of the course, e.g. campus resources, assessment, diversity, personal responsibility, and time management. Additionally, students were asked to write a paper focusing on what they learned in the course and what the College could do to improve the course. The results indicated that students, upon completion of the course, were more aware of these topics. The survey, in addition to traditional evaluation tools, will continue to measure outcomes. Moreover, the Foundations of Excellence Task Force will gather information from faculty and selected staff members about the effectiveness of current first-year practices and policies and from first-year students about their views of campus efforts in the first year. Contact Information Name: Dr. Marilyn A. Zopp Email: mzopp@mchenry.edu Phone: (815) 455-8539 138
Direct Connection to Policy Area 5 of The Illinois Commitment Assessment Committee Mentoring Program Northwestern Business College - Chicago What issue or need is addressed by the effective practice? Northwestern Business College’s Assessment Committee, which consists of faculty from across the college’s curriculums, in collaboration with the college’s deans of faculty, developed and facilitated an interactive faculty in-service in the spring entitled “What Matters Most?” The following questions were discussed by the entire group: What matters to you about the classes you teach? How do you discover if what matters occurs? What matters to students about the courses they take? How do we discover this? Why does it matter to us? Afterwards, small groups were formed and the following topics were discussed in “round-table format” with facilitators from the assessment committee: Why Formative and Summative Assessment Matter; Why Direct and Indirect Assessment Matter; Why Learning Styles Matter; Why Non-Academic Issues Matter. Description of the effective practice: The main objective was to increase faculty awareness of the positive role that formative and summative assessment have on student learning, and how taking an active part in the assessment process has a direct impact on what we are trying to achieve in the classroom. How does this practice achieve sustainability? This practice achieves sustainability by being reinforced at department meetings and in-services throughout the 2006 – 07 academic year. Since faculty meet on a monthly basis, incorporating assessment as regular topic is a cost effective way to reinforce the topic. Creating opportunities for discussing ideas about student learning and how to assess the same is directly related to the key result areas of the current faculty job description and directly relates to faculty’s profession of teaching. What are the results/measurable outcomes? A survey was distributed at the conclusion of the day-long inservice, and the results are as follows: • 78% responded "true" to the statement "I learned or was reminded about informative/summative ways of discovering what students know, think, or can do." • 84% responded "true" to the statement "I learned or was reminded about direct and indirect ways of discovering what students know, think, or can do.: • 94% responded "true" to "I learned or was reminded about learning styles and why they matter." • 83% responded "true" the statement "I learned or was reminded about how non-academic issues impact student learning." The inservice topic was important not only to review and/or impart information about assessing student learning, but also to demonstrate the commitment of the college in embracing assessment. The college will follow up this event with frequent opportunities for faculty to discuss effective formative and summative assessment. Specific results should be identifiable in the 2006 - 07 assessment plans and subsequent results for each academic department. Contact Information Name: Diane Ritz Email: dritz@nwbc.edu Phone: (847) 318-8550 139
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Title of Effective Practice: - California Postsecondary Education ...

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