For those of you that missed the posting I will be posting the
information on the LSCHE website after the CRLA institute where I will
present this info. Then it will be readily available.
Dorothy Williams
Marcy Lee wrote:
> Dear Colleagues,
>
> Before we all here who would like these Student Learning Outcomes, please ask for copies in private.
>
> Thank you for helping save our precious time.
>
> Marcy Lee
> English Dept
> Mt Hood Community College
> Portland, OR
>
>
>
> ________________________________________
> From: Open Forum for Learning Assistance Professionals [[log in to unmask]] On Behalf Of Wedig, Lynette [[log in to unmask]]
> Sent: Tuesday, October 13, 2009 9:01 AM
> To: [log in to unmask]
> Subject: Re: Student Learning Outcomes
>
> I would like copies, too.
>
> [log in to unmask]
> Interim Academic Support Center Director, New Mexico State University at Alamogordo
>
> Lynette H Wedig
> Math Instructor
> New Mexico State University - Alamogordo
> 505-439-3791
>
>
>
>>>> "French, Christine" <[log in to unmask]> 10/13/2009 11:19 AM >>>
>>>>
> Hi Dorothy,
>
> May I also receive your rubrics and reports?
>
> Regards,
>
> Christine French
> Coordinator, Special Needs Program
>
>
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]] On Behalf Of Dorothy Williams
> Sent: Thursday, October 08, 2009 2:03 PM
> To: [log in to unmask]
> Subject: Re: Student Learning Outcomes
>
> We use this for both appointments and drop in. We use the same SLOs and
>
> instruments in general tutoring, the writing center, the math center,
> the ESL center, the reading center, and the academic skills center.
> Some are appointment based centers and others are drop in.
>
> I think that Rick Sheets and his colleagues are piloting them in their
> drop in math center in Paradise Valley. Rick - how is it going?
>
> Dorothy Williams
> Antelope Valley College
>
> VERA MAYES wrote:
>
>> Does anyone do this for a drop in kind of center?
>>
>> -----Original Message-----
>> From: Open Forum for Learning Assistance Professionals
>>
> [mailto:[log in to unmask]] On Behalf Of Dorothy Williams
>
>> Sent: Wednesday, October 07, 2009 8:16 PM
>> To: [log in to unmask]
>> Subject: Re: Student Learning Outcomes
>>
>> We do pre post measures of metacognitive development, levels of
>>
> critical
>
>> thinking, locus of control and use of learning styles. If you are
>> interested, email me and I will send you our rubrics and tutor reports
>> that define and capture the data. We have about six year's worth of
>>
> data.
>
>> Dorothy Williams
>> Antelope Valley college
>> California
>>
>> Albert Jimenez wrote:
>>
>>
>>> Dear Colleagues,
>>>
>>> Does anyone mind sharing any forms, documents, survey's, strategies
>>> etc., that account for Learning Center SLO's? Your assistance is
>>>
> gladly
>
>>> appreciated. Thank you all.
>>>
>>> Best regards,
>>> Albert B. Jimenez, M.A.
>>> Tutorial Services Specialist/Associate Faculty
>>> MSJC Learning Resource Center
>>> Menifee Campus
>>> (951)639-5481
>>> "Carpe Diem"
>>>
>>> -----Original Message-----
>>> From: Open Forum for Learning Assistance Professionals
>>> [mailto:[log in to unmask]] On Behalf Of Linda S. Talbert
>>> Sent: Wednesday, October 07, 2009 5:47 AM
>>> To: [log in to unmask]
>>> Subject: Re: Community College Accountability/An Experiment Takes
>>> Off/Progress on Sustainability
>>>
>>> Sounds pretty proactive and any metric other than graduation rates
>>>
> will
>
>>> be a relieve.
