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Re: Learning Centre Assessment tools
Almost all of our asssessment tools are in-house, largely for budgetary reasons.  We have developed our own writing sample assessment and our own
grammar/mechanics assessement.  We have a post-test checklist students can use, and a quick self assessment our our web page for students to use to see which
study skills might need brushing up. We ocassionally use the LSI (Learning Styles Inventory) if the student is interested enough to pay for it, and students
really like the practical information that connects the profile to careers and study strategies.  If we are working with students who need to develop basic
reading/writing/math skills, we post test the student with the same standardized test as the one that placed them on our support list, usually Accuplacer or the
Canadian Achievement test.


Usually, however, our assessment is done by interviewing students with learning difficulties as to what they percieve to be their problem, checking out current
study strategies, asking questions that would indicate learning style, and going from there, using the interviewer's teaching and interviewing skills to get at
what may be missing.

Automatic digest processor wrote:

> There are 10 messages totalling 606 lines in this issue.
>
> Topics of the day:
>
>   1. StudentAffairs.com Online Courses
>   2. Assessment Materials (3)
>   3. National Tutoring Week
>   4. Online students (3)
>   5. More ? about Online students
>   6. Graduation Pledge of Social and Environmental Responsibility
>
> To Unsubscribe,
> send a message to [log in to unmask]
> In body type: SIGNOFF LRNASST.
>
> ----------------------------------------------------------------------
>
> Date:    Tue, 17 Sep 2002 17:56:44 -0700
> From:    S B <[log in to unmask]>
> Subject: StudentAffairs.com Online Courses
>
> The registration deadline for the Fall 2002
> StudentAffairs.com online workshops for student
> affairs administrators
> (http://www.studentaffairs.com/onlinecourses/) is fast
> approaching.
>
> For specific information about taking in an online
> course, peruse our new Frequently Asked Questions
> (http://studentaffairs.com/onlinecourses/faq.html)
> section.
>
> The eight courses being offered this fall are:
>
> WEB BASED STUDENT SERVICES FOR THE NON-TECHNICAL
> STUDENT AFFAIRS PROFESSIONAL
> This three-week workshop is designed to provide the
> non-technical student affairs professional with a
> basis to begin asking the right questions about web
> based student services. It is not a how to workshop.
> We will not go over the design or construction aspects
> of building such a web site. At the end of this
> workshop you will NOT be prepared to launch web based
> services for your students. You WILL be prepared to
> beginning asking relevant questions and to begin the
> process of planning for the organizational changes
> that will likely occur because of the implementation
> of web based services.
> (http://studentaffairs.com/onlinecourses/fall2002course1.html)
>
> GIVING VOICE TO CRITICAL CAMPUS ISSUES
> This course is based on the book, Giving voice to
> critical campus issues: Qualitative research in
> student affairs, published in 1999 through ACPA Media.
> The book is a collection of qualitative research case
> studies covering the following topics: Alcohol related
> death of a residence hall student, Student suicide,
> Acquaintance rape, Adult child of an alcoholic,
> Tri-racial identity, and Class issues in the academy.
> The course presents an opportunity to read the book,
> gain an understanding of college life, and further
> expand knowledge of student affairs practice through
> course discussion and interaction.
> (http://studentaffairs.com/onlinecourses/fall2002course2.html)
>
> THE ROAD TO SUCCESS: A COURSE FOR ENTRY-LEVEL HALL
> DIRECTORS
> Designed for entry-level Hall Directors, this
> three-week course will take participants on a "road
> trip" through new concepts, creative strategies and
> proven techniques to help them succeed as a Housing
> Professional. Participants' journey will begin with
> Developing a Staff Team. Next we'll explore Dealing
> with Disciplinary Issues. The road trip will come to
> an end as we make a final stop at Facilities
> Management and The Customer Service Connection. A
> variety of instructional methods will be sure to keep
> participants on course and running smoothly throughout
> this educational experience. This course is presented
> in conjunction with the Web site Reslife.Net.
> (http://studentaffairs.com/onlinecourses/fall2002course3.html)
>
> CAMPUS MEDIATION AND CONFLICT MANAGEMENT PROGRAMS
> This course will present a comprehensive look at ways
> to integrate mediation and conflict management
> processes into the campus community, including uses
> for managing student behavior and supporting judicial
> systems. The course does not presuppose prior
> mediation knowledge or training.
> (http://studentaffairs.com/onlinecourses/fall2002course4.html)
>
> CRITICAL LAW AND POLICY ISSUES FOR HIGHER EDUCATION
> ADMINISTRATORS
> This is the first in a sequence of courses designed to
> give participants an in-depth view of critical law and
> policy issues in higher education. The first course (
> "The student-university-parent relationship") reviews
> the evolution and direction of the concept of in loco
> parentis, considers alternative formulations, and
> concludes with analysis of the growing role of parents
> in campus governance.
> (http://studentaffairs.com/onlinecourses/fall2002course5.html)
>
> SUPERVISION PRINCIPLES AND SKILLS
> This three week short course is geared to entry-level
> and mid-level staff and will provide participants with
> the opportunity to focus on core supervisory skills
> such as 1) supervisory communication and successful
> meetings, 2) goal-setting and expectations, 3)
> generational supervision issues, 4) working with
> special populations, 5) performance appraisals and 6)
> staff motivation. Through readings, participation on a
> discussion board, and case studies, participants will
> explore basic tenets crucial for successful
> supervision of both student and professional staff.
> This course is presented in conjunction with the Web
> site Reslife.Net.
>
> (http://studentaffairs.com/onlinecourses/fall2002course6.html)
>
> DEMYSTIFYING ACADMIC AFFAIRS
> This three week professional development course will
> introduce academic affairs in simple, straightforward
> terms to student affairs professionals. The course
> will provide a broad overview of academic affairs for
> those: 1) seeking to learn more about the organization
> and workings of academic affairs, 2)seeking to
> cultivate collaborative ventures with academic
> affairs, and 3)desiring a better understanding for the
> purposes of future career paths.
>
> (http://studentaffairs.com/onlinecourses/fall2002course7.html)
>
> WHAT "ACADEMIC FREEDOM" MEANS: A PRIMER FOR ACADEMIC
> AND STUDENT DEVELOPMENT ADMINISTRATORS
> This is the second in a sequence of courses designed
> to give participants an in-depth view of critical law
> and policy issues in higher education. The first
> course focused on the student-university-parent
> relationship. This course examines the origins and
> nature of constitutionally protected academic freedom.
> Special attention will be paid to classroom
> management, student claims to academic freedom, the
> authority to award and change grades, the professional
> responsibilities of professors, academic freedom and
> "reasonable accommodation" under federal disabilities
> law, and the tension between academic freedom and
> institutional sexual harassment policies.
>
> (http://studentaffairs.com/onlinecourses/fall2002course8.html)
>
> The StudentAffairs.com online course experiencewill
> afford participants, from all parts of the country, at
> all size institutions, and at all functional levels,
> an energizing and innovative experience.  To learn
> more about this exciting professional development
> opportunity, and how to register online, go to:
>  http://www.studentaffairs.com/onlinecourses/
>
> Stuart Brown, President
> StudentAffairs.com
>
> __________________________________________________
> Do you Yahoo!?
> Yahoo! News - Today's headlines
> http://news.yahoo.com
>
> ------------------------------
>
> Date:    Tue, 17 Sep 2002 21:37:28 -0400
> From:    Shana Vinegar <[log in to unmask]>
> Subject: Assessment Materials
>
> Dear Colleagues,
>
> I am a doctoral student doing research on the strengths and weaknesses of
> the various assessment instruments used in learning resource centers, I
> was hoping you could share with me some of the instruments you use on your
> campuses and something about their strengths and weaknesses (learning
> styles, emotional intelligence, college readiness, reading comprehension,
> critical thinking skills, etc.).
>
> I really really need your help, my research (and literature review) can
> not go any further without it.
>
> Thanking you in advance for all of your help,
>
> Shana
>
> ______________________________
> Shana E. Vinegar, MIS, MADR
> "Working with underprepared students - no matter what their age"
> P.O. Box 250673
> West Bloomfield, MI 48325
>
> Telephone: 248.884.2289
> Fax: 248.960.7179
> e-mail: [log in to unmask]
>
> ------------------------------
>
> Date:    Tue, 17 Sep 2002 21:34:35 -0700
> From:    Marcia Krull <[log in to unmask]>
> Subject: Re: National Tutoring Week
>
> This is the first year that I have heard about National Tutoring Week,
> and we have been planning several activities.  We were able to get some
> funding through our college Foundation to purchase "National Tutoring
> Week" polo shirts for all of our tutors.  In addition, we will be
> renting a helium tank and blowing up balloons to decorate the Learning
> Centers at both campuses.  Our dean is providing a cake for each of the
> campus Learning Centers as well, and we plan to have snacks available
> each day so that everyone visiting the Centers can share in the
> celebration.  We are also having blank "Thank You" cards printed up so
> that tutees may express their appreciation.  We hope to keep the
> celebration going throughout the week since some of our tutors work
> limited days/hours, and we want to make sure that everyone is recognized
> for the outstanding work that they do.