>>>
>>> -----Original Message-----
>>> From: Open Forum for Learning Assistance Professionals
>>> [mailto:[log in to unmask]] On Behalf Of Dan Kern
>>> Sent: Wednesday, October 07, 2009 8:15 AM
>>> To: [log in to unmask]
>>> Subject: Community College Accountability/An Experiment Takes
>>> Off/Progress on Sustainability
>>>
>>> Community College Accountability
>>>
>>> October 7, 2009
>>>
>>> Accountability initiatives are not new to community colleges. But
>>> because
>>> scholars and educators have long disagreed about how to measure and
>>> compare
>>> the institutions' success in educating students, the Bill & Melinda
>>> Gates
>>> Foundation and the Lumina Foundation for Education announced
>>>
>>>
> <http://www.gatesfoundation.org/press-releases/Pages/community-colleges-
>
>>> impr
>>> oving-graduation-rates-091006.aspx> Tuesday their funding of an
>>>
> effort
>
>>> to
>>> create a national, voluntary accountability system for community
>>> colleges.
>>>
>>> The project, which is being funded with $1 million in grants from the
>>> two
>>> foundations, will gather leaders from groups like the American
>>> Association
>>> of Community Colleges, the Association of Community College Trustees
>>>
> and
>
>>> select community college districts to hash out what officials call a
>>> "common
>>> set of metrics and data points to evaluate their effectiveness, both
>>> internally and against one another, developed specifically for their
>>> mission."
>>>
>>> Eight community college sites around the country, mostly from urban
>>> areas,
>>> will pilot the new accountability system. Then, in two years, the
>>> project
>>> will expand and pilot in up to 20 more localities. Ultimately,
>>>
> project
>
>>> organizers hope their to-be-created system will be adopted by
>>>
> community
>
>>> colleges across the country to help improve the outcomes of their
>>> students.
>>>
>>> Kent Phillippe, who as director of research at AACC has helped to
>>>
> plan
>
>>> this
>>> project, said there are few details of exactly what metrics this
>>> universal
>>> system would include, as the initiative is still in its nascent
>>>
> stages
>
>>> and
>>> the pilot sites still do not know exactly what data they will be
>>> tracking.
>>> Still, he argued that the project's creation reflects a sentiment
>>>
> among
>
>>> community college officials that the common metrics that have long
>>>
> been
>
>>> used
>>> to judge their institutions' relative success -- led by the federal
>>> graduation rate -- are insufficient and do not help institutions
>>>
> improve
>
>>> themselves. He also added that some new metrics are needed and must
>>>
> be
>
>>> developed.
>>>
>>> "We need to try to build on progression measures of students and not
>>> just
>>> focus on the final outcome of degree and certificate attainment,"
>>> Phillippe
>>> said. "For instance, we need to highlight certain points along the
>>> learning
>>> path toward reaching graduation, such as the attainment of 30 credit
>>> hours
>>> or 60 credit hours or after the progression from development to
>>> college-level coursework [all points after which it is more likely
>>>
> that
>
>>> a
>>> student will graduate]. We also need to catch the things that
>>>
> community
>
>>> colleges do that aren't necessarily credential specific, such as work
>>> force
>>> and community development. Maybe we could track job placement rates
>>>
> in
>
>>> these
>>> programs or show the income change among students who've taken x
>>>
> number
>
>>> of
>>> courses at a community college."
>>>
>>> Officials from Gates and Lumina expressed a similar desire to see
>>>
> better
>
>>> measurements taken at prescribed benchmarks as students move through
>>> community colleges.
>>>
>>> "We need to see beyond graduation rates," said Holly Zanville, a
>>>
> senior
>
>>> program director at Lumina. "Even if colleges find that they have
>>>
> poor
>
>>> graduation rates -- and many of them do -- they can't tell where
>>> students
>>> get lost and how they can get along to improve themselves. We need to
>>> pay
>>> more attention to milestone markers. Of course, we're still
>>>
> interested
>
>>> in
>>> outcomes, but we need to know more about what's happening along the
>>>
> way.
>
>>> For
>>> instance, it'd be great to know the point at which students transfer
>>> onward."