>
> Marcia Krull
> Mt. San Jacinto College
> San Jacinto, CA 92583
> [log in to unmask]
>
> -----Original Message-----
> From: Open Forum for Learning Assistance Professionals
> [mailto:[log in to unmask]] On Behalf Of Sandy Mastandrea
> Sent: Tuesday, September 17, 2002 5:05 AM
> To: [log in to unmask]
> Subject: National Tutoring Week
>
> National Tutoring Week is the week of October 7-11, I am curious as to
> what
> other learning centers do to celebrate/recognize their tutors and the
> work
> they do. I look forward to your ideas.
>
> Sandy Mastandrea
>
> Miami University, Ohio
>
> Sandra L. Mastandrea
> Administrator of Tutorial Services
> Bernard B. Rinella, Jr. Learning Assistance Center
> 301 S. Campus Avenue Room 23
> Oxford, Ohio 45056-2481
> 513-529-8741
>
> To Unsubscribe,
> send a message to [log in to unmask]
> In body type: SIGNOFF LRNASST.
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 02:14:27 EDT
> From:    Lucy Macdonald <[log in to unmask]>
> Subject: Re: Online students
>
> Liz,
>
> Success as retention depends in a great part on building a cohort of
> learners.  It is this community of learners that holds each others hands and
> creates retention.  However, if you are talking about what requirements
> students need, I find that "self regulation" is really important. Other
> skills needed might be knowing how to use a word processor for a writing
> class, for instance.
>
> There's a start.
>
> Lucy MacDonald
> http://www.lucyonline.com
>
> In a message dated 9/17/02 10:49:53 PM, [log in to unmask] writes:
>
> >Hello all,
> >
> >I am looking for information about what makes students successful in on
> >line
> >classes.  There's tons of stuff about designing classes, pedagogy,
> >infrastructure, etc. etc.etc., but not much from the student end.
> >
> >Of course such students need to have a certain level of computer skills;
> >be
> >able to read and write reasonable well; manage time; and have the
> >self-discipline to meet deadlines.  But what's out there that says this
> >formally?
> >
> >I am exploring other avenues and am aware of sites such as Lucy MacDonald's
> >
> >Thanks for any leads, on list or privately.
> >
> >Liz
> >--
> >Elizabeth B. Dewey
> >Student Development Specialist
> >Teaching/Learning Center, Delta College
> >University Center, MI  48710
> >Phone (989) 686-9587
> >"A university is, according to the usual designation, an alma mater, knowing
> >her children one by one, not a foundry, or a mint, or a treadmill."-John
> >Henry Newman
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 02:20:57 EDT
> From:    Lucy Macdonald <[log in to unmask]>
> Subject: Re: Online students
>
> Pat,
>
> You are right about orientation. Since I teach study skills online and this
> is frequently the first online course that students take, I think I should
> get EXTRA pay for providing orientation to online learning for ALL the other
> classes!
>
> However, I DO provide THREE alternatives for orientation.
>
> 1. Online orientation - Yes students receive a quiz on this!!
>
> 2. VIDEO (cassette) orientation - check out from the library or have sent to
> you.
>
> 3. Hands on orientation held at the end of the first week on a Saturday.  I
> make this long enough to do the orientation AND all the first week's work to
> get students in line with the rest of the class to begin week two.  Yes,
> students have to come to campus for this.  Some students have chosen this
> option and driven 4 hours one way.
>
> Lucy MacDonald
> In a message dated 9/17/02 11:07:27 PM, [log in to unmask] writes:
>
> >i Liz-
> >One of the biggest needs I see for students who are taking online courses
> >is
> >ORIENTATION!  This form of study is very different than sitting in a
> >classroom with a professor.  How to become an active member in an online
> >course is something many of these students take several weeks to figure
> >out.
> >By the time they've figured out how to be a successful online student,
> >they
> >have lost time and possibly received a lower grade for the first two weeks!
> >Just my thought-
> >Pat McCurdy
> >Cayuga Community College
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 02:39:57 EDT
> From:    Lucy Macdonald <[log in to unmask]>
> Subject: Re: More ? about Online students
>
> Liz,
>
> One of the issues for my online students is the study environment, ie
> studying with children, using the computer at work or at a public library.