>>>
>>> Diane Troyer, a senior program officer at Gates, said the foundation
>>> believes its support for this community college project will also
>>>
> help
>
>>> institutions work toward the philanthropy's publicly stated goal to
>>> "double
>>> the percentage of low-income young people who earn a postsecondary
>>> credential by the age of 26" by 2027, a benchmark that has appears to
>>> have
>>> influenced some of the goals set by the Obama administration. She
>>>
> also
>
>>> believes the critical mass of publicity that community colleges have
>>> recently received, not only from the federal government but from
>>> organizations like hers, bodes well for the success of this project.
>>>
>>> "A lot more attention has been cast upon community colleges and the
>>>
> role
>
>>> they play in the full picture of higher education," Troyer said.
>>>
> "But,
>
>>> more
>>> attention has to be placed on completion initiatives. Consensus is
>>>
> what
>
>>> really matters when considering what we should be measuring [for this
>>> project]. Having these national benchmarks for colleges to assess
>>>
> their
>
>>> own
>>> performance will help them tremendously."
>>>
>>> Community college presidents at the project's pilot institutions said
>>> they
>>> are excited to work with some of their peer institutions to compare
>>>
> and
>
>>> contrast some of the data they already collect to assess themselves.
>>>
>>> "Most of us don't have large research departments like universities
>>> have,
>>> and we haven't had the resources to do this kind of work," said Jerry
>>> Sue
>>> Thornton, president of Cuyahoga Community College, in Cleveland,
>>>
> Ohio.
>
>>> "For
>>> us and others involved with this pilot, it's not about having a
>>> measuring
>>> stick or a strict comparison base, but trying to improve ourselves by
>>> sharing data with each other."
>>>
>>> Thornton said Cuyahoga will be using this project to take a close
>>>
> look
>
>>> at
>>> what she called its "gatekeeper courses" -- those like algebra that
>>>
> are
>
>>> at
>>> the beginning of a sequence and, if not passed, keep many students
>>>
> from
>
>>> graduating. In addition, she said her institution will focus on
>>> shortening
>>> the amount of time its students spend in developmental courses,
>>> comparing
>>> and contrasting remedial sections of varying lengths and methods to
>>>
> see
>
>>> which achieve success and which do not.
>>>
>>> Roy Flores, president of Pima Community College, in Arizona, said
>>>
> such a
>
>>> universal system will give his institution a more effective way to
>>> identify
>>> its shortcomings and remedy them.
>>>
>>> "We're very data driven, and that's already reflected in our plans
>>>
> and
>
>>> measures," Flores said. "It's something we've been doing for some
>>>
> time.
>
>>> But,
>>> more importantly, this is an opportunity to learn from other colleges
>>>
> as
>
>>> well. There's outstanding work being done by other colleges, and
>>>
> we're
>
>>> mindful of the fact that some of them don't look a lot like Pima."
>>>
>>> At least one prominent outside observer of this major community
>>>
> college
>
>>> initiative, however, expressed his appreciation for the project but
>>> wondered
>>> why the two-year sector appears to have bought into the notion of a
>>> universal accountability system long after the idea won favor among
>>>
> many
>
>>> officials at four-year institutions.
>>>
>>> "I've had a lot of conversations with community college leaders in
>>>
> the
>
>>> past
>>> and -- fussed at them isn't the right word -- but just didn't
>>>
> understand
>
>>> why
>>> they weren't the leader in this accountability movement," said
>>>
> Charles
>
>>> Miller, former chair of former Education Secretary Margaret
>>>
> Spellings'
>
>>> Commission <http://www.insidehighered.com/news/focus/commission> on
>>>
> the
>
>>> Future of Higher Education, known colloquially as the Spellings
>>> Commission.
>>> "Community colleges tend to have -- not an inferiority complex -- but
>>> they
>>> feel like they have to wait in line behind their big brothers for
>>>
> some
>
>>> things. I commend them for doing this now. I don't know the details
>>>
> of
>
>>> what
>>> they're producing, but I have no reason to doubt they'll come out
>>>
> with a
>
>>> good idea."