> The second issue is the difficulty of 24/7 i.e., if I can go to school
> anytime, when is that? Students need to set up a schedule to "attend" class
> online and do the necessary work offline.
>
> Other issues are the myths of online classes.
>
> 1. It's easier to do than an online class.
>
> My students tell me that online classes are more intense, because you have to
> participate everytime. There is no sleeping in the back of the class and
> there are no snow days!
>
> 2. You can do it anytime you want.
>
> I don't let my students do everything the last week of class.  I work on a
> weekly schedule and archive the previous week's work. Students can see it by
> not participate.
>
> 3. It's self paced learning.
>
> My classes are built in cooperative groups. Therefore, we need to work
> together.
>
> 4. You just read the web pages and take the tests.
>
> I require online discussions, where the teaching and learning take place. It
> is the critical thinking process that I am most interested in and this
> happens in the discussion area.
>
> Lucy MacDonald
>
> In a message dated 9/18/02 3:36:35 AM, [log in to unmask] writes:
>
> >I'm going to rephrase my original request a bit.  Let's try this:
> >
> >What are the problems or inadequate skills  that cause students to be
> unsuccessful,
> >to fail in online courses?  Are there factors outside the realm of
> "traditional"
> >study skills such as time management, reading level, etc. that subvert
> >effective
> >learning in the online environment?
> >
> >Thanks for responses.
> >
> >Liz
>
> ------------------------------
>
> Date:    Tue, 17 Sep 2002 23:53:29 -0500
> From:    Neil Wollman <[log in to unmask]>
> Subject: Graduation Pledge of Social and Environmental Responsibility
>
> Here is a project that can be utilized in different ways in service
> learning or community service learning contexts, as well as in classes.
>
> =======================================================================================
>
> Neil Wollman, Senior Fellow, Peace Studies Institute; Professor of
> Psychology; Manchester College, N. Manchester, IN 46962; 260-982-5346; fax
> 260-982-5043; [log in to unmask]
> =======================================================================================
>
>                                     GRADUATION PLEDGE ALLIANCE
>
> Humboldt State University (California) initiated the  Graduation Pledge of
> Social and Environmental Responsibility. It states, "I pledge to explore
> and take into account the social and environmental consequences of any job
> I consider and will try to improve these aspects of any organizations for
> which I work."  Students define what being "responsible" means to
> themselves. Students at over a hundred colleges and universities have used
> the pledge  at some level, at schools which range in size from Whitman, to
> Harvard, to University of Wisconsin. This now includes some schools
> overseas, graduate and professional schools, and high schools. Graduates
> who voluntarily signed the pledge have turned down jobs they did not feel
> morally comfortable with and have worked to make changes once on the job.
> For example, they have promoted recycling at their organization, removed
> racist language from a training manual, worked for gender parity in high
> school athletics, and helped to convince an employer to refuse a chemical
> weapons-related contract.
>
> Manchester College now coordinates the campaign effort, which has taken
> different forms at different institutions. At Manchester, it is a
> community-wide event involving students, faculty, and staff. Typically,
> fifty percent of students sign and keep a wallet-size card stating the
> pledge, while students and supportive faculty wear green ribbons at
> commencement and the pledge is printed in the formal commencement program.
> Depending upon the school, it might take several years to reach this level
> of institutionalization.  If one can just get a few groups/departments
> involved, and get some media attention on (and off) campus, it will get
> others interested and build for the future. The project has been covered in
> newspapers around the country(e.g., USA Today,Chicago Tribune, Washington
> Post, and Boston Globe), as well as being covered in magazines, national
> radio networks, and local T.V. stations.
>
> The pledge helps educate and motivate one to contribute to a better world.
> Think of the impact if even a significant minority of the one million
> college graduates each year signed and carried out the Pledge.
>
> PLEASE KEEP US INFORMED OF ANY PLEDGE EFFORTS YOU UNDERTAKE, AS WE TRY TO
> MONITOR WHAT IS HAPPENING, AND PROVIDE PERIODIC UPDATES ON THE NATIONAL
> EFFORT. Contact  [log in to unmask] for
> information/questions/comments; or write GPA, MC Box 135, Manchester
> College, 604 E. College Ave., North Manchester, IN  46962. The Campaign
> also has a web site, at
> http://www.manchester.edu/academic/programs/departments/peace_studies/files/gpa.html
>
> -----==================================================================================================
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 15:02:28 EDT
> From:    "Dale T. Griffee" <[log in to unmask]>
> Subject: Re: Assessment Materials
>
> Dear Shana, I notice this is the second time you have posted this request for
> information, so I conclude that maybe you are not getting as much data as you
> want. I am interested in evaluation and assessment, but i am just getting
> into the field of developmental educationand, and I do not have good
> connections with the local learning centers. I teach basic writing part-time
> for a junior college on the campus of the local four-year research institute,
> and am about half way through an on-line course MA in Dev Ed from
> National-Louis University.