>>>
>>> Miller said he hopes the project embraces the idea of a "unit record
>>> system," or a method of tracking a student's progress throughout his
>>>
> or
>
>>> her
>>> educational career. Though this recommendation of the Spellings
>>> Commission
>>> ultimately never received the support of educators nationally, Miller
>>> said
>>> it would benefit community colleges most.
>>>
>>> "One of the problems with accountability for community colleges is
>>>
> the
>
>>> need
>>> to follow students beyond community college," Miller said. "Most
>>> community
>>> college students don't come for the purpose of getting a degree or a
>>> certificate, and they'll have to find a way to measure that. These
>>> accountability efforts often focus so much on degree completion, but
>>> that's
>>> definitely not the only thing that community colleges do."
>>>
>>> - <mailto:[log in to unmask]> David Moltz
>>>
>>> Comments, so far at end of article link:
>>> http://www.insidehighered.com/news/2009/10/07/accountability#
>>> <http://www.insidehighered.com/news/2009/10/07/accountability>
>>>
>>>
>>> Comments on Community College Accountability:
>>>
>>>
>>> . This new grant can do a lot of good
>>>
>>> . Posted by Bernard Luskin , CEO and Senior Provost at Touro
>>> University on October 7, 2009 at 6:30am EDT
>>>
>>> . Done correctly a great deal of good can come from this
>>> research.
>>> One of the major areas of missunderstanding has to do with graduation
>>> and
>>> completion rates. If the 60 unit requirement for the AA degree can be
>>> made
>>> consistent, the number of AA degree graduates would statistically
>>> skyrocket.
>>> What happens in a great number of cases is that students that are
>>> transferring to four year institutions, complete most of their
>>> requirements
>>> in a CC. The requirements are uneven among community colleges and
>>>
> extra
>
>>> units are added. The students skip the final three or six units, and
>>> therefore receipt of the AA, because the added units are unique, the
>>> students are focused on transfer. Yet, the student has completed his
>>>
> or
>
>>> her
>>> planned program and transfers, performs well and graduates with a BA.
>>> So,
>>> this is a situation where reporting distorts actual benefits and
>>> results,
>>> i.e., it is statistically accurate and actually wrongly interpreted
>>>
> in
>
>>> the
>>> reporting. There are a number of situations like this that can be
>>> higlighted
>>> for solution through a program like this one. Good luck.
>>>
>>> Bernie Luskin
>>> Chair, Emeritus, AACC Board of Directors
>>>
>>> . About time
>>>
>>> . Posted by A Student , Any major dude at Lansing Community
>>> College
>>> on October 7, 2009 at 7:30am EDT
>>>
>>> . Containing costs is one thing. Lack of productive planning
>>>
> is
>
>>> another.
>>>
>>> Appointing faculty three days before semester-start shows. Really.
>>>
>>> So does faculty going "off-textbook" -- WITHOUT appropriate hard-copy
>>> scaffolding. Especially when textbooks are $100+/each.
>>>
>>> Related Stories
>>>
>>> * <http://www.insidehighered.com/news/2009/10/05/delta> Sophie's
>>> Choice for 2-Year Colleges
>>> October 5, 2009
>>> * <http://www.insidehighered.com/news/2009/10/05/cccall> Mutual
>>> Back
>>> Scratching
>>> October 5, 2009
>>> * <http://www.insidehighered.com/views/2009/09/28/uzureau> In
>>> Praise
>>> of 'Community'
>>> September 28, 2009
>>> * <http://www.insidehighered.com/news/2009/09/28/data>
>>>
> Aggressive
>
>>> Plan for State Data Systems
>>> September 28, 2009
>>> * <http://www.insidehighered.com/news/2009/09/25/ccdc> Better
>>> Late
>>> Than Never
>>> September 25, 2009
>>>
>>> C Copyright 2009 Inside Higher Ed
>>>
>>>
>>>
>>> Sources:
>>>
>>>
> http://www.insidehighered.com/layout/set/print/news/2009/10/07/accountab
>
>>> ilit
>>> y#
>>>
>>>
> <http://www.insidehighered.com/layout/set/print/news/2009/10/07/accounta
>
>>> bili
>>> ty>
>>>
>>>
>>>
>>> http://www.insidehighered.com/news/2009/10/07/accountability#
>>> <http://www.insidehighered.com/news/2009/10/07/accountability>
>>>
>>>
>>>
>>>
>>>
>>> <http://www.insidehighered.com/news/2009/10/07/uscmat> An Experiment
>>> Takes
>>> Off
>>>
>>>
>>> October 7, 2009
>>>
>>>
>>> U. of Southern California's online master's in teaching, designed to
>>> "scale
>>> up" the production of instructors, enrolls 450 students in first 6
>>> months --
>>> more than four times the number in its on-campus program.
>>>
>>> Source and full article:
>>> http://www.insidehighered.com/news/2009/10/07/uscmat#
>>> <http://www.insidehighered.com/news/2009/10/07/uscmat>
>>>
>>>
>>>
>>> Progress on Sustainability
>>>
>>> The 2010 edition of the College Sustainability Report Card,
>>> <http://embargoed.greenreportcard.org/media> being released today,
>>> shows
>>> that despite the economic woes facing many colleges, many also made
>>> significant progress in adopting "green" policies. Grades are awarded
>>> based
>>> on reporting in a series of categories,including policies on climate
>>> change,
>>> food, recycling, buildings, transportation, endowments and so forth.
>>>
> A
>
>>> new
>>> feature of the project this year is to make the colleges' responses
>>>
> to
>
>>> survey questions public so students or prospective students can
>>>
> examine
>
>>> the
>>> status at their institutions and comparison groups. Twenty-six
>>>
> colleges
>
>>> earned A-, the top grade this year. They are: Amherst, Carleton,
>>> Dickinson,
>>> Luther, Macalester, Middlebury, Oberlin, Pomona,
>>> Smith and Williams Colleges; Arizona State, Brown, Harvard, Pacific
>>> Lutheran, Stanford, Wesleyan and Yale Universities; the College of
>>>
> the
>
>>> Atlantic: and the Universities of California at San Diego, Colorado,
>>> Minnesota, New Hampshire, North Carolina at Chapel Hill,
>>>
> Pennsylvania,
>
>>> Vermont and Washington.
>>>
>>> Source: http://www.insidehighered.com/news/2009/10/07/qt#209983
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> Dan Kern
>>>
>>> AD21, Reading
>>>
>>> East Central College
>>>
>>> 1964 Prairie Dell Road
>>>
>>> Union, MO 63084-4344
>>>
>>> Phone: (636) 583-5195
>>>
>>> Extension: 2426
>>>
>>> Fax: (636) 584-0513
>>>
>>> Email: [log in to unmask]
>>>
>>>
>>>
>>> http://www.studentveterans.org/
>>>
>>>
>>>
>>> Cowardice asks the question, 'Is it safe?' Expediency asks the
>>>
> question,
>
>>> 'Is
>>> it politic?' Vanity asks the question, 'Is it popular?' But,
>>>
> conscience
>
>>> asks
>>> the question, 'Is it right?' And there comes a time when one must
>>>
> take a
>
>>> position that is neither safe, nor politic, nor popular but one must
>>> take it
>>> because one's conscience tells one that it is right. (Martin Luther
>>> King,
>>> Jr.)
>>>
>>> Instruction begins when you, the teacher, learn from the learner. Put
>>>
>>> yourself in his place so that you may understand what he learns and
>>>
>>> the way he understands it. (Kierkegaard)
>>>
>>>
>>>
>>> To freely bloom - that is my definition of success. -Gerry Spence,
>>> lawyer
>>> (b. 1929) [Benjamin would be proud, I think.]
>>>
>>>
>>>
>>>
>>> ~~~~~~~~~~~~~~~
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>>> subscription options (including subscribe/unsubscribe), point your
>>>
> web
>
>>> browser to
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>>> browser to
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>>>
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