>
> Given those restrictions, I wonder how I could help you, and I have this
> idea. You make a (kind of) questionnaire. You list the assessments you have
> located so far along with some kind of Likert scale rating system as for
> example:
>
> Assessment  Don’t use, not satisfactory to very satisfactory
> instrument X
>
> That way I (and maybe others) could appraoch the learning centers on the
> campus of the local universities and quickly interview the director by means
> of your questionnaire check-list. If the respondent says they don’t like
> instrument X, then I could ask why. If they say they like instrument X, I
> could also ask why, and either way I could send you the data. You could also
> include a question about any instruments they use not on your list. That way
> you would have documented proof of the instrument in use plus evidence of
> what users thought were the strengths and weaknesses plus any additional
> instruments. And I who have no real connection with any LC or knowledge of
> the current assessments instruments could still gather the data that would
> help you move your dissertation along.
>
> What do you think?
>
> Dale Griffee
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 13:25:17 -0600
> From:    miguel Acosta <[log in to unmask]>
> Subject: Re: Assessment Materials
>
> I've noticed an increase in the number of publications focusing on assessment.  You might want to check with Jossey-Bass to send their most recent listings.
>
> Miguel Angel Acosta
>
> --On Wednesday, September 18, 2002 3:02 PM +0000 "Dale T. Griffee" <[log in to unmask]> wrote:
>
> > Dear Shana, I notice this is the second time you have posted this request
> > for information, so I conclude that maybe you are not getting as much
> > data as you want. I am interested in evaluation and assessment, but i am
> > just getting into the field of developmental educationand, and I do not
> > have good connections with the local learning centers. I teach basic
> > writing part-time for a junior college on the campus of the local
> > four-year research institute, and am about half way through an on-line
> > course MA in Dev Ed from National-Louis University.
> >
> > Given those restrictions, I wonder how I could help you, and I have this
> > idea. You make a (kind of) questionnaire. You list the assessments you
> > have located so far along with some kind of Likert scale rating system as
> > for example:
> >
> > Assessment  Don??t use, not satisfactory to very satisfactory
> > instrument X
> >
> > That way I (and maybe others) could appraoch the learning centers on the
> > campus of the local universities and quickly interview the director by
> > means of your questionnaire check-list. If the respondent says they
> > don??t like instrument X, then I could ask why. If they say they like
> > instrument X, I could also ask why, and either way I could send you the
> > data. You could also include a question about any instruments they use
> > not on your list. That way you would have documented proof of the
> > instrument in use plus evidence of what users thought were the strengths
> > and weaknesses plus any additional instruments. And I who have no real
> > connection with any LC or knowledge of the current assessments
> > instruments could still gather the data that would help you move your
> > dissertation along.
> >
> > What do you think?
> >
> > Dale Griffee
> >
> > To Unsubscribe,
> > send a message to [log in to unmask]
> > In body type: SIGNOFF LRNASST.
>
> ------------------------------
>
> Date:    Wed, 18 Sep 2002 13:55:18 -0700
> From:    bill hill <[log in to unmask]>
> Subject: Re: Online students
>
> Liz,
>
> You might look at the lit. for performance
> improvement... it's related to instructional design
> (my area) and human resources.
>
> Generally, the perfomance improvement specialists hold
> that a person's performance (and instruction) is tied
> to environment, incentive, motivation, tools, etc.
> Here's their model:
> http://ispi.org/services/whatshptmodel.htm
>
> My opinion: much of the performance improvement
> question is covered in the assessment phase of
> instructional design, like the one detailed in this
> book:
> http://www.amazon.com/exec/obidos/tg/detail/-/0787951595/qid=1032381457/sr=1-1/ref=sr_1_1/002-2114502-6656039?v=glance&s=books
>
> Bill Hill
> Coordinator
> Instructional Design Center
> Seattle University
> [log in to unmask]
>
> __________________________________________________
> Do you Yahoo!?
> Yahoo! News - Today's headlines
> http://news.yahoo.com
>
> ------------------------------
>
> End of LRNASST Digest - 17 Sep 2002 to 18 Sep 2002 (#2002-199)
> **************************************************************